Teamwork in Action

Year Level: Year 4

Subject: Health and Physical Education (HPE)

Duration: 40 minutes

Class Size: 25 students

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Curriculum Links – Australian Curriculum (v9.0)

Learning Area: Health and Physical Education
Strand: Movement and Physical Activity
Sub-strand: Fundamental Movement Skills; Movement Concepts and Strategies
Content Description:

• ACPMP043: Practise and refine fundamental movement skills in different movement situations
• ACPMP045: Apply strategies for working cooperatively and in teams
• ACPMP047: Adopt inclusive practices when participating in physical activities

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WALT – We Are Learning To:

• Work as part of a team to achieve shared goals
• Apply and refine fundamental movement skills (running, dodging, catching) through fun games
• Demonstrate positive and inclusive teamwork behaviours

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Success Criteria:

• ✅ I can describe and demonstrate how to be a good team member
• ✅ I can apply at least two fundamental movement skills in a game setting
• ✅ I include and support others during team activities
• ✅ I show resilience and fairness whether I win or lose

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Equipment Needed:

• 10 soft foam balls
• 6 plastic hoops
• 20 flat markers or cones
• 1 whistle
• Whiteboard and low-sensory coloured markers (dyslexia-friendly fonts encouraged)
• Timer (or watch)

🧠 Low setup materials only – easy to deliver in minimal time, using existing school resources.

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Warm-Up (5 minutes):

Activity Name: "Animal Relay"

Instructions:

1. Place students into 5 teams of 5 (mixed skill levels).
2. Set up markers 10m apart – relay style.
3. Each student completes a movement across and back before tagging the next:
   • Kangaroo hops (2 feet together)
   • Emu runs (arms in wings, quick steps)
   • Lizard crawl (on all fours)
   • Echidna roll (log roll for younger students)

Focus: Warming up bodies and brains, activating movement diversity, building energy.

Inclusive Tip: Allow students to choose from 2 movement options if any cause discomfort.

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Main Activity 1 (15 minutes):

Activity Name: "Hoop Huddle Tag"

Instructions:

1. 6 hoops spaced out around the playing area.
2. 5 students are taggers (wearing bands); all others are runners.
3. If tagged, a student must run to a hoop and wait for two classmates to join — forming a “Hoop Huddle” of 3 to “free” each other by doing 5 star jumps together.
4. Emphasis on teamwork, communication, tempo control.

Learning Focus:

• Applying agility and dodging skills
• Making shared decisions and supporting others

Extension for Advanced Learners:
Challenge advanced players to initiate new huddles or help less confident players group up effectively.

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Main Activity 2 (15 minutes):

Activity Name: “Pass the Energy” – Team Relay Challenge

Instructions:

1. Students split into same 5 teams (from the warm-up).
2. Relay: One student runs to centre cone, picks up a foam ball, returns and hand-passes to the next team member (AFL-style short pass).
3. Team continues until all players have had their turn.
4. Round 2: Add variation – they must weave around cones back to base.

Skills Practised:

• Running, ball handling, accurate short passing, spatial awareness

Teamwork Focus: Encouragement, turn-taking, constructive communication.

Extension Task:
Use both left and right hands, or alternate between overarm and underarm throws.

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Cool Down & Reflection (5 minutes)

Activity Name: "Silent Compliments Circle"

Instructions:

1. Students sit in a circle.
2. One by one, they tap a teammate on the shoulder and give a silent thumbs-up or signal a fist bump.
3. Teacher leads short reflective questions:
   • How did your team work together today?
   • What did someone do that made a difference?
   • What makes a good teammate?

Note: Option to reflect through drawing or simple journaling in class post-PE for dyslexic students or quieter reflectors.

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Differentiation Strategies:

• For emerging learners: Visual prompts on whiteboard with dyslexia-friendly fonts (e.g. Comic Sans, Arial), whispered instructions, buddy support
• For advanced learners: Leadership roles such as team organisers, strategy developers, or referees
• For students with neurodiversity: Choose preferred movements in animal warm-up, opt out of tagging to manage sensory overload

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Teacher Tips:

• Keep transitions smooth – use whistle codes and visual cues
• Encourage inclusivity – rotate taggers often, keep track of participation
• Celebrate small wins – name a “Team of the Day” not for skill, but connection, support, creativity

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Reflection Prompt for Teacher Notes:

After the lesson, consider jotting down:

• Which students naturally stepped into leadership?
• Were any students disengaged or uncomfortable? Why?
• How did teams adapt their strategies over time?

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Optional Follow-Up Extension (Classroom):

Mini Writing Activity (Dyslexia-Friendly Option):
Students draw or write: "What makes a GREAT teammate?"
Use big paper, lots of images, scribed answers, or speech-to-text apps.

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This lesson balances movement skill development with strong interpersonal learning. It's light on setup, heavy on fun – with a focus on FMS, team bonding, and resilience through play.

Now, let the good games begin! 🏃🟡🤝