Throwing Skills and Games

Learning Intention (WALT)

We are learning to develop and refine our overarm and underarm throwing skills to improve accuracy and control, and apply these skills in a fun, inclusive game.

Success Criteria

• I can demonstrate correct technique for overarm throws with accuracy and control.
• I can demonstrate correct technique for underarm throws with accuracy and control.
• I can participate positively and respectfully in a group game following the rules.
• I can adapt my throwing and movement to accommodate my own and others’ abilities.
• I respect personal boundaries and inclusivity rules considering everyone's needs.

Victorian Curriculum Links

Health and Physical Education — Movement and Physical Activity Strand

Substrand: Moving our body

• VC4Movimiento01: Refine and apply fundamental movement skills and movement concepts to complete movement sequences and challenges
• AC9HP4M01: Refine and apply fundamental movement skills in new movement situations, including different techniques to propel objects towards targets (e.g., throwing).

Personal, Social and Community Health — Interacting with others

• VC4HP4P04: Select, use and refine personal and social skills to establish, manage and strengthen respectful relationships.

Inclusion and Differentiation

• Strategies embedded to cater for students with diverse abilities, cultural and religious needs ensuring all students can participate fully and safely.

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Lesson Timing and Activities (45 minutes)

Time (mins)	Activity	Description	Notes/Differentiation
5	Warm-up	Dynamic warm-up with a focus on whole-body movement: jogging, skipping, arm circles, gentle throwing and catching paired with a partner to activate muscles and coordination.	Use visual prompts; students who cannot run can do fast walking or marching on the spot. Ensure gender respectful pairings.
10	Skill Introduction & Demonstration	Teacher demonstrates proper techniques:

• Underarm throw: stance, swing, follow-through, accuracy focus
• Overarm throw: stance, arm swing, step forward, follow-through for power and accuracy | Use step-by-step modelling; allow students to practise shadow throwing before actual throwing. Provide options for seated or stationary throwing where needed. | | 15 | Skill Practice Stations | Set up stations:
• Station 1: Underarm throws to a target (cones or hoops on ground)
• Station 2: Overarm throws to targets at varying distances
• Station 3: Partner throws focusing on control and distance
  Rotate groups every 5 minutes. Teacher provides individualized feedback and support. | For students with limited mobility, shorten distances or allow rolling instead of throwing. Use soft balls for safety. Respect cultural boundaries for touching by using personal equipment. | | 12 | Inclusive Group Game: Hunter, Farmer Sam, Line Tag or Octopus | Choose game based on student preferences and mobility:
• Emphasise spatial awareness, personal space, and safe interactions
• Clearly define zones/roles to avoid physical contact for students who cannot be touched | Adapt rules for no-contact versions if needed; allow student choice in roles to ensure comfort and inclusion. | | 3 | Cool down & Reflection | Gentle stretching followed by guided discussion:
• What throwing techniques helped you today?
• How did you show respect and inclusion in the game?
• How could you improve next time? | Use sentence starters or visual aids; encourage all forms of participation including spoken or written feedback.|

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Assessment Rubric for Throwing Skills and Participation

Criteria	Emerging (1)	Developing (2)	Established (3)	Exceeding (4)
Underarm Throw Technique	Throws with inconsistent or limited control; limited follow-through	Shows some control and follow-through; inconsistent accuracy	Demonstrates good control, follow-through and accuracy in underarm throwing	Demonstrates consistent accuracy and control, adapts technique to increase effectiveness
Overarm Throw Technique	Limited control; awkward or incomplete follow-through	Some control and follow-through; occasionally accurate	Maintains good technique with consistent accuracy and power	Throws with confidence, accuracy and power in varied contexts
Participation and Respect	Needs reminders for rules and respectful behaviour	Generally follows rules and shows respect to peers	Consistently follows rules; demonstrates respectful and inclusive behaviour	Leads by example in fair play and inclusion; supports others in the activity
Adaptation and Inclusion	Struggles to adapt or participate fully	Participates with adaptations but needs support	Independently adjusts effort and participation to suit own & others’ needs	Supports peers with diverse needs to participate fully and safely

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Differentiation Strategies

• Use visual and verbal cues for skill demonstrations.
• Provide equipment of varied sizes and weights.
• Allow alternate movement options (e.g., rolling ball instead of throwing).
• Group students thoughtfully respecting gender and personal boundaries.
• Use non-contact versions of games; clarify rules to avoid physical touch where needed.
• Peer support / buddy system for scaffolded skill development.
• Inclusive language and praising effort and improvement over competition.

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This 45-minute session offers Victorian Curriculum-aligned physical activity focusing on practical skill development and respectful, inclusive play. It balances individual skill growth with social-emotional learning through cooperative games and reflection, supporting a respectful learning environment for diverse abilities and cultural needs. The assessment rubric enables clear formative feedback to support continuous improvement aligned with curriculum proficiency levels.