LESSON PLAN: Cameron Wallace 17698724 Page 1

PART A: PREPARATION AND STRATEGIES

Year: 7 Syllabus section: Physical Development, Health and Physical Education
Lesson 11/12

Unit Name: Understanding Indigenous Australian History and Cultures

Aboriginal site: Australian Botanical Gardens (Mt Annan)

Lesson Topic: Traditional Indigenous Australian Games Duration: 60 minutes

Prior knowledge/skills required Resources (Attached at the end of the document)

 Australian Botanic Gardens (Mt Annan) site visit.
 Students should now have a sound knowledge and
understanding of Indigenous Australian History and
Cultures.

Quality Teaching Elements (lesson focus) - Highlight relevant items

1. Intellectual Quality 2. Quality Learning Environment 3. Significance
1.1 Deep knowledge 2.1 Explicit quality criteria 3.1 Background knowledge
1.2 Deep understanding 2.2 Engagement 3.2 Cultural knowledge
1.3 Problematic knowledge 2.3 High Expectations 3.3 Knowledge integration
1.4 Higher-order thinking 2.4 Social Support 3.4 Inclusivity
1.5 Metalanguage 2.5 Students’ self-regulation 3.5 Connectedness
1.6 Substantive communication 2.6 Student direction 3.6 Narrative
How are Quality Teaching (QT) elements achieved in the lesson?

QT element/s in the lesson Indicators of presence in lesson

1.6 Substantive communication
2.5 Students’ self-regulation
Throughout the lesson the teacher initiates discussion with students asking open-
ended questions that require students to answer thoughtfully and in greater depth.
Students are also given the opportunity to share ideas and delegate roles in during
the group activities.
Students are given the opportunity to design their own game and regulate their own
behaviour during the group activities.

3.2 Cultural knowledge Throughout the lesson students learn about and participate in traditional Aboriginal
and Torres Strait Islander games. Students also gain an appreciation for how
Indigenous Australians pre-colonisation used natural resources to make objects
used for recreation.
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PART B: SEQUENCE OF ACTIVIES IN LESSON

Syllabus Strand:
Movement Skill and
Performance
Contexts for learning:
 Individual/group/tea
m physical activities
 Initiative/challenge
physical activities
Syllabus outcomes:
PD4-4 Refines, applies and transfers movement skills in a variety of dynamic physical activity contexts
PD4-10 Applies and refines interpersonal skills to assist themselves and others to interact respectfully
and promote inclusion in a variety of groups or contexts
Key Inquiry Questions: Syllabus Content:
 How can I evaluate  Practise and apply interpersonal skills when undertaking a range
movement of roles in physical activities (ACPMP086)
competence, adapt - participate in initiative/challenge physical activities designed to
movement skills and
develop teamwork, cooperation and problem-solving S I M
apply these skills in
- adopt roles and responsibilities that support and enhance
dynamic movement
situations? planning of physical activities, team cohesion and lead to
successful movement outcomes I M
 How can I make
- apply an understanding of verbal, physical and situational cues to
decisions to adapt to
changing circumstances identify and appropriately respond to the feelings and motives of
in different movement others when working in a team or group I M
contexts? - participate in physical activities including competitive and non-
 How can I apply my competitive, individual and team activities and evaluate the
skills to collaborate, degree to which they meet their needs and interests S I M
communicate, solve
problems and include
others in physical
activity?

Timing Teaching and Learning Activities Organisation 8 ways link

5 Mins Introduction - 4 volleyballs

Warm-up activity: Kai. (Hook)

Description:
- Acknowledgement of Country
Land Links – Students
- Organise students into four even groups comprising of 6-7 students.
play games that
- Provide each group with one volley ball. Indigenous
Australians played
- Students are to try and keep the ball up between them using their hands. using flora and fauna
- The objective is to keep the ball up as many times as possible.
- Each time a player hits the ball they have to call a letter of the alphabet. For
example the first player to hit the ball calls out A the next player calls out B
and so on. This is to mimic how the people of the Torres Strait Islands played.
They would sing the kai wed (ball song) as they played Symbols and Images –
- While students are playing walk around to each group and mark the roll, this the equipment
maximises the time students are active. students play with
represent different
- Play for 5 minutes. resources Indigenous
- Gather students and explain that Indigenous Australians used fauna and flora Australians used for
not only as a source of food and medicine but they also used them to create recreation
objects they could use for recreation (Links to previous lesson on the many
uses of flora).
- Explain to students the game we just played was a game people from the
Torres Strait Islands played. The game was played using the thick, oval, deep-
red fruit of the kai tree, which is quite light when dry. Players would sing the
kai wed (ball song) as they hit a ball up in the air with the palm of their hands
(Edwards & Meston, 2008).
Questions to facilitate learning:
- From the site visit what other plants/fruits/seeds could have been used to play
this game?
 LESSON PLAN: Cameron Wallace 17698724 Page 3
- What sports/games/activities share the same or similar skills?
Differentiation:
- Provide a demonstration with instructions to assist visual and auditory
learners.
Modifications: (make modifications to make it easier, harder or more inclusive
depending on what is required)

- Allow the ball to bounce once before hitting it again (easier)

- Each student has to touch the ball within 10 ‘hits’ (inclusive)
- Students must move position once they’ve hit the ball (harder)

15 mins Activity 1 - 15 tennis

Playing games through stories. balls
- 6 soccer balls
Description:
- Keep students in their groups. - 2 footballs Land Links – Students
play games that
- Provide each group with a different excerpt (Resource A). - 2 hula-hoops Indigenous
- Students are too read the excerpt they have been provided. - 25 markers Australians played
using flora and fauna.
- Students are to interpret the game/activity that is described in the excerpt and - 10 red bibs
then they are to play that game/activity.
- 10 blue bibs
- In their groups students are to determine what equipment they need, the
dimensions of the playing area and the goal of the game. - Pens

- The equipment required for this activity has been listed in the next column. - A4 paper
Story Sharing -
- Students are then to play the game for 10 minutes. Students interpret
and play games
- NOTE: Ask if there are any students who identify as Aboriginal or Torres Strait described by students
Islander and if there are ask them if they know any games or are there any or in the excerpts
games they would like to share with their group. (If a student(s) is comfortable provided.
sharing a game replace one or more of the excerpts with their ‘story(ies)’
Questions to facilitate learning:
- What equipment would be best suited for your game? Is there alternative
equipment you could use to play? (get students to think creatively as
Indigenous Australians had to)
Symbols and Images –
- From the site visit what plants/fruits/seeds could have been used to play this the equipment
game? students play with
represent different
- Can you use the skills required to play this game in any other
resources Indigenous
sports/games/activities? Which skills could you use and in what sport? (get
Australians used for
students thinking about how different skills are transferable across different
recreation.
sports)
Differentiation:
- Give students who are visual learners the opportunity to draw out the game
being described in the excerpt by providing students with A4 paper and pencils
Modifications:
- Observe students game-play. If students are finding it too easy or too difficult
firstly see if they can implement a modification that will make it easier or
harder. If they cannot think of any modifications suggest a modification using
the CHANGE-IT Principle (Australian Sports Commission., n.d.). (resource E).
35 mins - 2 Soccer ball
Activity 2
- 2 Football
Creating games using natural resources
- 2 Volleyball
Description:
- 5 Tennis Ball
- Divide students into three even groups. Land Links – Students
- 2 Sponge Ball play games that
- In their groups students create a game that can be played from resources you
Indigenous
would find in nature and more specifically the natural resources found at - 2 Cricket Bat
Australians played
Australian Botanic Gardens.
- 2 Frisbee using flora and fauna.
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- The different sporting equipment available at the school will be used to - 25 Markers
represent different objects Indigenous Australians used in the games and
- 10 red bibs
activities they played. A list of what equipment represents what object has
been provided (Resource B). Provide this list to each group. - 10 blue bibs
- Provide groups with one A3 size paper and a marker. - Pens
- Provide groups a scaffold on what they need to include: name, rules, safety, - A3 paper Symbols and Images –
scoring, playing area, equipment and a diagram of the playing area. (Resource The equipment
C) student’s play with
represent different
- In their groups students are to allocate one role for each group member. The resources Indigenous
roles include explaining the game to the other groups, scribe, and equipment Australians used for
collector, setting up the playing area, referee and someone to make a recreation.
modification to the game to make the game more inclusive (Resource D).

- Provide each group with the CHANGE-IT Principle (Australian Sports

Commission, n.d.) scaffold to help them think of modifications (Resource E).
- Each group has 5-7 minutes to complete their games and set-up their playing
area. Ensure groups are not too far from one another as this will limit the
transition time between each game.
- Each group has a turn at playing their game with the class (10 minutes each).
For example Group 1 will explain and control their game while Group 2 & 3
play the game, then Group 2 will explain and control their game while Group 1
& 3 play the game and so on.
Questions to facilitate learning:
- If students are having trouble making modifications ask them ‘what is not
working in this game?’ or ‘how can you make this game more inclusive so
everyone is involved?’
Differentiation:
- Give each group the resources listed above. This will help students who are
visual learners distinguish there role in the group, what the game entails, what
each piece of equipment represents and modifications they can make. Also
give auditory instruction for those students who are auditory learners.
Modifications:
- Allow and encourage students to make modifications. Remind students they
have the resources to help assist them with making modifications.

5 min Lesson debrief -

- Get students to sit in a circle on the ground.
- Ask each group ‘what are 3 things you would change to your game to improve
it?’ and ‘how would these changes improve your game?’
- Ask each student to say one thing they learnt this lesson about Aboriginal and
Torres Strait Islander Histories and Cultures.
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PART C: ANALYSIS AND SELF-REFLECTION

How have outcomes been achieved?
Learning outcome
PD4-4 Refines, applies and transfers
movement skills in a variety of dynamic
physical activity contexts
Method of measuring and recording
PD4-4 – The teacher will observe student participation in practical activities focusing
on how students execute skills in terms of technique and outcome.

PD4-10 Applies and refines interpersonal
skills to assist themselves and others to
interact respectfully and promote
inclusion in a variety of groups or contexts
Links to next lesson
The next lesson is the last lesson in the unit and aims to bring together the knowledge learnt over the course of the previous 11
lessons.
PD4-10 – The teacher uses observation to assess student’s interpersonal skills
during each activity. Activity 1 & 2 gives the teacher an opportunity to see how
students work together to solve problems and how they communicate. The teacher
will be able to see how students delegated roles to one another in their groups
during activity 2 by observing their worksheet (resource D). The teacher will also be
able to assess how students make modifications to promote inclusion through
discussion with groups.

AISTL graduate standards and evidence that this lesson achieves this standard.
AITSL Standard Evidence within this lesson
1.4 Strategies for teaching Aboriginal and 1.4 – Throughout the lesson the 8-ways of learning pedagogical framework has been
Torres Strait Islander students used to cater for Indigenous and non-Indigenous students varied learning styles.
Land links, storytelling and symbols and images have been used across the three
practical activities to assist with students learning.

2.4 Understand and respect Aboriginal
and Torres Strait Islander people to
promote reconciliation between
Indigenous and non-Indigenous
Australians
WHS considerations
2.4 – Throughout the lesson students play and learn about traditional Aboriginal and
Torres Strait Islander recreation. This increases non-Indigenous students’ cultural
awareness and cultural knowledge of Aboriginal and Torres Islander cultures. It also
increases Indigenous students’ self-esteem and sense of self as they are able to see
their culture valued at school.

- Ensure the playing area is suitable. Check the oval ground to ensure there are no big divots, glass, hard ground etc.
- Ensure all equipment is used appropriately. Tell students not to deliberately hit each other with equipment, tell students to
return equipment when asked.
- Ensure all students respect one another. Tell students to mindful of other students when participating and not to deliberately
hit one another.

Casual teacher Notes:

- Resource A can be cut so each group is given one excerpt each.
- Resources B to E can be stapled together and given to each group

Community Consultation or Protocols to be considered:

- It is important to acknowledge The Traditional Custodians of the land past and present and acknowledgement of country on
which the lesson takes place.
- Consult Aboriginal experts/community members to check if there are any protocols that need to be followed for each game.
- Invite an Aboriginal Elder to teach a game to the class if they wish to do so.
LESSON PLAN: Cameron Wallace 17698724 Page 6

References

Australian Sports Commission. (n.d.). Inclusive coaching : Participating in sport. Retrieved from

http://www.ausport.gov.au/participating/resources/coaches/tools/coaching_specific_groups/Inclusive

Bowler, S. C. (1901). Aboriginal customs, bogan and Lachlan River Aborigines. Science of Man and Journal of the Royal

Anthropological Society of Australia, 4(9), 147.

Edwards, K., & Meston, T. (2008). Yulunga: Traditional indigenous games. Retrieved from Australian Sports Commission

website: http://www.ausport.gov.au/__data/assets/pdf_file/0017/402191/SP_31864_TIG_resource_FINAL.pdf

Mitchell, J.F. (1906). Tribal Customs and Ceremonies. Science of Man and Journal of the Royal Anthropological Society of

Australia 8(5), 12-13.

"Murungurry". 'Aboriginalities'. (1927, November 10). The Bulletin [Sydney], p. 42.

Warlpiri Media Association (Producer), & Batty, D. (Director). (2001). Bush mechanics: The series [Television series]. Sydney,

Australia: Australian Broadcasting Company.

NSW Education Standards Authority. (2018). NSW syllabus for the Australian Curriculum: Personal development, health and

physical education K–10 syllabus. Retrieved from https://syllabus.nesa.nsw.edu.au/pdhpe/

LESSON PLAN: Cameron Wallace 17698724 Page 7
Resources to support this Lesson
Resource A – Recounts of games played by Indigenous Australians

Excerpt 1

One of the pastimes indulged in by boys is the game of "Currum-currum." A currum is a circle of bark cut from a gum-
tree, for choice, about the size of a breakfast plate, which one of the boys bowls for the others to spear at as it passes.
It requires some skill to hit with a spear, as it passes at a high rate of speed. The bowler takes his currum about fiften
[sic] yards away, and the boys, with spears of wood, stand in a row, and as the currum passes each has his shot in
turn, and the one who hits the object takes the place of the bowler. The bowler cries, "be-u-yah" (Are you ready?)
and when all say ready, he calls out, "Currum-ba-lee," and bowls.

Mitchell, J.F. (1906). Tribal Customs and Ceremonies. Science of Man and Journal of the Royal Anthropological

Society of Australia 8(5), 12-13.

Excerpt 2

For a long time we had our own game. We’d throw a ball to each other and the other side would try and grab it. We’d
toss it in the air and chase each other around. We would play all day. Today they play white man’s way. But before we
used a ball made from human hair. We would tie the hairstring together to make that ball. It was a really good game
that belonged to Aboriginal people called “pultja”. We never used to fight or get hurt from that game. We played it
just for fun and never fought over it. We looked forward to playing it every day. Just to see who’d win. (Unidentified
elder of the Walpiri people, Yuemendu, in Central Australia).

Warlpiri Media Association (Producer), & Batty, D. (Director). (2001). Bush mechanics: The series [Television

series]. Sydney, Australia: Australian Broadcasting Company.

Excerpt 3

The old men played a kind of bowls. Any level bit of ground was the green; the bowls were smooth stones collected
from the rocky beds of running streams and prized according to their roundness. The majority were a bit eccentric;
they also varied in size and weight; but the old fellows enjoyed their game as long as their favourite bowls were not
chipped by hard knocks. I have come upon broken bowls on old camping grounds.

"Murungurry". 'Aboriginalities'. (1927, November 10). The Bulletin [Sydney], p. 42.

Excerpt 4

The children play a kind of football, the ball being made of possum wool, spun by gins, and made into a ball about
11/2 inches in diameter, they do not take sides. One person kicks the ball up in the air, and then there is a general
scramble to see who can kick it again before it touches the ground; the main object is to keep the ball from doing so, if
it does, however do so, they start afresh. It requires great agility and suppleness of limb to play the game with any
great skill. Whoever kicks the ball the most number of times is considered the best player.

Bowler, S. C. (1901). Aboriginal customs, bogan and Lachlan River Aborigines. Science of Man and Journal of the

Royal Anthropological Society of Australia, 4(9), 147.

LESSON PLAN: Cameron Wallace 17698724 Page 8
Resource B – Equipment List

Equipment List
Natural Resource Represented by. . .
Kangaroo Skin Ball Soccer ball

Possum Skin Ball Football

Kai Fruit Volleyball/netball

Small Stone Tennis Ball

Grass Ball Sponge Ball

Wana (Digging Stick) Cricket Bat

Boomerang Frisbee

Sticks/Rocks Markers

Body Paint Coloured Bibs

LESSON PLAN: Cameron Wallace 17698724 Page 9
Resource C – Game Design Scaffold

Game Design Template

Game Name:

Number of Teams/Players:

Playing Area:

Equipment:

Game Rules:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Safety:
-
-
-
-
-
Diagram:

Modifications (Write ideas for modifications here)

-
-
-
-
-
-
LESSON PLAN: Cameron Wallace 17698724 Page 10
Resource D – Group Roles Scaffold

Group Roles
Role Name
Introduce the game -
-
Scribe

Equipment Collecter

Set-up playing area -

-
Referee -
-
Introduce Modification

Resource E – CHANGE-IT Principle Scaffold

Modifications
Coaching Modify your instructions/demonstrations to suit individual players

How to score Modify how to score to make sure everyone is included

Modify how to score to make it easier or harder
Area Modify the playing area to change the intensity of the game
Modify the playing area to make it easier or harder
Modify the playing area to make it safer
Number of Modify the number of players to make sure everyone is included
players Modify the number of players that can be in one zone
Game rules Modify game rules to make it easier or harder
Modify game rules to highlight a skill
Modify game rules to vary the game experience
Equipment Modify the equipment to make it easier or harder
Modify the equipment to suit the needs of players
Inclusion Make modifications to make everyone included, using the CHANGE-IT
principle
Time Make modifications to the duration of the activity to increase decrease
the intensity.