LESSON PLAN: Michael Margerison 17486356 Page 1

PART A: PREPARATION AND STRATEGIES

Stage: 4 Syllabus section:

Lesson 4/10 4.4 Demonstrates and refines movement skills in a range of contexts and environments

4.11 Selects and uses communication skills and strategies clearly and coherently in a range of
new and challenging situations

4.13 Demonstrates cooperation and support of others in social, recreational and other group
contexts

4.14 Engages successfully in a wide range of movement situations that displays an

understanding of how and why people move

Unit Name: Aboriginal Identities: Cultures and Communities

Aboriginal site: Australian Museum

Lesson Topic: Yulunga games lead by Tyrone Peachy Duration: 60 minutes

Prior knowledge/skills Resources attached

required 5 x Yulunga Manuals (paper version or on 5 x Ipads if available)
The knowledge of Wanas
(digging sticks)

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

1.2 Deep understanding
1.6 Substantive communication
The activities in the lesson target students to have a deeper
understanding of the cultural games that Indigenous Australians play
or have played. This is specifically targeted in the activity where they
have to choose a game from the Yulunga manual and gain enough
understanding of the game and the background of the game to teach
it to the class. This also addresses the use of substantive
communication as they need other students in their class to gain and
understanding of their chosen game.
 LESSON PLAN: Michael Margerison 17486356
2.2 Engagement
2.6 Student direction
3.2 Cultural Knowledge
3.3 Knowledge integration
Page 2
The lesson activities throughout aim to target engagement in the class
with each student having a high level of inclusiveness with each of the
activities that they are asked to participate in. The lessons also target
student direction as they have the role to discuss and give information
and instructions to other students in the class to successfully play
their chosen game.
The lesson has a high focus on cultural knowledge of Indigenous
Australians. The unit as a whole focuss on the community aspect of
Indigenous life and the games involved in the lesson aim to target
knowledge about protecting the community and games Indigenous
Australians played to defend their community. The students are also
asked to integrate their knowledge of a selected Indigenous game and
implement this knowledge into a short presentation of their game to
the class.
 LESSON PLAN: Michael Margerison 17486356 Page 3

PART B: SEQUENCE OF ACTIVIES IN LESSON

Syllabus outcomes:

4.4 demonstrates and refines movement skills in a range of contexts and environments
4.11 selects and uses communication skills and strategies clearly and coherently in a range of new and challenging situations
4.13 demonstrates cooperation and support of others in social, recreational and other group contexts
4.14 engages successfully in a wide range of movement situations that displays an understanding of how and why people move

Students learn to: Students learn about:

- Participate in a variety of movement activities to Aspects of movement skill development
demonstrate and enhance body control, body awareness, - Body control and awareness
object manipulation, anticipation and timing. - Object manipulation and control
- Anticipation and timing
- Technique

Timing Lesson content Student activity 8 ways link

The teacher will introduce Tyrone Peachy, a member Students get changed into their sports uniform for class and Land Links
0-5 of the Penrith Panthers NRL squad and 2016 are seated in front of the teacher when they are ready for an
Indigenous Allstars team, to the class. Tyrone will introduction to the lesson.
represent the Panthers on the Prowl initiative that
sends members of the team into schools. Tyrone will (During this time the teacher will set up the equipment and Engaging the students
be running the class to help give the students deeper space for the first game Wana) through a welcome to
experience and a better understanding of why the country presented by
games were played. an Indigenous students
allows the students to
To begin the lesson an indigenous member of the have an idea of who
class or school will perform a welcome to country the custodians of the
before the lessons begins. land are and a deeper
understanding of the
Introduction to the class that todays lesson will importance of the
 LESSON PLAN: Michael Margerison 17486356 Page 4
continue to have a focus on Indigenous Australian lesson ahead.
culture and the games that they played and continue
to play as training to develop their skills in protection
their community and providing for the community.

The teacher will introduce the Yulunga manual that

includes a significant number of games that the
students can play, with the addition of background
information about the game and why it was played
and variations that can be made to the games.

Tyrone Peachy will explain that the students will first

play a game, lead by the teacher, then students will
break into their class groups and be given one
manual per group. Each group will select one game
that appeals to them and they will present the game
to the rest of the class (in some cases they may be
able to have the class participate).

Warm up game Edor (E-dor) Non-verbal

5-10 (Appendix A) Instructions
- A soccer or football field is designated as the boundary
Background lines
This chasing-and-tagging game originates in the - 2 cones, 5m apart are placed 10m in front of the soccer
Aurukun Aboriginal community (Queensland) and posts at each end
has been popular to play for as long as most - Students are divided into 2 teams, 1 team are given Students play this
Indigenous Australians can remember. This game has braids game with non-verbal
been frequently played around the streets, in the - The all students begin in the middle and the teacher cues to create an
schools during lunch breaks and as warm up will select a student to be the Edor. The teacher wont understanding of who
activities in PDHPE. say who this student is until play begins to chase and where to
- The aim of the opposition is to tag the Edor to prevent run based on their
them from running through the cones special awareness and
- Once the Edor is tagged, with two hands by one decision-making
 LESSON PLAN: Michael Margerison 17486356 Page 5
student, the student who tagged the Edor then abilities.
becomes the new Edor and they must run towards
their goals (often in the opposite direction).
- To initiate the beginning of the game, the teacher calls
out the student name who will begin as the Edor.
- Each team has a designated goal that they must run
through to score but only the Edor can score by running
through the goals.

Modifications
- Have multiple Edors
- Use Oz tag tags in replace of tagging, this can make it
easier to understand who is the Edor, makes it a little
more difficult and prevent any confusion.

10-25 Teacher lead Indigenous game Wana Instructions

(Appendix B) - Students are divided into 5 groups of 6
- 5 circles with a 5m radius, marked by cones, are set up
Teach will introduce the game Wana to the class with a large amount of space between each circle or
Background playing area.
The young Noongar (or nyungar) girls in the - 1 set of cricket stumps are placed in the middle of each Symbols and Images
southwest of Western Australia had many games circle. The stumps represent
they played without the boys. This was due to - One student is selected to be in the middle protecting a baby or child from
cultural beliefs and laws that prevented them from their Nhoba (baby) the community. The
playing with the boys after a certain age. In this game - The other 5 students spread out around the circle and 1 bats and balls
a short piece of stick was placed on the ground to tennis ball is given to a student. represent the Wanas.
represent a Nhoba (baby). Each girl had to defend - Students are to underarm the ball in an attempt to hit
her child from the wanas (digging sticks) of the other the stumps Community Links
girls. The mother held her own wana between her - The student who is batting will attempt to protect their Women in the
thumb and forefinger and put the wana in whichever stumps by hitting the ball away community to prepare
direction the missiles were coming from. - If a student hits the stumps, they then become the new for attacks and to
batter. If they have already had a turn, another student make the community
is selected to be in. stronger as a whole
played the game.
 LESSON PLAN: Michael Margerison 17486356
25-557. Student lead games
8.
A whistle is blown to signify the end of the game and
students are brought back in front of Mr. Peachy.
Tyrone will instruct the students that they now have
10 minutes to select and develop an understanding
of one game from the Yulunga manual.
The teacher and Tyrone will walk around the groups
and address any questions or decisions of games by
the student.
After 10 minutes is up, have the students sitting and
the first group standing up to explain the game to
the class. The group will then play the game within
the group or include the rest of the class, as per
digression of the teacher based on resources and
timing of the game.
Q&A for students and getting changed back into
55-60 their school uniform
Page 6
Modifications
- 2 or 3 balls are added to the circle and student can
underarm the ball at any time
- An extra batter is included in the middle
- A smaller or larger baller can be replaced for the tennis
ball
Instructions
Non Linear
Once the students understand what thy have to do they are
instructed to move into their class groups and are given one
Yulunga manual per group.
The key points that will be instructed to the students include:
- When they have selected a game, one student must Students learn through
come across to the teacher to collect the equipment playing a game as well
they need for the game. as having the
- The rest of the group will continue to gain an opportunity to learn
understanding of the game and develop a strategy in from each other as
explaining the game to the rest of the class. they teach the class a
- The students will also gain an understanding of why the new experience and
game was played, who played it and what area the game associated with
Indigenous people were located in Australia. Indigenous culture.
- The students will attempt to use correct terminology
for the equipment and players.
Each group has 5 minutes to discuss and play their game.
Have the students seated in front of the teacher and Tyrone
- Use this time for a Q&A for students to ask any
 LESSON PLAN: Michael Margerison 17486356 Page 7
questions about the games or things that they have
learnt during the lesson.
- Explain that the students will be putting together a
presentation about their chosen game during their next
class as a component of their final project.

Students get changed back into their school uniforms.

PART C: ANALYSIS AND SELF-REFLECTION

How have outcomes been achieved?
Learning outcome
4.4 Demonstrates and refines
movement skills in a range of
contexts and environments
Method of measuring and recording
Observations of students technique and results based on their performance of being able to protect their stumps in
the Indigenous game Wana. The having the ability to also correctly perform the skills that will be taught during the
student lead activities and their ability to correctly demonstrate skills that are involved in their selected game.

4.11 Selects and uses Students ability to work together through communication during the warm up activity where teams are attempting
communication skills and strategies to score against their opposition. The will also use communication skills through the selection, creating and
clearly and coherently in a range of presentation of their groups Indigenous activity. Lack of communication can result in a poor understanding for the
new and challenging situations rest of the class as well as their own group.

4.13 Demonstrates cooperation Observing the students ability to work as a team during the game Wana the selection of words used when their
and support of others in social, team is successful as well as the encouragement given throughout the game. The ability to put together a well
recreational and other group organised activity that has social cohesion as a group with each member of the group being an integral part of the
contexts planning process.

4.14 Engages successfully in a wide Students create an understanding of the games Indigenous Australians played, why they played them and how the
range of movement situations that skills involved in the game helped to develop their skills in providing and protecting their Indigenous community.
displays an understanding of how This is measured through their understanding and explanation of their chosen Indigenous games.
and why people move
 LESSON PLAN: Michael Margerison 17486356 Page 8
Links to next lesson

During the next lesson student will take time at the end to discuss their groups choice of Indigenous game and will have an opportunity to begin working
on a group presentation that they will put together based around their chosen game with a more in depth look into the game, the background and the
cultural significance of the game. This presentation will form part of their project that they will present at the end of the unit.

AISTL graduate standards and evidence that this lesson achieves this standard.
AITSL Standard Evidence within this lesson
2.2 Content selection and The content has been selected to flow on from the overall units idea of community as well as their previous PDHPE
organisation lesson where the students will be looking at self identity and about their culture and moving into a deeper
understanding of the Aboriginal culture. The content begins with a warm up to get the students moving and active,
then leads into a game based activity as an example of what the students will then be creating later on in the
lesson. This then flows into the next lesson by the students putting their understanding of the game into a
presentation as a part of their overall project.

3.3 Use teaching strategies Using a variety of teaching strategies such a individual and collaborative approaches in through teacher lead games
such as the warm up and Indigenous game Wana and student centred and lead group work in teaching a games to
the other students as well as creating their own understandings as a group.

4.1 Support student The games that have been selected to be played have a high engagement and inclusivity level. This is seen by having
participation small groups of students in the Wana game where students have more of a chance to participate as well as the
opportunity to each have a go at batting. They are also encouraged to work as a team and designate roles within
their groups when presenting their game to the class.

WHS considerations
- Create a supportive environment Encouraging each student to come up with their own ideas with no incorrect answers.

- Creating supportive environments Being open to questions for student who are struggling with understanding the activities or links to Indigenous
culture.
 LESSON PLAN: Michael Margerison 17486356 Page 9
- Ensure the safety of the students so as that no one is placing them selves or another student at harm out on the ovals

- Hats must be worn outside along with sunscreen and other sun safety components.

- Ensure the playing field is in an acceptable condition for the students to participate on and there arent any hazardous objects or conditions putting the
students in danger.

- Behaviour management Not talking over the top of another student, students are staying on task and playing safety and fairly during their games.

References
Teacher Standards. (2017). Aitsl.edu.au. Retrieved 10 October 2017, from https://www.aitsl.edu.au/teach/standards

Personal Development, Health and Physical Education Years 710 Syllabus. (2003). Board of Studies. Retrieved 10 October 2017, from
https://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/pdhpe-7-10-syllabus.pdf

Yulunga Traditional Indigenous Games. (2017). Sportingschools.gov.au. Retrieved 10 October 2017, from https://www.sportingschools.gov.au/resources-
and-pd/schools/yulunga

Community Consultation or Protocols to be considered.

- An Indigenous student has been selected to pay respects to land and the owners of the land before the games commence.
- Having a high profile member of the Indigenous community come out as a part of the Panthers on the Prowl Initiative to lead the students in the games (Tyrone Peachy).
 LESSON PLAN: Michael Margerison 17486356 Page 10

Resources to support this Lesson

Appendix A
 LESSON PLAN: Michael Margerison 17486356 Page 11

Appendix B
 LESSON PLAN: Michael Margerison 17486356 Page 12
Appendix C