EST203

Assignment 2 – Lesson Plan

James McLaughlin

Learning Objectives

Practise and apply personal and social skills when undertaking a range of roles in physical
activities (Australian Curriculum, Reporting and Assessment Agency, n.d.).

Demonstrate and explain how the elements of effort, space, time, objects and people
can enhance movement sequences (Australian Curriculum, Reporting and Assessment Agency,
n.d.).

Participate in and investigate cultural and historical significance of a range of physical activities
(Australian Curriculum, Reporting and Assessment Agency, n.d.).

Students will understand how to successfully play the game ‘Kai’.

Students will understand that communication, team work, peer support and technique will
influence the successfulness of the game.
Students will be able to relate Kai to modern sports today and have an understanding of the
rich culture of Indigenous Australians.
Students will be able to identify strategies to keep ball in the air longer through,
communication, direction of ball, peer support, action used to hit ball and the amount of force
used to hit ball.

Essential Questions (These should help students engage with understandings)

What strategies improved the length of time you could keep the ball in the air for?
What rules made it more difficult and why?
What differences exist between the lifestyle now and the lifestyle of Indigenous Australians
prior to 1788?

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Assignment 2 – Lesson Plan

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Lesson Plan
Lesson: The game ‘Kai’
Lesson number: One
Year levels: Seven
Strand: Health and physical education
Sub-strand: Movement and physical activity
Understanding movement, Learning through movement
Learning activities/Modes: Viewing, listening, speaking and moving
General capabilities: Personal and social capability, critical and creative thinking,
literacy and intercultural understanding

Lesson Context (Background information)

This lesson has a focus on the 8 Aboriginal Ways of Learning (8ways) framework to support and
enhance the engagement of Aboriginal students. This pedagogical approach allows teachers to
apply meaningful links to Aboriginal heritage and their learning techniques, in a way which/that
is relevant to Aboriginal students’ identities and backgrounds (Yunkaporta, 2018).

The framework consists of eight interconnected pedagogies consisting of the following;

Story sharing Learning maps

Land links Community links

Deconstruct, Reconstruct Non linear

Non-verbal Symbols and Images

These interconnected pedagogies can help build teachers’ awareness and deeper understanding
of Aboriginal students and their cultural backgrounds. In turn, this can help teachers find
alternative ways to implement practices that align with indigenous students’ way of learning
‘how we learn – culture way’(Yunkaporta, 2018).

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Assignment 2 – Lesson Plan

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Lesson plan sequence

Lesson: One
Materials needed Volley balls, beach ball, dodge balls, tennis balls
Whistle
Cones
Sunscreen
Hats
Water bottles

Lesson can be completed indoors or outdoors.

This symbol represents ‘land links’, therefore, applying lessons outside and
linking it to the land is effective in maintaining cultural identity (Yunkaporta,
2009).

Time allocation Lesson plan sequence

15 Minutes Introduction/Engagement activity

 Students seated for introduction
 Teacher welcomes students and informs them they will be learning a
new game today.
 Lesson starts with a group discussion. Students sit in a circle and discuss
the types of games they have played and what objects and materials are
used in those games. Introduce new games in this way. Report back to
class after discussion.

This symbol represents story telling. Allowing students to yarn together

about games they play outside of school is a form of storytelling, thus,
relating to the Aboriginal way of learning and drawing on everybody’s
culture and knowledge (Yunkaporta, 2009). Moreover, it is beneficial as it
provides a way to tap into students’ ‘funds of knowledge’ (Henderson,
2012).

Introduce ‘Kai’ game to students. Provide background of game and how it

comes from the Torres Strait Islands. Players stood in a circle and sang ‘kai
wed’ as they hit a ball in the air with the palm of their hand. The aim is to

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try to make the most number of successive hits without the ball hitting the
ground (Office of Sport, 2018)

Link the game to the land by explaining that the ball used was made from
fruit from the ‘Kai’ tree (A thick, oval, deep red fruit).

 Compare the game to sports played in today’s era and what equipment
is used nowadays to provide a comparison for students.

20 Minutes Body of lesson- Playing the game

 Provide demonstration of the task verbally and visually using the
equipment (volleyball, tennis ball etc).

This symbol represents ‘de construct – reconstruct’ based on the Aboriginal

way of learning being to watch first and then do. The left side of the drum is
the watching while the right side is the doing. Therefore, it is important to
verbally describe what you want students to achieve, but it is important to
visually model your expectations.

 Group/Organise students into groups of 6 and direct them to set up play

North, South, East and West of your location. This provides a delivery
method that incorporates direction into your classroom. Having a sense
of direction and awareness of place are important aspects of Aboriginal
culture.

A different way to direct students when teaching. Similar to the classroom

which has North, South, East and West on the walls. Explain where to go
through direction, which correlates to the 8ways pedagogy as land and
place are central to Indigenous ways of knowing (Yunkaporta, 2009).

 Ensure students have adequate space and are one metre apart from
one another in a circle.
 Ensure groups are on task and provide guidance, feedback and
encouragement.
 Provide open-ended questions to improve strategies and success. For
example how hard should you hit the ball? What direction is the ball

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going? What kind of communication helps you keep the ball in the air
for longer?

20 Minutes Competition Activity

 Players from each team attempt to make as many consecutive hits as
they can while working through the letters of the alphabet. Each hit
constitutes one letter, which needs to be called out by the player.
 Teams must start again from A if players;
-Hands are not kept open when contacting the ball
-Miss the ball or the ball hits the ground
-Hit the ball twice in succession
-Hit the ball to the player that hit it to them
-Trap the ball with any part of their body
 The team with the most consecutive hits/furthest through the alphabet
within the time frame wins (Office of Sport, 2018).
 Ensure students understand directions with nodding their heads or
giving a thumbs up.

Adaptions can be made to make the task less or more difficult.

 Students use their non-preferred hand.
 Students incorporate smaller objects into the game.
 Maximise distance between students to create a larger playing space.
 Add more balls into the game
 The ball must be hit above head height
 Provide a beach ball if other equipment are too difficult.
 Provide a rule that students can catch the ball if hitting it with the palm
of their hand is too difficult.
 Communicate to and allow students to communicate both verbally and
non-verbally.

This symbol represent non-verbal. Provide non-verbal systems of positive

and negative feedback. For example students can provide you with
feedback through facial cues and gestures such as giving you the thumbs up
reflecting they are familiar with the game and skill of hitting the ball or
understand instructions. This is a continuation of non-verbal gestures that
have been formed in the classroom.

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5 Minutes Lesson closure

 Bring class together and ask students to identify strategies they found to
keep the ball in the air longer.
 Ask students which rules made it harder to keep the ball in the air for
longer and why it was more difficult.
 Ask students to relate the game ‘Kai’ to modern sports today and to
appreciate the rich culture of Indigenous Australians (using the
environment not only to make their own equipment and games, but
also using the land to build shelters and survive).
 Ask students what they could use from the environment to make their
own ‘Kai’ ball, which they will be constructing in the following lesson.

This symbol represents non-linear methods. Analysing and being creative

constructing their own ‘Kai’ ball correlates with Aboriginal ways to learn, in
that learning and new ideas come when creative ideas are made , as
illustrated by the symbol (two different ideas to create a new idea).

Assessment
Student Progression Rubric

Learning objective Proficient Competent Developing Not Applicable

Student knows how to play and effectively
model ‘Kai’
Observation of indicators (hand hitting
technique, effective team work and
communication)
Student can relate (compare & contrast) the
lesson to Indigenous Australians.
Student understands the lifestyle of past
Indigenous Australians (use of land as a
resource to build shelters, create games)
Contributed, communicated appropriately and
effectively throughout lesson

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References
Australian Curriculum, Reporting and Assessment Agency (ACARA). (n.d.). The Australian
Curriculum. Health and Physical Education. V8.3. Retrieved from
https://www.australiancurriculum.edu.au/f-10-curriculum/health-and-physical-
education/?year=12997&strand=Personal%2C+Social+and+Community+Health&strand=Move
ment+and+Physical+Activity&capability=ignore&capability=Literacy&capability=Numeracy&ca
pability=Information+and+Communication+Technology+%28ICT%29+Capability&capability=Cr
itical+and+Creative+Thinking&capability=Personal+and+Social+Capability&capability=Ethical+
Understanding&capability=Intercultural+Understanding&priority=ignore&priority=Aboriginal+
and+Torres+Strait+Islander+Histories+and+Cultures&priority=Asia+and+Australia’s+Engageme
nt+with+Asia&priority=Sustainability&elaborations=true&elaborations=false&scotterms=false
&isFirstPageLoad=false

Henderson, R. (Ed.). (2012). Teaching Literacies in the middle years: Pedagogies and diversity.
Oxford University Press.
Kai | Office of Sport. (2018). Retrieved from
https://sportandrecreation.nsw.gov.au/clubs/training/elearning/tig/
Yunkaporta, T (2018). ‘8 Aboriginal ways of learning’, Retrieved from 8ways.wikispaces.com
Yunkaporta, T. (2009). Aboriginal pedagogies at the cultural interface (Doctoral dissertation,
James Cook University).

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