PHYSICAL EDUCATION PROGRAM

Primary Teacher Planning Resource Examples

2023-24

Aligned to
The Australian HPE Curriculum v9
PLEASE READ

FREE RESOURCE

The following teacher resource is being shared to support primary physical education (PE) teachers with their program planning and assessment design. The following resources and
templates are selective examples only and is not an entire PE program. The following resources in no way imply that this is the only way to design and develop a physical education
program. It is critical to note that every school context and jurisdiction have varying requirements and as such this resource should be treated as intended, as examples only.

The following resources are an updated version and collection from my personal PE program. I continue to update and modify my program and resources to reflect contemporary
approaches to teaching quality PE, aligned to the Australian HPE Curriculum.

The following resources and PE program are based on a blended models of practice approach and thus include concepts and strategies from various models, approaches, and
strategies, including:
- Game-Sense Approach
- Sport Education (SEPEP)
- Teaching Personal and Social Responsibilities (TPSR)
- Play with Purpose
- High Impact Teaching Strategies (HITs)
- ACARA’s 5 Key Ideas (Propositions) from within the Australian HPE Curriculum

Information relating to these models, approaches and strategies can be found throughout this resource, with relevant links, readings and journals attached in the ‘supporting resources’
section of this resource.

Key aspects and strategies I recommend others to consider include, implement a thematic approach (game categories), small-modified games, provide opportunities for student agency
and incorporate the use of technology. In addition, ensure students have ample opportunities to be active (moderate to vigorous movement), limit the use of elimination games,
incorporate explicit instruction to reduce lengthy instruction time, teacher to be a facilitator, record student attendance, limit line ups and emphasis/reward student strengths and
achievements. Please note, in my opinion, developing student relationships and their enjoyment for attending PE lessons is essential and an ongoing priority.

I share this resource with you and others in good faith and sincerely hope it can support and or encourage you to reflect on your practice and programming.

Please feel free to share, modify and adapt to your context.

For additional support, join our online community of HPE teachers across Australia, find us @ ‘Health & Physical Education Community Australia’ Facebook group, see link below.

Health & Physical Education Community Australia | Facebook

If you would like to seek additional support and or information on how to implement/modify this resource, please get in touch via the community or directly.

I appreciate your time and commitment to developing your practice.

Kipp Jones

Developed by Kipp Jones

Primary Physical Education
Program Planning Examples
Year Levels: Foundation/Reception – Yr6

2023-24 Yearly Overviews

Developed by Kipp Jones

 Yearly Overview
2023

TERM 1 TERM 2 TERM 3 TERM 4

YR F/R-2 3-4 5-6 F/R-2 3-4 5-6 F/R-2 3-4 5-6 F/R-2 3-4 5-6
TPSR Respect Effort Self-Direction Leadership
1 Underarm Net & Wall Net & Wall Gymnastics Gymnastics Gymnastics Dribble & Ball Striking & Fielding Striking & Fielding
Cooperative Games Roll Tennis Tennis Bounce/Catch 2vs2 Cricket 2vs2 Cricket

2 Throwing Invasion Invasion Skip & Net & Wall Net & Wall Gymnastics Gymnastics Gymnastics Kick & Strike Striking & Fielding Striking & Fielding
Touch Footy Touch Footy Skipping Tennis Tennis 2vs2 Cricket 2vs2 Cricket
(with rope)

3 Catch & Dodge Invasion Invasion Throwing Net & Wall Net & Wall Gymnastics Gymnastics Gymnastics Underarm Striking & Fielding Striking & Fielding
Touch Footy Touch Footy Tennis Tennis Roll T-Ball SEPEP
T-Ball

4 Dribble & Ball Invasion Invasion Catch & Dodge Net & Wall Net & Wall Gymnastics Gymnastics Gymnastics Skip & Striking & Fielding Striking & Fielding
Bounce/Catch Lacrosse Lacrosse Volleyball Volleyball Skipping T-Ball SEPEP

EXAMPLE
(with rope) T-Ball

5 Kick & Strike Invasion Invasion Dribble & Ball Net & Wall Net & Wall Gymnastics Gymnastics Gymnastics Throwing Striking & Fielding Striking & Fielding
Lacrosse Lacrosse Bounce/Catch Volleyball Volleyball T-Ball SEPEP
T-Ball

6 Underarm Invasion Invasion Kick & Strike Net & Wall Net & Wall Sports Day Prep Sports Day Prep Sports Day Prep Catch & Dodge Striking & Fielding Striking & Fielding
Roll AFL AFL Volleyball Volleyball T-Ball SEPEP
T-Ball

7 Skip & Invasion Invasion Underarm Net & Wall Net & Wall Sports Day Prep Sports Day Prep Sports Day Prep Target Games Target Games Target Games
Skipping AFL AFL Roll Badminton SEPEP Bean Bag Golf Ball Golf Frisbee Golf
(with rope) Badminton

8 Throwing Invasion Invasion Skip & Net & Wall Net & Wall Sports Day Prep Sports Day Prep Sports Day Prep Target Games Target Games Target Games
Street Hockey SEPEP Skipping Badminton SEPEP Circuits/Games Circuits/Games Circuits/Games
Street Hockey (with rope) Badminton

9 Catch & Dodge Invasion Invasion Throwing Net & Wall Net & Wall Sport Day Sport Day Sport Day Target Games Target Games Target Games
Street Hockey SEPEP Badminton SEPEP Game Creation Game Creation Game Creation
Street Hockey Badminton

10 Dribble & Ball Invasion Invasion Catch & Dodge Net & Wall Net & Wall
Bounce/Catch Street Hockey SEPEP Badminton SEPEP Cooperative Games
Street Hockey Badminton

11 Kick & Strike Invasion Invasion

Street Hockey SEPEP
Street Hockey

Developed by Kipp Jones

 Yearly Overview
2024

TERM 1 TERM 2 TERM 3 TERM 4

YR F/R-2 3-4 5-6 F/R-2 3-4 5-6 F/R-2 3-4 5-6 F/R-2 3-4 5-6
TPSR Respect Effort Self-Direction Leadership
1 Underarm Net & Wall Net & Wall Gymnastics Gymnastics Gymnastics Dribble & Ball Striking & Fielding Striking & Fielding
Cooperative Games Roll Tennis Tennis Bounce/Catch 2vs2 Cricket 2vs2 Cricket

2 Throwing Invasion Invasion Skip & Net & Wall Net & Wall Gymnastics Gymnastics Gymnastics Kick & Strike Striking & Fielding Striking & Fielding
Soccer Soccer Skipping Tennis Tennis 2vs2 Cricket 2vs2 Cricket
(with rope)

3 Catch & Dodge Invasion Invasion Throwing Net & Wall Net & Wall Gymnastics Gymnastics Gymnastics Underarm Striking & Fielding Striking & Fielding
Soccer Soccer Tennis Tennis Roll T-Ball SEPEP
T-Ball

4 Dribble & Ball Invasion Invasion Catch & Dodge Net & Wall Net & Wall Gymnastics Gymnastics Gymnastics Skip & Striking & Fielding Striking & Fielding
Bounce/Catch Basketball Basketball Badminton Badminton Skipping T-Ball SEPEP

EXAMPLE
(with rope) T-Ball

5 Kick & Strike Invasion Invasion Dribble & Ball Net & Wall Net & Wall Gymnastics Gymnastics Gymnastics Throwing Striking & Fielding Striking & Fielding
Basketball Basketball Bounce/Catch Badminton Badminton T-Ball SEPEP
T-Ball

6 Underarm Invasion Invasion Kick & Strike Net & Wall Net & Wall Sports Day Prep Sports Day Prep Sports Day Prep Catch & Dodge Striking & Fielding Striking & Fielding
Roll Netball Netball Badminton Badminton T-Ball SEPEP
T-Ball

7 Skip & Invasion Invasion Underarm Net & Wall Net & Wall Sports Day Prep Sports Day Prep Sports Day Prep Target Games Target Games Target Games
Skipping Netball Netball Roll Table Tennis SEPEP Bean Bag Golf Frisbee Golf Frisbee Golf
(with rope) Table Tennis

8 Throwing Invasion Invasion Skip & Skip Net & Wall Net & Wall Sports Day Prep Sports Day Prep Sports Day Prep Target Games Target Games Target Games
European SEPEP (with rope) Table Tennis SEPEP Circuits/Games Circuits/Games Circuits/Games
Handball European Handball Table Tennis

9 Catch & Dodge Invasion Invasion Throwing Net & Wall Net & Wall Sport Day Sport Day Sport Day Target Games Target Games Target Games
European SEPEP Table Tennis SEPEP Game Creation Game Creation Game Creation
Handball European Handball Table Tennis

10 Dribble & Ball Invasion Invasion Catch & Dodge Net & Wall Net & Wall
Bounce/Catch European SEPEP Table Tennis SEPEP Cooperative Games
Handball European Handball Table Tennis

11 Kick & Strike Invasion Invasion

European SEPEP
Handball European Handball

Developed by Kipp Jones

Primary Physical Education
Program Planning Examples
Year Levels: Foundation/Reception – Yr6

2023-24 Program Focus, Planning Considerations & Assessment Overview

Developed by Kipp Jones

YEARLY OVERVIEW PROGRAM FOCUS & PLANNING CONSIDERATIONS
FOUNDATION/ RECEPTION – YEAR 6

Yearly Program - Program Focus, Pedagogies & Strategies Planning Considerations

In accordance with the 2023-24 Yearly Overview Examples In accordance with the 2023-24 Yearly Overview Examples

Program Focus • Time Allocation: 2x 50min PE lessons per class per week

• Yr F/R-2 FMS / Minor Games / Personal and Social Capabilities (TPSR) • Space Availability: gym/hard courts/ oval

• Yr 3-4 FMS / Game Sense / Play with Purpose / TPSR • Weather: T2&3 predominantly wet weather (indoor activities preferred)

• Yr 5-6 Games Sense / Play with Purpose / TPSR / Sport Education Units (SEPEP) • Events: Sports Day, Reconciliation Week (First Nation Games), PE Week,
National HPE Day, Sporting Carnivals/Events, etc

Pedagogies, Approaches and Strategies • External Providers – eg. gymnastics clinics funded by Sporting Schools

EXAMPLE
grants
• The Australian HPE Curriculum Key Ideas (Propositions) are embedded within this program and
should support your planning and pedagogy. Find more information on the 5 Key Ideas here. # If you teach 1x PE lesson per class per week, I recommend you reduce the
number of sports within each term, from 4 to 2-3. However, I would continue the
• High Impact Teaching strategies (HIT’s) are embedded within this program and are highly weekly FMS focus lessons.
recommended for teacher implementation and consideration. Find more information on HIT’s
here.

• The following evidence-based models of practice/approaches are embedded within this

program, they include;
- Game Sense Approach – developed by Rod Thorpe & Australian Sports Commission (ASC)
- Play with Purpose – developed by Shane Pill
- Sport Education (SEPEP) – developed by Daryl Siedentop
- Teaching Personal and Social Responsibilities (TPSR) – developed by Don Hellison

Developed by Kipp Jones

2023 YEARLY ASSESSMENT OVERVIEW
FOUNDATION/ RECEPTION – YEAR 6

2023 Assessment Semester 1 Semester 2

YR R/F – 2 • Semester 1 & 2 FMS Checklists

• Semester 1 & 2 Personal & Social Skills Rubric
• Semester 1 & 2 Self-Assessment Reflection
• Semester 1 & 2 Effort Rubric

YR 3-4 • Invasion Unit Rubric • Gymnastics Unit Rubric

- Key focus: Street Hockey - Beam routine, floor routine and jumps & landings
• Net & Wall Unit Rubric • Striking and Fielding Unit Rubric
- Key focus: Badminton - Key focus: T-Ball
• Self-Assessment & Peer Reflection • Self-Assessment & Peer Reflection

EXAMPLE
• Personal & Social Skills Rubric • Personal & Social Skills Rubric
• Effort Rubric • Effort Rubric

YR 5-6 • Invasion Unit Rubric • Gymnastics Unit Rubric

- Key focus: Street Hockey (SEPEP) - Beam routine, floor routine and jumps & landings
• Net & Wall Unit Rubric • Striking and Fielding Unit Rubric
- Key focus: Badminton (SEPEP) - Key focus: T-Ball (SEPEP)
• Self-Assessment & Peer Reflection • Self-Assessment & Peer Reflection
• Personal & Social Skills Rubric • Personal & Social Skills Rubric
• Effort Rubric • Effort Rubric
• Seesaw Video Portfolio • Seesaw Video Portfolio

Developed by Kipp Jones

Primary Physical Education
Program Planning Examples
Year Level: Foundation/Reception

Australian HPE Curriculum 9.0

Foundation Achievement Standard

By the end of Foundation, students describe similarities and differences between themselves and others, and different emotions people experience. They
demonstrate personal and social skills to interact respectfully with others. They identify and demonstrate protective behaviours and help-seeking
strategies to keep themselves safe. Students identify how health information can be used in their lives. Students apply fundamental movement skills to
manipulate objects and space in a range of movement situations. Students identify the benefits of being physically active and how rules make play fair
and inclusive.

* Achievement standards addressed.

Developed by Kipp Jones

 TERM 1 OVERVIEW 2023-24 Year Level: F/R
FOUNDATION/ RECEPTION

Australian HPE Curriculum v9.0

Foundation Achievement Standard

By the end of Foundation, students describe similarities and differences between themselves and others, and different emotions people experience. They demonstrate personal and
social skills to interact respectfully with others. They identify and demonstrate protective behaviours and help-seeking strategies to keep themselves safe. Students identify how
health information can be used in their lives. Students apply fundamental movement skills to manipulate objects and space in a range of movement situations. Students identify the
benefits of being physically active and how rules make play fair and inclusive.

* Achievement standards addressed.

Term

1
TPSR
Focus

Term
Focus
FMS Focus
LEARNING
EXPERIENCES

FMS Focus
EXAMPLE
Learning Intentions
KNOW, DO, UNDERSTAND
(Includes FMS Teaching Ques)

Overarm Throw
In order to perform the overarm throw
Success Criteria
WHAT SUCCESS LOOKS LIKE

Overarm Throw
The object thrown lands near, on or
Assessment
SEMESTER 1

Teacher
Australian Curriculum 9.0
CONTENT DESCRIPTIONS

Foundation

Throwing students are required to stand side on towards the target. The throwing 1. FMS Check List AC9HPFP02
Respect (overarm & to the target, point at the target, keep action is fluent. (refer to FMS practise personal and social skills
underarm) their eyes on the target, step towards progressions below) to interact respectfully with
the target, high throwing elbow, Underarm Throw - Formative Rubric others
Catch (1 & 2 throwing hand follows through towards The object thrown lands near, on or
handed) target and then opposite hip. towards the target. The throwing 2. FMS Rubric AC9HPFP04
In short: Point, Step and Throw action is fluent. - Summative explore how to seek, give or deny
Dodge permission respectfully when
Underarm Throw 2 Handed Catch 3. Effort sharing possessions or personal
Dribble (feet & In order to perform the underarm The catcher successfully catches ie. active participationspace
hand) throw students are required to keep the object with both hands. - Formative rubric
their eyes on the target, step towards & annotated notes AC9HPFM01
Ball Bounce & the target with opposite foot, swing the Dodging practise fundamental movement
Catch throwing arm back, past the hip and The dodger transfers weight from skills in minor game
Kick (instep and then forward towards the target, one side of the body to the next to 4. TPSR and play situations

Developed by Kipp Jones

punt) release the ball in front of their body. evade object/player. ie. team work, AC9HPFM02
respectful experiment with different ways of
Strike (1 & 2 2 Handed Catch Dribbling (feet) behaviour/attitude moving their body safely and
handed) In order to perform the catch with 2 The player can move freely around - Summative rubric manipulating objects and space
hands students are required to keep the playing space whilst keeping & annotated
Underarm Roll eye’s on the ball, hands in ready the ball in control at their feet. Notes AC9HPFM03
position, move hands and body towards participate in a range of activities
Skipping ball and bring it to their chest. Ball Bounce & Catch Student in natural and outdoor settings
The player can stand and drop the (with support from and explore the benefits of being
Skip (with rope) Dodging ball with control and then catch it, teacher) physically active
In order to perform the dodge students after it bounces.
Side & Front Rolls are required to be aware of their space 1. Self-Assessment AC9HPFM04
(special awareness), keep eyes forward, Kicking (instep) - Rubric follow rules to promote
Balance transfer body weight from side to the A player can kick the ball with their fair play in a range of physical
other, move quickly, quick feet. instep towards, on or near desired activities
Jump & Land target. The kicking action is fluent.
Dribbling (feet)
In order to perform a ball dribble (with Striking (off tee)
feet) students are required to keep the A player can stand side on and
ball close to their feet, head up, knees strike the ball off the tee with the

EXAMPLE
bent. bat. Striking action is fluent.

Ball Bounce & Catch Underarm Roll

In order to perform the ball bounce and A player can roll the ball near, on or
catch students are required to keep towards target. The underarm
their eyes forward, feet shoulder width rolling action is fluent.
apart, the ball bounces in front of feet
and push ball towards the ground (not Skip
dropped). The student can perform the step
and hop skipping motion with
Kicking (instep) fluently and control.
In order to perform a ball kick off the
ground students are required to keep Skipping (with rope)
eyes on target, step forward with The skipping rope can be
opposite foot, kick with instep and manipulated to transition from a
follow through. stationary position (behind legs), to
swinging up and over the head and
2 handed Strike (off tee) body towards the feet, to which the
In order to perform a two handed strike student then jumps over the rope
(off a tee) students are required to in a continuous manner.
stand side on to the tee, check distance

Developed by Kipp Jones

(ie. body to tee), watch the ball, step &
strong swing, follow through. Remind
students to ‘never throw bat’.

Underarm Roll
In order to perform the underarm roll
students are required to step forward,
keep eyes on target, leading leg knee
bends to ground, release hand swings
past hip and releases low to ground.

Skipping
In order to perform the skip students
are required to step forward, then hop

EXAMPLE
on the same foot, and then repeat on the
opposite leg. Each step and hop are then
performed quickly and linked to create
the skipping motion.

Skip (with rope)

In order to perform skipping with a
rope students are required to be able to
coordinate the flick/swing and jump
movement.

Developed by Kipp Jones

TERM 1 LESSON OVERVIEWS Year Level: F/R
FOUNDATION/ RECEPTION

ACARA Foundation Achievement Standard 9.0

By the end of Foundation, students describe similarities and differences between themselves and others, and different emotions people experience. They
demonstrate personal and social skills to interact respectfully with others. They identify and demonstrate protective behaviours and help-seeking strategies to
keep themselves safe. Students identify how health information can be used in their lives. Students apply fundamental movement skills to manipulate objects and
space in a range of movement situations. Students identify the benefits of being physically active and how rules make play fair and inclusive.

Relevant Personal, social & community health Movement & Physical Activity Movement & Physical Movement & Physical
Strand & Interacting with others Moving our bodies Activity Activity
Content Making active choices Learning through movement
Descriptions AC9HPFP02 AC9HPFM01
practise personal and social skills to interact practise fundamental movement skills in AC9HPFM03 AC9HPFM04
respectfully with others minor game and play situations participate in a range of follow rules to promote
activities in natural and fair play in a range of physical

EXAMPLE
AC9HPFP04 AC9HPFM02 outdoor settings and explore activities
explore how to seek, give or deny permission experiment with different ways of moving the benefits of being
respectfully when sharing possessions or personal their body safely and manipulating objects physically active
space and space
Week & Learning Intentions & Success Criteria Learning Experiences Inquiry Questions Resources
FMS Focus Explicitly stated to students Tactical Time Outs (TTO’s)
Week 1 Learning Intentions Students will get to know each other and Inquiry Questions Resources
Cooperative Cooperative Games participate in fun, minor active games, whilst Q. How can you help your 1. Games Resource
Games In order for students to participate fairly and practicing personal and social skills, and team throughout the game?
respectfully in games, students are required to following rules to promote fair play. Q. Where should you run to 2. Playing for Life Cards –
FMS Focus interact respectfully with others, follow rules, when trying to avoid being Sport Australia
Dodging listen to their teammates and follow directions by Recommended Games captured/tagged?
others. 1. Here, there, nowhere Q. Why is being physically
TPSR Focus 2. All-in tag active important?
Respect Success criteria
Cooperative Games 3. Follow the line
Students are working cooperatively, engaged 4. Form a group
within lesson and are playing respectfully and 5. Frost and Thaw
fairly with others. 6. Tails

Developed by Kipp Jones

Week 2 Learning Intentions Students will participate, Inquiry Questions Resources
Throwing: practice and perform the Q. How can you improve your 1. Games Resource
FMS Focus Overarm – overarm and underarm throw throw?
Throwing (overarm/underarm) In order to perform the overarm during active play and minor Q. Where should you aim to hit 2. Yulunga Traditional
throw students are required to games. Students will practice the target? Indigenous Games Resource
TPSR Focus stand side on to the target, point personal and social skills, and Q. At what point should you
Respect at the target, keep their eyes on follow rules to promote fair play. release the ball when throwing
the target, step towards the at a target?
Q. Who and what can you respect target, high throwing elbow, Warm up: Q. Should you throw the ball
in this lesson? throwing hand follows through 1. Colours hard or soft at the target?
Answers: towards target and then

EXAMPLE
- Each other opposite hip. Main Activity:
- Yourself In short: Point, Step and Throw 1. Gorri
- Teacher 2. Hit the target
- Equipment, etc
Underarm - 3. Bombardment
In order to perform the
underarm throw students are End of lesson reflection
required to keep their eyes on questions:
the target, step towards the Q. What did you enjoy most
target with opposite foot, swing about today’s lesson?
the throwing arm back, past the Q. What are the underarm
hip and then forward towards throwing ques?
the target, release the ball in
front of their body.

Success Criteria
Underarm Throw
The object thrown lands near, on
or towards the target. The
throwing action is fluent.

Developed by Kipp Jones

FMS ASSESSMENT PROGRESSIONS
FOUNDATION/ RECEPTION – YEAR 2
FMS Lesson Sequence Foundation Year 1 Year 2 Type of
Considering the length of time it takes students
Recommendation Recommendation Recommendation Movement to become proficient and or master any one
Assessed FMS, I strongly advocate teachers to introduce
Throw (underarm & overarm) Throw (underarm) Throw (overarm) Throw (overarm) Object Control & all FMS from foundation/reception.
Locomotor “Developing proficiency in any FMS can take a
Catch (1&2 handed) & Dodge NA Catch Catch Object Control & long time – up to 10 hours of quality teaching”.
(2 handed) (2 handed) Locomotor
Kelly, L.E. (1989)
Dribble (feet & hand) and Ball Bounce Ball Bounce & Catch NA NA Object Control
& Catch “…it takes between 240-600 minutes of
instruction for an average child to develop and
Kick (instep/punt) & Strike (1 & 2 NA Kick Kick (instep) & Object Control then refine to proficiency one FMS”.
handed) (instep) Strike (2 handed)
Pill, S (2015)
Underarm Roll NA Underarm Roll Underarm Roll Object Control

EXAMPLE
“To reach mastery at any one FMS takes
considerably longer; up to 9-10 hours of
Skip & Skipping (with rope) Skip NA NA Locomotor deliberate practice.. ”.
Pill, S (2015)
Side & Forward Roll, Balance, Assessed in gymnastics unit Locomotor & Non-
Jump/Land Locomotor

Recommended FMS Assessment

FMS Not Assessed

Important Note: During assessment, ensure students are applying the assessed FMS within context, NOT in isolation.

Please note: The table above recommends FMS to be assessed at developmentally appropriate stages. The Australian HPE Curriculum does not mandate
which FMS to teach OR assess, this is at the discretion of the educator and as such can be modified to suit your students and school context.
FMS Learning Focus: Explicit learning intentions and success criteria are based on a weekly FMS lesson sequence rotation.

Developed by Kipp Jones

FMS SEMESTER 1&2 CHECKLIST Year Level: F/R
FOUNDATION/ RECEPTION
Assessment Measure: Developing (D), Competent (C), Highly Competent (HC) OR A-E (1-5) 5 Point Scale
Foundation Achievement Standard

Students apply fundamental movement skills to manipulate objects and space in a range of movement situations.
Students Throw Ball Bounce & Skip Overall FMS Side Roll Balance Jump & Land Overall FINAL SEMESTER
Underarm Catch Without rope Grade Gymnastics Unit Gymnastics Unit Gymnastics Unit Gymnastics Grade FMS GRADE
James (Example) D C D D HC HC C HC C
D/C/HC Scale

Jessie (Example) 4 3 1 3 5 4 5 5 B
1-5 (A-E) Scale (B) (C) (E) (C) (A) (B) (A) (A)

EXAMPLE
KEY

A– HC - 5
B– HC - 4
C– C- 3
D– D- 2
E– D- 1

Developed by Kipp Jones

FMS SUMMATIVE RUBRIC Year Level: F/R
FOUNDATION/ RECEPTION

Fundamental
Movement Skills 5 4 3 2 1
(A) (B) (C) (D) (E)

Foundation Student can: Student can: Student can: Student can: Student can:

Perform fundamental Perform fundamental Perform fundamental Perform fundamental movement Perform limited fundamental

EXAMPLE
movement skills at a movement skills at a movement skills at a skills at a beginning level and movement skills with
generalising level and consolidating level and developing level and apply these skills in movement extensive support from
consistently demonstrate these apply these skills in apply these skills in sequences some of the time with teacher and or peers.
skills independently all of the movement sequences. movement sequences assistance from the teacher.
time. most of the time.

Level Identification Description

A child at the generalising level of A child at the consolidating level of A child at the developing level of A child at the beginning level of
achievement would consistently achievement would consistently achievement for a skill would achievement for a skill would not
demonstrate all skill criteria in a wide demonstrate all (or almost all) skill consistently demonstrate all of the demonstrate any of the skill criteria in the
variety of contexts. criteria. initial focus skill criteria. observation record, or maybe just one of
the initial focus skill criteria.

# Please note: this assessment example does not link directly to an achievement standard.

Developed by Kipp Jones

Primary Physical Education
Program Planning Examples
Year Level: Year 1-2

Australian HPE Curriculum 9.0

Years 1 & 2 Achievement Standard

By the end of Year 2, students explain how personal qualities contribute to identities. They describe how emotional responses affect their own and
others' feelings. They demonstrate skills and describe strategies required to develop respectful relationships. Students apply protective behaviours and
help-seeking strategies to keep themselves and others safe. They explain why health information is important for making choices. Students apply
fundamental movement skills in different movement situations and explain how they move with objects and in space effectively. They describe factors
that make physical activity beneficial. Students develop and apply rules while collaborating with others in a range of movement contexts.

* Achievement standards addressed.

Developed by Kipp Jones

FMS SEMESTER 1&2 CHECKLIST Year Level: 1-2
YEAR 1-2
Assessment Measure: Developing (D), Competent (C), Highly Competent (HC) OR 1-5 (A-E) 5 Point Scale

Achievement Standard
Students apply fundamental movement skills in different movement situations and explain how they move with objects and in space effectively.
Moving our bodies
• Practise fundamental movement skills and apply them in a variety of movement situations (AC9HP2M01)
• Investigate different ways of moving their body, and manipulating objects and space, and draw conclusions about their effectiveness (AC9HP2M02)
Students Throw Catch Kick Strike Underarm Overall Forward Roll Balance Jump & Land Overall FINAL
(overarm) (2 handed) (instep) (2 handed) Roll FMS Grade Gymnastics Unit Gymnastics Unit Gymnastics Unit Gymnastics SEMESTER FMS
Year 2 Grade GRADE
ONLY
Marcus 5 4 3 5 4 4 5 5 4 A B
(Example) (A) (B) (C) (A) (B) (B) (A) (A) (B) (A)

Olivia (Example) C C C HC HC C HC HC C HC C

EXAMPLE
KEY

A– HC - 5
B– HC - 4
C– C- 3
D– D- 2
E– D- 1

Developed by Kipp Jones

Primary Physical Education
Program Planning Examples
Year Level: 3-4

Australian HPE Curriculum 9.0

Years 3 & 4 Achievement Standard

By the end of Year 4, students identify influences that strengthen identities and describe strategies to manage emotions, changes and transitions. They
apply skills and strategies to interact respectfully with others. They describe the influences that inclusion and stereotypes have on choices and
actions. Students describe and apply protective behaviours and help-seeking strategies to keep themselves and others safe online and offline. They
interpret health information to apply strategies to enhance their own and others’ health, safety, relationships and wellbeing. Students apply fundamental
movement skills and demonstrate movement concepts across a range of situations. They adapt movement strategies to enhance movement
outcomes. Students examine factors that influence participation and propose strategies to incorporate regular physical activity into their own and others’
lives. They demonstrate fair play and inclusion through a range of roles in movement contexts.

* Achievement standards addressed.

Developed by Kipp Jones

TACTICAL GAMES APPROACH (THEMATIC APPROACH) Year Level: 3-4
YEAR 3-4 TEACHING CONCEPTS

Invasion Striking & Fielding Net & Wall Target

Year 3/4 Level Year 3/4 Level Year 3/4 Level Year 3/4 Level

1. Keeping possession of the ball 1. Fielding 1. Maintaining a rally 1. Direction

• Passing and receiving the ball • Determine where to throw the • Underhand throw/using underhand Determining:
• Deciding when to pass ball overhand strike to keep rally • starting point before throw
• Positioning on field • Moving to catch (boundary)
2. Penetrating the defence and • Reading and anticipating • target (where aiming)
attacking the goal 2. Batting • release point
• Shooting • Striking the ball 2. Setting up an Attack • appropriate grip
• Moving with the ball • Determining the best place to • Seeing court spaces—long and short

EXAMPLE
• Deciding when to shoot and strike the ball (accuracy & 2. Distance
dribble placement) 3. Winning a point Determining:
• Vary shot types • length of backswing
3. Transition from defence to offense 3. Base/ Wicket Running • force
• Determining when to run 4. Defending Space • arm swing
4. Defending space Guarding position on court

5. Defending the goal

6. Winning the ball

Adapted from: Mitchell, S. A., Griffin, L. L. & Oslin, J. L. (2013). Teaching sport concepts and skills: A tactical games approach. 3rd Edition Champaign, IL: Human Kinetics.

Developed by Kipp Jones

Primary Physical Education
Program Planning Examples
Year Level: 5-6

Australian HPE Curriculum 9.0

Years 5 & 6 Achievement Standard

By the end of Year 6, students explain how different factors influence identities. They propose strategies to manage emotions, developmental changes
and transitions. They propose strategies to demonstrate respect, empathy and inclusion. They explain how stereotypes influence roles and
responsibilities. Students explain how communication skills, protective behaviours and help-seeking strategies keep themselves and others safe online
and offline. They analyse health information to refine strategies to enhance their own and others’ health, safety, relationships and wellbeing. Students
refine and modify movement skills and apply movement concepts across a range of situations. They transfer movement strategies between situations and
evaluate the impact on movement outcomes. Students propose strategies to promote physical activity participation that enhance health, fitness and
wellbeing. They describe contributions they can make as a group and team member to support fair play and inclusion across a range of movement
contexts.

* Achievement standards addressed.

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TERM 1 OVERVIEW Year Level: 5-6
YEAR 5-6

Australian HPE Curriculum v9.0

Year 5-6 Year Achievement Standard

By the end of Year 6, students explain how different factors influence identities. They propose strategies to manage emotions, developmental changes and transitions. They
propose strategies to demonstrate respect, empathy and inclusion. They explain how stereotypes influence roles and responsibilities. Students explain how communication
skills, protective behaviours and help-seeking strategies keep themselves and others safe online and offline. They analyse health information to refine strategies to enhance
their own and others’ health, safety, relationships and wellbeing. Students refine and modify movement skills and apply movement concepts across a range of
situations. They transfer movement strategies between situations and evaluate the impact on movement outcomes. Students propose strategies to promote physical
activity participation that enhance health, fitness and wellbeing. They describe contributions they can make as a group and team member to support fair play and inclusion
across a range of movement contexts.

* Achievement standards addressed.

EXAMPLE
Term TPSR Focus Game Category/FMS Focus Learning Intention Success Criteria Assessment Australian Curriculum 9.0
LEARNING EXPERIENCES KNOW, DO, UNDERSTAND WHAT SUCCESS LOOKS SEMESTER 1 CONTENT DESCRIPTIONS
LIKE

1 Respect Invasion Invasion Invasion Teacher Year 5-6

ie. Players, Key Concept Know - Player moves into 1. Invasion Rubric AC9HP6P04
Equipment, “Transitioning from In order to ‘transition from space. - Summative describe and demonstrate
Officials, offence to defence” defence to offense’, players how respect and empathy can be
Teacher/s - Refer to tactical games must move into space quickly. - Player performs quick 2. Effort expressed to positively influence
approach (key concepts – accurate passes. Ie. active participation relationships
see below) Do - Rubric &
Move into space quickly. - Player transitions annotated notes AC9HP6P05
Invasion Sports Perform accurate passes. with speed. describe and implement strategies to
- Soccer 3. TPSR value diversity in their communities
- Basketball Understand - Player demonstrates Ie. team work,
- Netball The concepts of offense and respect/teamwork with respectful AC9HP6M01
- European Handball defence. fellow team mates, behaviour/attitude adapt and modify movement skills
The purpose of transferring opponents, officials, - Rubric & across a variety of situations
quickly. teacher, etc. annotated notes

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FMS AC9HP6M03
- Kicking investigate how different movement
- Dribbling (hand & Student concepts related to effort, space, time,
feet) objects and people can be applied to
- Catching 1. Student Self- improve movement outcomes
- Throwing Assessment
- Dodging - Rubric AC9HP6M02
(summative) transfer familiar movement
strategies to different movement
2. Peer Assessment situations
- GPAI
(formative) AC9HP6M07
predict and test the effectiveness of
applying different skills and strategies
in a range of movement situations

EXAMPLE
AC9HP6M04
participate in physical activities to
investigate the body’s reaction to
different levels of intensity

AC9HP6M05
participate in physical activities that
enhance health and wellbeing in
natural and outdoor settings, and
analyse the steps and resources
needed to promote participation

AC9HP6M06
propose and explain strategies to
increase physical activity and reduce
sedentary behaviour levels in their
lives

AC9HP6M08
devise and test alternative rules and
game modifications to support
fair play and inclusive participation

AC9HP6M09
participate positively in groups and

Developed by Kipp Jones

 teams by contributing to group
activities, encouraging others and
negotiating roles and responsibilities

Sited Resources

Hellison, D. (2011). Teaching Personal and Social Responsibility through Physical Activity. (3rd Edition.). Champaign, IL: Human Kinetics.

Mitchell, S. A., Griffin, L. L. & Oslin, J. L. (2013). Teaching sport concepts and skills: A tactical games approach. 3rd Edition Champaign, IL: Human Kinetics.

Developed by Kipp Jones

TACTICAL GAMES APPROACH (THEMATIC APPROACH) Year Level: 5-6
YEAR 5-6 TEACHING CONCEPTS

Invasion Striking & Fielding Net & Wall Target

Year 5/6 Level Year 5/6 Level Year 5/6 Level Year 5/6 Level

1. Keeping possession of the ball 1. Fielding 1. Maintaining a rally 1. Direction

• Passing and receiving the ball • Determine where to throw the • Using overhand/underhand strike to Determining:
• Supporting the ball carrier ball keep rally • starting point before throw
• Fielding a ball then tagging first (boundary)
2. Penetrating the defence and base/ throwing to stumps 2. Setting up and attack • target (where aiming)
attacking the goal • Positioning on field • Choosing appropriate shots (high • release point
• Shooting low, short, far, wide, soft, hard, lob • appropriate grip
• Faking 2. Batting 2. Distance
• Determining the best place to 3. Winning a point Determining:
3. Transition from defence to offense strike the ball (accuracy & • Attacking spaces (hitting it away • establish consistency in the step
• Moving to space – deciding placement) from defensive players) and arm swing
when and where to move • Hit and run (ie. 1st base, between 4. Defending space and against attack • adjust backswing, step relative to
• Quick outlet pass wickets) • Covering the court (individual or the shot requirement
• Hitting to the outfield/ team)
4. Defending space boundaries • Backing up teammates
• Guarding a position • Determining the best place to hit • Shifting to cover court
• Footwork to in order to move the runner ie.
• Pressuring the ball carrier hitting behind the runner)

5. Defending the goal 3. Base/ Wicket Running

• Goalkeeping – positioning • Determining whether to run
• Goalkeeping – stopping and through for two runs (ie. cricket)
distributing the ball or round first/second/third base
• Determining when to run
6. Winning the ball • Stealing bases
• Tackling and stealing the ball
• Rebounding – boxing out
• Rebounding – taking the ball

Adapted from: Mitchell, S. A., Griffin, L. L. & Oslin, J. L. (2013). Teaching sport concepts and skills: A tactical games approach. 3rd Edition Champaign, IL: Human Kinetics.

Developed by Kipp Jones

HPE ACHIEVEMENT STANDARD PROGRESSIONS
AUSTRALIAN CURRICULUM v9.0

STRAND FOUNDATION YEAR 1/2 YEAR 3/4 YEAR 5/6

Personal, Students describe similarities and Students explain how personal Students identify influences that strengthen Students explain how different factors influence
social and differences between themselves qualities contribute to identities and describe strategies to manage identities. They propose strategies to manage
community and others, and different emotions identities. They describe how emotions, changes and transitions. emotions, developmental changes and transitions.
people experience. emotional responses affect their
health
own and others' feelings.

They demonstrate personal and They demonstrate skills and They apply skills and strategies to interact They propose strategies to demonstrate respect,
social skills to interact respectfully describe strategies required to respectfully with others. empathy and inclusion.
with others. develop respectful relationships.
They describe the influences that inclusion and They explain how stereotypes influence roles and
stereotypes have on choices and actions. responsibilities.

They identify and demonstrate Students apply protective Students describe and apply protective Students explain how communication skills,
protective behaviours and help- behaviours and help-seeking behaviours and help-seeking strategies to keep protective behaviours and help-seeking strategies
seeking strategies to keep strategies to keep themselves and themselves and others safe online and offline. keep themselves and others safe online and offline.
themselves safe. others safe.

Students identify how health They explain why health They interpret health information to apply They analyse health information to refine strategies to
information can be used in their information is important for making strategies to enhance their own and others’ enhance their own and others’ health, safety,
lives. choices. health, safety, relationships and wellbeing. relationships and wellbeing.

Movement Students apply fundamental Students apply fundamental Students apply fundamental movement skills Students refine and modify movement skills and
and physical movement skills to manipulate movement skills in different and demonstrate movement concepts across a apply movement concepts across a range of
activity objects and space in a range of movement situations and explain range of situations. situations.
movement situations. how they move with objects and in
space effectively. They adapt movement strategies to enhance They transfer movement strategies between
movement outcomes. situations and evaluate the impact on movement
outcomes.

Students identify the benefits of They describe factors that make Students examine factors that influence Students propose strategies to promote physical
being physically active and how physical activity beneficial. Students participation and propose strategies to activity participation that enhance health, fitness and
rules make play fair and inclusive. develop and apply rules while incorporate regular physical activity into their wellbeing.
collaborating with others in a range own and others’ lives.
of movement contexts. They describe contributions they can make as a group
They demonstrate fair play and inclusion and team member to support fair play and inclusion
through a range of roles in movement contexts. across a range of movement contexts.

Developed by Kipp Jones

 VIC Department of Education
FUNDAMENTAL MOVEMENT SKILL PROGRESSIONS
AUSTRALIAN EDUCATION DEPARTMENTS

NSW Department of Education and Training

Fundamental Motor Skills: A Manual for Classroom Teachers, Department of Education, Victoria, 1996

WA Department of Education

Fundamental movement skills: Book 1 - Learning, teaching and assessment, Department of Education WA, 2013

Get Skilled Get Active: A K-6 resource to support the teaching of fundamental movement skills,
Department of Education, NSW, 2016
Developed by Kipp Jones
ACARA HPE FOCUS AREA DESCRIPTIONS
RELEVENT DEFINITIONS

Movement Definitions

Movement Concept
A framework for enhancing movement performance. Movement concepts include body awareness; spatial awareness; effort awareness; and relationship to or with objects,
people and space.
(ACARA, 2022)

- Movement concepts include ‘elements of movement’, which are effort, time, space and relationships.

Movement Concept Examples:

- applying skills with awareness and refinement to improve performance
- composing and performing a range of static and dynamic balances on different body parts, rotating and pivoting to change direction of movement
- assessing and positioning the body to trap/catch and pass the ball

Movement Situation
A situation where students are moving with the intent of achieving an outcome, such as to score a goal, perform a sequence of movements, retain possession or cross a creek.
(ACARA, 2022)

Movement Situation Examples:

- offence (moving to vacant space) and defence (getting back to support)
- passing to player or kicking to space
- transition from one skill to another
- fielding to catch and, to trap and throw (pass)
- situation presented to batter ie. players on bases, fielders’ positions, runs needed
- scoring a point by knocking target over or striking object into/over zone

Movement Strategy
Approaches that will achieve a movement outcome, including moving into space to receive a pass, hitting a ball away from opponents to score runs, or timing your sprint to
finish a race strongly.
(ACARA, 2022)

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Active Play & Minor Games Definition

This area focuses on learning through play with people, objects and representations – indoors, outdoors, alone, with a partner or in a group. The content supports students to
be physically active and develop creativity, persistence, negotiation, problem-solving, planning and cooperation.

It is expected that all students at appropriate times across the continuum of learning from Foundation to Year 10 will participate in:
• active play – can occur indoors, alone or with others, and can be structured, unstructured or spontaneous
• imaginative play – developing creativity through activities involving movement
• role-play – activities where students act out or perform allocated roles to develop skills and understandings
• small group games – games played 2-6 players that focus on developing skills such as problem-solving, planning, cooperation
• minor games – games with few rules, designed to allow students to practice skills, tactics and strategies in a challenging situation
• lead-up games – games that isolate one or more of the skills, rules and/or strategies used to play the actual sport it mimics.
(ACARA, 2022)

Games & Sport Definition

This area focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on the learning in active play,
minor games and fundamental movement skills. It is expected that all students at appropriate times across the continuum of learning from Foundation to Year 10 will
participate in:
• modified games
• traditional games or sports
• culturally significant games and sports (such as traditional games of First Nations Australians and games of significance from the Asia region)
• non-traditional games and sports (including student-designed games and player-officiated games such as Ultimate Frisbee).
(ACARA, 2022)

Fundamental Movement Skills (FMS) Definition

This area focuses on the development of fundamental movement skills that support competent and confident participation in a range of physical activities.
It is expected that all students at appropriate times across the continuum of learning Foundation to Year 10 will practice and refine fundamental movement skills.

Locomotor and non-locomotor skills:

• rolling
• balancing
• sliding *
• jogging
• running
• leaping
• jumping

Developed by Kipp Jones

 • hopping
• dodging
• galloping
• skipping
• floating and moving the body through water *

Object control skills:

• bouncing
• dribbling
• throwing
• catching
• kicking
• striking
(ACARA, 2022)

Recommendation: Align your FMS program on the list above, provided by ACRARA.

* not explicity addressed in the example program

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RESOURCES
KEY RESOURCES INFLUENCING THIS PROGRAM

Developed by Kipp Jones

SUPPORTING RESOURCES
ONLINE LINKS

ACARA Website v9

Home | V9 Australian Curriculum

Websites
https://www.tpsr-alliance.org

Physical Education Resources & Lesson Plans | PE Scholar

high-impact-teaching-strategies.pdf (education.vic.gov.au)

Playing for Life | Australian Sports Commission (sportaus.gov.au)

Online Articles
(PDF) The Game Sense Approach: Developing Thinking Players (researchgate.net)

Understanding The Concepts Of Sport Education - PE Scholar

Play With Purpose: An Introduction to the Game Sense Approach - ThePhysicalEducator.com

ACHPER publishes 2 key publications for education & HPE: the Active & - Australian Council for Health Physical Education & Recreation

(PDF) Teaching Games for Understanding (TGfU) (researchgate.net)

Online PE Teacher Community

Health & Physical Education Community Australia | Facebook

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