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Early Stage

In document GET SKILLED: GET ACTIVE (Page 94-96)

Students are taught and practise the fundamental movement skills of the static balance, sprint run, vertical jump and the catch (with a small object).

Stage 1

Students further develop the Early Stage 1 fundamental movement skills and progress to a range of additional skills. In Year 1 the hop, side- gallop, skip and overarm throw are introduced, followed by the leap, kick, two-handed strike and dodge in Year 2.

Stage 2

Students demonstrate proficiency at the static balance, sprint run, vertical jump, catch, hop, side- gallop, skip and overarm throw. They practise each skill in a variety of contexts.

Stage 3

Students demonstrate proficiency at the leap, kick, two-handed strike and the dodge. They practise each skill in a range of challenging contexts.

NSW Board of Studies (1999).

PDHPE K-6 Syllabus.

Typically at the end of each stage i.e. Kindergarten, Year 2, Year 4 and Year 6, teachers need to make a judgement about student performance. Are students progressing towards, have they achieved or are they working beyond the outcomes for that stage?

Outcomes are statements of the knowledge and understandings and skills which, it is expected, most students will gain by the end of a stage. The syllabus outcomes which have the most relevance to fundamental movement skills are those related to the Games and Sports strand and from the skill outcome of Moving.

Each outcome in the syllabus is accompanied by a set of indicators. Indicators provide examples of the behaviours which students might display as they work towards achieving the outcomes. Indicators can assist teachers to monitor progress within a stage, as well as to help make a judgement at the end of the stage.

The table below shows the outcomes and sample indicators from the Games and Sports strand in the syllabus.

EARLY STAGE 1 STAGE 1 STAGE 2 STAGE 3

GSES1.8 GSS1.8 GSS2.8 GSS3.8

Demonstrates Performs fundamental Participates and uses Applies movement skills fundamental movement movement skills with equipment in a variety in games and sports that skills while playing with equipment in minor of games and modified require communication, and sharing equipment. games. sports. co-operation, decision

making and observation of rules.

• Moves and stops a ball • Participates in a range • Demonstrates fun ways • Combines a series of with hands and feet, of minor games that of practising skills skills for use in a game, e.g. roll and dribble assist skill development e.g. partner, team e.g. run, kick, catch • Runs with equipment, • Throws a small ball or • Practises and refines and pass

e.g. rope, large balls beanbag overarm to a movement skills in a • Identifies people who • Performs skills such as wall, target or partner variety of games from a can help them improve

the static balance, • Strikes a ball from a tee range of cultures their game and sports sprint run and vertical with a small bat • Demonstrates a range skills

jump • Performs and practises of skills in practice • Proficiently • Catches a small object skills such as the hop, and modified games demonstrates skills

with two hands side-gallop, skip and • Proficiently demonstrates such as the leap, overarm throw skills such as the static kick, dodge and

balance, sprint run, two-hand strike. vertical jump and catch • Applies fundamental • Proficiently demonstrates movement skills in

skills such as the hop, side sports, games and gallop, skip and overarm physical activities throw

Chapter 6

strands will provide many opportunities for students to be taught, to practise and to develop proficiency in fundamental movement skills. The development of fundamental movement skills, such as the static balance, the hop, leap and skip, is an essential prerequisite if students are to experience success in both dance and gymnastics.

There are five essential skills that students should develop from PDHPE. These are communication, decision making, interacting, problem solving and moving. The skill outcome that has the most relevance to fundamental movement skills is Moving. The following diagram outlines the outcomes and sample indicators relating to this skill.

EARLY STAGE 1 STAGE 1 STAGE 2 STAGE 3

MOES1.4 MOS1.4 MOS2.4 MOS3.4

Demonstrates a general Demonstrates a maturing Displays a focus on quality Refines and applies awareness of how basic of basic movement and movement in applying movement skills movement skills apply compositional skills in a movement skills to a variety creatively in play and other variety of predictable of familiar and new to a variety of

introductory movement situations. situations. challenging situations. experiences.

• Maintains stillness of • Hops on preferred and • Throws overarm • Adapts throwing head and trunk when non-preferred foot proficiently action to cater for balancing • Strikes a stationary • Kicks and strikes different types of

• Demonstrates balance object, e.g. soccer ball, proficiently for distance equipment for and high knee lift T-ball • Performs a simple dance distance, accuracy when sprinting • Repeats movements to combining locomotor and speed

form a sequence, e.g. and non-locomotor • Transfers sequence of jump, hop, run movements locomotor and non-

locomotor movements from the floor to simple apparatus (bench, hoops)

• Varies running patterns to cater for sprinting, distance running, side stepping, dodging and defensive marking

NSW Board of Studies (1999). PDHPE K-6 Syllabus.

The achievement of skill outcomes is essential as they underpin all learning in the Games and Sports,

Gymnastics and Dance strands. The ability to control bodily movements in a range of new and

In document GET SKILLED: GET ACTIVE (Page 94-96)

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