Prep: Mini Jump Olympics

In order for lessons to run effortlessly and efficiently, rules and protocols must be enforced and adhered to for student learning
and safety. Outdoor and indoor learning environments involve students to follow instructions, set by the school or classroom
teacher. Students are expected to adhere to rules such as hands up, listening when the teacher is speaking, being respectful of
themselves and others and participating to the best of their ability. For this lesson to be conducted in a safe manner, teacher
will ensure the rules are enforced prior to leaving the classroom to reiterate the rules pertaining to disrespectful behaviour
(Linsin: 2009). This lesson, with the sports specific focus of jumping is constructed to ensure students safety is well protected,
while ensuring maximum participation and engagement.
From the beginning of the lesson when the students are collected, students are aware of the behaviour accepted by the
teacher. The point of where students are collected from is learnt from a young age when students are subject to structure and
routine. Set expectation that students will be in two straight lines, holding hands and ready for learning ensures other
classrooms are free from distractions. At the end of the lesson, the same expectations apply when returning students back to
classroom teacher. Students recognise the structure of leaving and returning to the classroom which allows for minimal
behaviour issues caused when students are unaware of the routine.
During the lesson, students will use the sound of a whistle and the teachers voice and as means of stopping and starting
activities. Students who experience a hearing difficulty will also respond to a whistle as they often find difficulty in hearing low
noises. This method is an effective aid for teaching in an outdoor environment as it eliminates the strain on a teachers voice
and helps engage the attention of the students more quickly. During the lesson it is vital students are given a time warning as
it prepares them mentally and minimises the risk of inappropriate behaviour associated with transitioning (Roffey: 2011).
Being prepared for any lesson is a key element for success. By ensuring equipment is easily accessible and set up before a
lesson increases quality teaching and learning opportunities for students. Equipment within the lesson will be set up by the
teacher, to minimise chances of an injury to students. A positive of setting up equipment prior to the lesson will ensure
equipment is in good condition, set up according to teacher requirements and limits the distraction of students.

The lesson conducted will involve students to work as a class, within small groups or as an individual. The warm up activity
involves all students to participate in a fun and team building game. Students, selected at random must work together to tag
all students to form a large popcorn clump. During the rotational activities students will be numbered off (1-5) by teacher,
ensuring mixed level ability groups. Through selecting groups it gives the opportunity for skill development to be assisted by
teacher, but through peer feedback and self-assessment.
The lesson from start to finish will prioritise safety and well-being of students. Students regardless of age are well aware of
school, emergency and safety procedures as they are well covered in classroom practices. Students will be kept hydrated with
the lesson, requiring them to have a water bottle, easy access to water filters, a hat and access to a shady environment.
Students who require toilet breaks will follow the school policy on taking another student and informing the teacher before
leaving the lesson area. Lessons like this, conducted with Prep students is critically important to follow school rules, policies
and protocols to reduce risks associated with sport.

Reference List
ACARA (2009). Shape of Australian Curriculum: Mathematics. Last accessed 16 August 2014, retrieved from
www.acara.edu.au/verve/_...?Australian_Curriculum_-_English.pdf.
Health and Physical Education (2014) The Australian Curriculum (v 7.0) Last accessed 16 August 2014, retrieved from
www.australiancurriculum.edu.au/health-and-physical-education/Curriculum/F-10?layout=1.
Linsin, M. (2009). How to Handle Disrespectful Students; Smart Classroom Management. Last accessed 21 August 2014,
retrieved from www.smartclassroommanagement.com/2009/07/31/how-to-handle-disrespectful-students/
Roffey, S. (2011). The New Teachers Survival Guide to Behaviour (2nd edn). United Kingdom: London. SAGE

Lesson Planning Framework

Date:

Lesson Title:

Subjects

Year level(s):

Duration of lesson:

22/08/14

Mini Jump Olympics

Health and physical

Education

Prep

30 minutes

Identify classroom context

Rationale and Purpose
This lesson is the third lesson of the unit outline, aiming to
improve and build upon student understanding and skill of
jumping. Students will have the opportunity to use the
jumping fundamental motor skill through participating in
simple and fun activities conducted within the lesson. This
lesson will focus on students utilising the correct method of
jumping to improve upon their fundamental motor skills.
Students will have practical opportunities within the lesson
to apply and enhance their skill development. In previous
lessons, students have repeated and demonstrated the skill
of jumping to develop the correct technique.

Catering for diversity

Skill ability: Students will be split into groups which will
have a variety of physical skill ability. Students of higher
physical skill ability will be encouraged to help lower
level students with activities.

Prior knowledge: Students confident and capable of

performing the skill will be encouraged to demonstrate
for student explanations.

Visual Impaired: Sarah is a vision impaired student, who

suffers with slight long sightedness. To cater for this,
Sarah will be situated at the front of the group to view
demonstration.

Curriculum Outcomes (Australian Curriculum

Cross- Curriculum Priorities

descriptor and elaborations)

Personal, Social and Community Health
Identify personal strengths (ACPPS001)
Identify people and demonstrate protective
behaviours that help keep themselves safe and
healthy (ACPPS003)
Movement and Physical Activity
Practise fundamental movement skills and movement
sequences using different body parts and in response
to stimuli (ACPMP008)
Participate in games with and without equipment
(ACPMP009)
Learning through Movement
Follow rules when participating in physical activities
(ACPMP014)

Mathematics: students have the opportunity to reiterate

their knowledge of colour and number within the
activities.

Lesson Focus
Lesson Objectives

Assessment

During this lesson, students will have the opportunity to

demonstrate their ability to:
1. Practice jumping using a variety of objects and
materials.
2. Work with others in team games and small groups
3. Effectively craft the skill of jumping within the rotation
activities.

Assessment within
assessment:

this

lesson

is

based

on

formative

Observing students progress and skill development

within rotational activities

Positive and constructive feedback will be given to

students, both individually and in group form.

All students will have the opportunity to complete each

rotational activity in small group formation

Teacher will make notes on what students are struggling

with to improve future lessons.

Learning Sequence
Engaging Learners

To keep students engaged within the task, the rotational

activity time frame will be kept short to ensure students
stay focused.
Students will be placed in a positive learning environment
which values constructive feedback to improve students
fundamental motor skills.

To increase student involvement students will be

encouraged to demonstrate what they know and showing
through students explanation of tasks.

Music will be utilised in the warm up and cool down

activities to involve students in a fun and positive
learning environment. Students will find music easy to
work to and be willing to participate in physical activity

Safe and Supportive Learning Environment

Risk assessment of the lesson, completed

accurately

Teacher to carry a two-way, with direct contact to

office and necessary staff if emergency arises. First
aid kit easily accessible during the lesson if needed.

Medical conditions of students are kept in folder,

with first aid kit outlining specific procedures and
needs of each child. Teacher is aware of students
with dangerous medical conditions and the
treatment required for each.

The lesson will be conducted in the morning session

to minimise sun exposure and dehydration of
students. Teacher will ensure students have a hat
and water bottle for lesson; however students

due to the fun nature that music provides.

without water bottles can use nearby water filter.

Students aware of rules, expectations and

consequential actions.

Introductory phase
Time

Teacher direction / activity

/ instruction:

2 mins

Student activity / what

students are doing?

Check for
understanding / key
questions / manage the
learning:

Introduction:

Introduction:

Introduction:

Teacher to gather students

in a small area (preferably
in the shade and away
from noise)
Teacher explains rules of
the lesson, expectations
and consequences that
will happen if they are
broken.
Say: Prep, jump up, jump
down, shake your sillies all
around. Sit down, on the
ground and listen safe and
sound. (Students are
aware of this and it will
change according to the
skill being learnt)
Teacher will explain the
rules of the warm up

Students follow direction

of teacher and move to
a small shaded area.
Students sit.
Listening to teacher
explain rules and
expectations. Responds
to teacher if/when asked
a question about rules
and consequences.
Students echo the song
back to the teacher and
do the jump up, jump
down, shake around and
sit down movements.
(Re-focuses students)
Listening to teacher
explain the rules of the
warm up game.

What are some of my

rules that I have when
we do PE?
What happens to
students who do not
follow my direction?
When I blow my
whistle, what does
that mean?
Water Bottles: You can
only get a drink on
drink breaks. If you
are thirsty and need
to use the water filter
always let a teacher
know where you are
going.

Resources:

Whistle

game.

5 mins

3 mins

Warm up

Warm up

Warm up

Popcorn
An area of the field will be
marked out (start large,
then gradually move it
inwards).
Ensure students are aware
of how to play the game.
Select 2 students to be
popcorns. Two (2) students
will be chosen to begin the
game.
Students move around the
marked area, jumping,
hopping or skipping (on
teacher instruction).
With each jump they call
out pop. When students
come near the 2 popcorns
(students) or are tags by
the 2 popcorns they join
the group to form the big
popcorn.
This game continues until
every student forms the
big popcorn or time is up.

Popcorn
Students will be
hopping, jumping or
skipping within the
designated area to
warm up their legs.
Students who are
popcorn are holding
hands are catching
other students to form
the big popcorn.
Students who are the
popcorn must work
together in a team,
holding hands and not
breaking the popcorn
link.
Students will be saying
pop as a replica of
popcorn popping.
Students will be staying
inside the marked area,
specified by teacher.

Popcorn
Teacher will be
watching students
and giving
suggestions to
students if necessary.
Teacher to decrease
playing space when
students are
struggling to catch/
form the large
popcorn group. Use
whistle to stop play
and quickly move
markers in.
At the end of warm up
game, teacher will ask
students what was fun
about that game and
hard about that game.
Fun: being able to
pop around like
popcorn.
Hard: jumping and
hopping around was
tiring.

Gather students to sit in

an area. Explain to
students the next part of
the lesson is made up of 5
rotations, to practice your

Students follow teacher

direction and form semicircle, sitting in front of
the teacher.
Students participate

Students encouraged
to ask questions after
shown each rotation

Whistle
Markers x 4


jumping skills.
Teacher to run through
each activity and using
students to help
demonstrate. *Use a
different student for each
activity.
Number off students ( 1-5)
to split them into rotation
groups.

when/ if asked by
teacher to demonstrate
the activity for all
students.
Students remember
their number and the
activity they are going
to.

by teacher and
demonstrating
student.
Teacher to confirm all
students know what is
happening at each
rotation.
Teacher to number
students 1-5, then
send them off.
Number second lot of
1-5. Continue to
number until all
students have been
selected.

Body of lesson
Time

Teacher direction / activity

/ instruction:

3 mins

Station 1: Skipping

Student activity / what

students are doing?

Students to use skipping

rope to jump. Students
are to use the markers
provided (do no move
them) to stay away from
other students within the
group.

Check for
understanding / key
questions / manage the
learning:

Lower level students:

stand in one spot, put
the rope behind their
head, swing it over
where it is in front of
their feet and then jump
over it. Continue until
student can predict

Markers set up to
ensure students have
enough space for one
another. By staying
close to their marker
will limit injury to
other students.

Resources:

Skipping ropes
x5
Markers x5
Bean bags x5

Teacher to be monitoring
students within group/s
and providing supportive
feedback to all students.

Station 2: Hopscotch

3 mins

3 mins

3 different hopscotch
grids are drawn on the
floor.
Students use the grids to
jump and hop through til
the end and back.
Students to focus on
jumping and hopping
through the grid only.
Teacher to advise
students to practice using
their left and right legs.

Station 3: Whats your path?

Students stand in a
single line behind a
twister mat.
Twister mat has 4
colours which students
can use to create a path

when it is coming over

and jump before rope
stops.
Advanced students:
encourage student to
jump with feet and
knees together.
Students given a bean
bag to keep knees
together while jumping.
Lower level students:
jump using 2 feet on
each square within the
hopscotch grid.
Students can jump from
side to side within the
grid, however focusing
on keeping both feet
together when jumping
on each square.
Advanced students: use
bean bags to do a small
under arm throw,
throwing it onto a
square within the grid. If
the bean bag lands on
#4 miss that square.
Students wait patiently
in line until it is their
turn to jump on the
mat.
Students select
different colours to
jump on to get to the
end of the mat.

Ensure the 3 grids

provided suit the
needs of 3 different
levels. Students who
are beginning to
jump, students who
are practicing the skill
of jumping and
students who have
mastered the skill and
need challenging.
Get students to check
they are jumping
correctly by asking
themselves if they
have their feet and
knees together.
Variation: Students
are to get to the end
in only 3 moves/ 4
moves/ 5 moves.
Teacher: Why did you
select this red dot
and not that red dot
Teacher: Hop using

Chalk
Bean bags
Hopscotch
grids

Colour Cards
(e.g. Blue,
Yellow, Red,
Red, Green)
Twister Mat
Marker
(line up

to get to the other side.

To begin, students jump
with two feet on different
colours ensuring they
get to the end. Return to
end of line after each
turn.
Then, students select a
card from the pile
(premade) which tells
them which colours to
jump on. Students can
look at the card or try to
remember the colours
then jump.
Continue one student
after another.

Students remembering
to keep their feet
together when they
jump and when they
land.
Student selects a card
and jumps on the
correct colours to reach
the end of the mat.
Advanced students:
encouraged to dots on
the board and reach the
end in the smallest
amount of moves.

your left/ right foot

instead of jumping on
colours

behind this)

Consolidation
Time

Teacher direction / activity

/ instruction:

3 mins

Station 4: Jump the Stream

Student activity / what

students are doing?

Lay two ropes on the

floor to create an
imaginary stream of
water.
Ensure the ropes are
placed on the ground
opposite each othernarrow at one end and
increasing at the other.

Students form a line at

the start of the narrow
end. Students take
turns jumping over the
stream using two feet
take off and a two feet
landing.
Students encouraged to
congratulate students
on how little/ far they

Check for
understanding / key
questions / manage the
learning:

Teacher: What could

you do to jump
bigger? What can
help you move your
body over the
stream?
Teacher to motivate
students of a lower
level ability and
encourage their

Resources:

2 x long ropes
Markers
Stopwatch

Starting at the narrow

end, students jump over
the stream using a two
feet take-off and landing
with two feet. Students
work their way along the
stream from the narrow
end to the wider end.
When students fall into
the stream, students
place a marker to
improve their jump for
next time.
Teacher to be monitoring
students within group/s
and providing supportive
feedback to all students.

have jumped over the

stream.
Advanced students: use
the force of their arms
to throw their body
forward, creating a
longer jump.
Once student has fallen
into the stream, student
marks their jump on the
rope (with a marker)
and proceeds to the
end of the line.

ability of jumping
over the narrow end
of the stream.
Variation: the stream
could be the same
size all the way to the
end. Could you still
jump over this, going
side to side only?
Variation: Who can
get to the end of the
stream the quickest
going side to side?

Station 5: Obstacle Jump

3 mins

A small obstacle course

is set up using hoops,
tyres and bendy poles.
Students line up in single
file, behind the obstacle
course.
Students skip through
the bendy poles;
proceed through to the
hoops to vertical jump in
each one then onto the
tyres bringing knees up
as high as they can.
Students skip/ run or jog
back to the beginning

Students wait patiently

behind one another in
single file.
Students will wait until
directed by teacher
start obstacle course.
Students practice
skipping through bendy
poles, vertical jumping
landing with feet
together in hoops and
high knee jumping in
the tyres.

Variation: change the

type of starting and
finish movement
students do. Replace
running or skipping
with crab walking or
marching.
Teacher and other
students to
encourage students
who find difficulty
with the task.
Sarah (Visual
Impairment) advised
on when to go (by
students) if

Hoops
Tyres
Bendy poles
Markers

2 mins

3 mins

where next student

goes.
Students can be sent off
onto the course once
student in front has
reached a certain point
(e.g hoops)
Teacher blows whistle
and tells students to
stop, look and listen
Teacher tells students to
pack all equipment up
and form a circle where
teacher is standing.

Cool Down

Jumping Jacks Stretching

Jumping up and down

Jumping side to side
Jumping backward and
forwards
Jumping around in a
circle (washing machine)
Bend over, touch toes
Jogging on spot
High knees
Cool breathing (legs
apart, arms above head-

struggling to see
where the person is
on the obstacle
course.

Students stop activity

and listen to
instructions given by
teacher.
Students pack up
equipment from the last
rotation activity they
are on.
Students form a circle
on the floor in front on
teacher.
Students follow and
copy cool down
instructions given by
teacher.
Students to act sensible
when listening to the
calming music.
Students to stretch
parts of their body to
the best of their ability.

Teacher to motivate
students of stretching
after doing physical
activity.
Reiterate to students
why we are doing the
cool down activity
whilst doing
stretching.
Teacher to be take
part in the cool down
activity, helping
students where
necessary

Music
Mats (if
available)

breath in, arms downbreath out)

Finish

Finish / summing up / link to the next lesson:

Ask students what they learnt about jumping

Discuss what jumping is useful for
Ask what sports you know that use jumping

Homework / practice:
Practise playing hopscotch with your friends at school and at home with family

Feedback
Evaluation of Lesson Objectives
DO NOT COMPLETE

Reflective comment on the lesson

DO NOT COMPLETE

Considerations for future lessons

For future lessons, I would consider setting up games or sporting activities that involve elements of jumping. Students will
become more aware of the sports played in school or Olympic settings when exposed to playing them in HPE lessons. To
engage parents and the school community, I would consider planning lunchtime games which involve the skill of jumping. For
next lesson, students will become aware of more resources and equipment to allow them to continue practicing and
advancing their jumping skills. Students will be exposed to different equipment to test their physical ability and knowledge
on this skill. Next lesson I aim to spend more time helping and developing students through the skill of jumping to ensure
they are practicing correctly. I will ensure students who are of a lower ability level are given one on one time (or as a small
group) to progress their learning and make them more successful with the specific skill.

Risk Assessment- Mini Jump Olympics

Activity Description: Jumping
Teachers/Leaders: Miss Gorman
Class groups: Prep JG
Start date:22/08/14

Finish Date: 22/08/14

No. of students (approx.):

25

Supervision ratio (approx):

1:25

Use this risk assessment matrix as a guide to assess the inherent risk level. Refer to the Information Sheet (link) for further details.
Likelihood

Consequence
1 Insignificant

2 Minor

3 Moderate

4 Major

5 Critical

Medium

Medium

High

Extreme

Extreme

4 Likely

Low

Medium

High

High

Extreme

3 Possible

Low

Medium

High

High

High

2 Unlikely

Low

Low

Medium

Medium

High

1 Rare

Low

Low

Low

Low

Medium

5 Almost Certain

Indicate the assessed risk level and undertake the actions required for that level of risk.

Inherent risk level

X

Low

Little chance of incident or

injury

Action required/approval
Manage through regular planning processes.
Document controls in planning documents and/or complete this Curriculum Activity Risk
Assessment.

Consider obtaining parental/carer permission, and if activity held off-site, parental/carer

permission is required.

Refer to School Excursions procedure for Variation to School Routine application.

Medium

High

Extreme

Some chance of an
incident and injury
requiring first aid

Likely chance of a serious

incident and injury
requiring medical
treatment

High chance of a serious

incident resulting in highly
debilitating injury

A Curriculum Activity Risk Assessment is required to be completed.

Principal or head of program (i.e. DP, HOD, HOSES) approval is required prior to conducting
this activity.

Once approved, activity details are to be entered into the School Curriculum Activity Register.

Parental/carer permission is recommended, and if activity held off-site, parental/carer

permission is required.

Consider conducting an alternative activity.

A Curriculum Activity Risk Assessment must be completed.
Principal approval is required prior to conducting this activity.
Parental permission must be obtained for student participation.
Once approved, activity details are to be entered into the
School Curriculum Activity Register.

Minimum supervision

Adequate adult supervision must be provided. A broad range of variables will affect your decision about what constitutes adequate supervision, for
example:
o nature of the activity conducted
o

number of students/size of groups, if more than one group

needs of students and their expected capabilities (i.e. experience, competence, fitness)

the leaders experience

planned duration of the activity

suitability and availability of equipment

environmental and weather conditions

difficulties/distance/condition of the venue/site of the activity (e.g. trails, vehicle tracks, roads)

remoteness of the activity

likelihood of leader becoming incapacitated or separated from participants.

If an adult other than a registered teacher is engaged for instruction, a teacher should be present to take overall responsibility. Blue Card
requirements must be adhered to.

Please provide information on supervision:

Students will be supervised at all times during the 30 minutes lesson. Students will be monitored closely by teacher to minimise risk or injury.
Requirements of holding a Blue card is met by teacher and kept up to date. Students will be kept in a small proximity to maximise supervision
opportunities.

Minimum activity-specific qualifications for supervisors

Relevant qualifications will depend on the nature of the activity, but as a minimum you should consider:

that there are sufficient adults with current First Aid qualifications including Cardio Pulmonary Resuscitation (CPR) or ready access to first aid
facilities, including qualified personnel

if operating more than one hour away from Emergency Services, current Remote Area First Aid

depending on the nature of the activity, competence may be sufficient for the activity leader rather than a formal qualification. A teacher/leader
could demonstrate a reasonable level of competence by two or more of the following:
o knowledge of the activity and the associated hazards and risks

experience (i.e. previous involvement) in undertaking the activity

demonstrated ability and/or expertise to undertake the activity

possession of qualifications related to the activity.

if the activity is being conducted by external leaders, obtain a copy of relevant qualifications and risk management information.

Please provide information on the leaders/supervisors relevant qualifications or competence:

Teacher is well-educated in sport and sport health. Teacher is trained with a current first aid qualification and CPR procedures if emergency arises. To
minimise risks or possible injuries, teacher has completed a risk assessment for teacher-student benefit.

Minimum activity-specific equipment/facilities

Consider the equipment and facilities required for the activity. Depending on the nature of the activity, this may include:

First Aid kit (including sufficient and suitable bandages, ice packs, etc as appropriate)

communication equipment e.g. phone line at location, mobile phone, satellite phone, whistle/marine whistle, walkie talkie/UHF/VHF radio, PLB
(personal locator beacon)

drinking water (students should not share drinking containers)

sun safety equipment if outdoors (hat, sunscreen, shirt, shade, etc)

appropriate clothing (consider weather conditions if outdoors)

injury management procedure (including head injuries where this is a possibility) in place

suitable personal protective equipment

all equipment and facilities should comply with relevant safety standards.

Please provide information on activity-specific equipment/facilities:

Risk assessment of the lesson, completed accurately
Teacher to carry a two-way, with direct contact to office and necessary staff if emergency arises. First aid kit easily accessible during the lesson if
needed.
Medical conditions of students are kept in folder, with first aid kit outlining specific procedures and needs of each child. Teacher is aware of students
with dangerous medical conditions and the treatment required for each.
The lesson will be conducted in the morning session to minimise sun exposure and dehydration of students. Students will have a hat and water bottle
for lesson; however students without water bottles can use nearby water filter.

Governing bodies/associations
Guidelines/codes of practice are available for many activities. Refer to the relevant governing body/
association, if one exists.

If you are organising sporting competitions or events, refer to Queensland School Sport Unit.

Please provide information on governing bodies/associations, if relevant:

All control measures and policies are as Education Qld/ ABC State Primary School.

Activity-specific hazards/risks and suggested control measures

Consider the potential hazards and risks involved with this activity and control measures that will be implemented to minimise these risks. Depending
on the nature of the activity, this may include:

establish processes to maintain safe hygiene standards

be prepared to deal with student injuries/accidents involving bodily fluids that are possible given the nature of the activity and students. Ensure
familiarity with Management of Prescribed Contagious Conditions and Infection Control Guideline.

provide instruction in rules, safety procedures, safe handling of equipment, and prerequisite skills before students commence the activity

follow progressive and sequential skills development

monitor student numbers and available space

provide complete safety instructions on the use of all equipment

if outdoors, adopt sun-safe strategies, e.g: schedule activity early morning/late afternoon; shaded areas; hats, sun-smart clothing, sunscreen

check site for hazards and implement controls as necessary

check site for poisonous plants/dangerous animals

establish safe, designated areas for people and vehicles

refer to Chemical Hazards in the Curriculum guideline and related Guidance Notes if hazardous substances are being used

establish safety zones for use of equipment, if relevant

ensure electrical items are maintained as required, and visually inspected before use

if students with medical conditions are involved, ensure that relevant medical/emergency plans and medications are available (insulin, Ventolin,
Epipen, etc)

refer to Individual Education Plan/Educational Adjustment Plan/Behaviour Management Plan and other student documents

where necessary, obtain advice from relevant advisory visiting teachers or specialist teachers

if the activity involves manual tasks, undertake a risk management process to prevent or minimise the risk of injuries

procedures should be put in place to ban, dissuade or protect (e.g. tape) the wearing of jewellery

for sporting activities:

assess suitability of surface/playing field (loose items, debris, potholes/divots in ground, line markers, or other hazards) and dampness before and
during activity, and that the surface is non-slip, even and firm
modify activities to match the skill and fitness levels of students

have appropriate warm-up and warm-down activities

continually monitor students for signs of fatigue and exhaustion

if spectacles need to be worn during sports activities/matches and training sessions, ensure that they have plastic frames and plastic lenses. A
band should also hold the spectacles on securely.

for outdoor activities:

o

assess weather conditions before and during activity (e.g. temperature, storms)

site activities away from buildings, pedestrians and other activities (as appropriate)

consider hazards associated with types of fencing materials, gates and other infrastructure (e.g. barbed wire, star pickets, electrified fencing,
rough timber, uneven terrain) and the risk of students being injured by these materials and conditions.

Please provide information on hazards/risks and planned control measures:

Skill Introduction: Students have been introduced to safety and handling of equipment and
their own personal safety. Students are aware of rules and expectations when participating
in sporting activities.
Outdoor Safety: Students will be exposed to minimal sun, during the morning session of
school. Students will be required to wear a suitable hat for the activities and have a water
bottle for easy access. Students who do not have a water bottle will be given frequent
water breaks.