• The guide indicates the key years for students’
A planning guide for
programming and teaching
fundamental movement
skills
The table on the next page takes the previous
factors into account. It is designed as a planning
guide to help you program for the development
of fundamental movement skills from
Kindergarten to Year 6.
• The planning guide suggests when skills
should be introduced.
It is recommended that four skills be
introduced for focused teaching each year in
Early Stage 1 to Stage 2, to consolidate student
learning. However, students will also be
exposed to activities that include the other
eight fundamental movement skills. It is
important to make the teaching of
fundamental movement skills manageable
within the context of a school’s PDHPE
program and to match what is taught with
students’ growth and development. If students
are given adequate opportunities to practise
four skills each year, it is likely that they will
develop proficiency in the introductory
components of each skill by the end of that
year.
Incorporating fundamental movement skills into PDHPE programs
development of each fundamental
movement skill.
Once students have developed the
introductory components of a skill, it is
important that teaching and learning shift
focus to the development of the fine-tuning
components. The planning guide suggests that
each skill needs a three-year period of practice
and consolidation for this to occur.
• The guide provides a benchmark of when
most students should be expected to
demonstrate proficiency in each skill.
An important objective of primary school
PDHPE programs is that students should
demonstrate proficiency in all twelve
fundamental movement skills by the end of
Year 6. However, with adequate learning and
practice time, most students, given their stage
of growth and development, should be able to
demonstrate the fundamental movement
skills earlier than this, as indicated by the table.
To integrate the development of fundamental
movement skills into existing PDHPE and
sport programs, you need to consider teaching
fundamental movement skills in such contexts
as daily physical activity, dance, gymnastics,
movement exploration, games and sport
sessions. Planning needs to occur at a whole-
school, stage and class level to support this
integration.
Planning guide for programming and teaching
fundamental movement skills
Early Stage 1 Stage 2 Stage 3
Stage 1

Skill Kinder- Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

garten

Static balance

Sprint run

Vertical jump

Catch

Hop

Side gallop

Skip

Overarm throw

Leap

Kick

Two-hand strike

Dodge

Focused teaching and learning, with an emphasis on the introductory components.

Practice and development, with an emphasis on the fine-tuning components.

Consolidation and application of skill in sports, games and physical activities.

Benchmark of when most students should demonstrate proficiency of the skill.