Name: Arthi Kalppna Naidu

Student ID: 16580565

Warm Up Games

Name of of
Name thethe
Game: Traffic
Game: BodyJam
to Body Stage: Early Stage
Stage: 1, Kindergarten
Early Stage 1, Kindergarten
Explanation
Explanation
This game
This runs runs
activity for about 5-105-
for about minutes. The aim
10 minutes. of the
All the game to
students see
skip how well
around in athe students
circle pay
to music attention.
playing in the background. When the
All teacher
the students have to stand facing the teacher. They have to pretend they are driving
stops the music and calls out two body parts, the students have to quickly find a partner and touchcars. The teacher will then
thosecall
twoout traffic
body parts
symbols
together. For example the teacher calls out knee to knee, two students have to quickly come together and join their knees. Tothe
such as ‘stop’ and the students have to do the actions. The teacher will do the actions for the first two rounds and then make it
students are on their own. When the teacher calls out:
more challenging the teacher can add other instructions such as elbow to elbow or mix it up by saying elbow to knee etc. The aim of
• “Red”
the game is = to
means stop,
join two body parts together and quickly.
• “Yellow” = means the students have to run on the stop
• “Green”
Why is this=game means important
the students for drive
this stage?
around again, without bumping each other.
• •“Traffic
The students
jam”= means developthebasic movement
students patterns (locomotors skills), this is demonstrated when the students are skipping.
start beeping.
• •“Bump”=
The activity
means encourages
the students thejump
students
in oneto spot
be interactive with other students, and assist to build friendships.
INES1.3: Relates well to others
• “Reverse” = means the students have to drive aroundin work and play situations.
backwards.
Why is • this
Thegame
activity encourages
important forstudents to use their active listening skills when the teacher is explaining the instructions.
this stage?
• •TheThe activity
activity educates
builds up thestudents
foundationsabout of different body parts.
making decisions which will help the students learn how to make decisions as they get
What are the PDHPE skills involved in this game? How?
older.
•DMES1.2: Identifies
The exercise is usedsome
as aoptions
way of available
developing whenthe making
students’decisions.
dance techniques as they are skipping around in a circle in beat with
• Thethe music.educates the students about basic traffic rules.
activity
DAES1.7: Moves in response
• The activity encourages studentsto tovarious
use their stimuli.
active listening skills when the teacher is explaining the instructions.
•
What are the PDHPE skills involved in this game?leg
The exercise helps to warm up the students’ muscles as they are skipping around a circle.
How?
• TheMOES1.4:
activity getsDemonstrates
the students’ a general
heart ratesawareness
up, as theyof how
arebasic
movingmovement
around. skills apply in play and other introductory movement
experiences.
MOES1.4: Demonstrates a general awareness of how basic movement skills apply in play and other introductory movement
•experiences.
It encourages students to think about decision making, as they have to think about which person to find as a partner.
• TheDMES1.2: Identifies some
activity encourages options to
the students available whendecision
think about making making
simple decisions.
as they have to think about which way to go when they are
•moving
It encourages students
around backwards. to be cooperative as the students have to work in pairs.
IRES1.11:
DMES1.2: Identifies
Identifies somehowoptions
individuals are for
available wheneach other. decisions.
making
Equipment
• The activity and Teaching the
encourages cues students to be aware of others around them. E.g. in the game they are not allowed to bump into
•other
Thestudents.
activity should be played in a medium sized area inside a hall or classroom.
•IRES1.11:
Make sure all tables,
Identifies howchairs and other
individuals careobjects
for each areother.
moved to the sides.
• Equipment:
Equipment and Teaching cues CD player with appropriate music for age group.
• •TheThe teacher
activity explains
should and demonstrates
be played outside in a largethe instructions
grassy areato orthe students.
inside a hall.
• The teacher then gets the students to stand in a circle, with one student standing behind one another. However, students do
not have to skip in the order they have been placed in. Once1 the music begins to play the students begin to skip.
 Name: Arthi Kalppna Naidu
Student ID: 16580565

• Witches hats will be needed to barricade the area from dangerous objects.
• The teacher has all the students sitting in front of him or her. The teacher then explains the instructions of the game and
demonstrates how each command is to be acted out.
• The teacher demonstrates each instruction for the first two rounds of the game and then after that the students have to
remember the actions themselves.
• The teacher can make the game more challenging by adding more traffic rules.

Name of the Game: Stepping stones Stage: Stage 1, Year 1

Explanation
This game is similar to “What’s the time Mr. Wolf”. This activity runs for about 5-10 minutes. The teacher allocates one student who will
be the “Troll” to stand at one end of the hall facing away from all the other students. The rest of the students stand at the opposite end
of the hall in a line, facing the “Troll”. The students then yell out “Mr. Troll, Mr. Troll, how many stones shall we step?” and the student
who is the ‘Troll calls out a number. The students at the opposite of the hall then leap that number of steps. Once one of the students’
reaches the ‘Troll’ they have to tap the Trolls’ back. Once this happens, all the students have to run to other side before the “Troll” tags
them. The aim of the game is for the student who is the Troll to be able to tag one of the other students before they get back to the
other side. The student then gets tagged has to become the Troll. The teacher can make the game more challenging by adding time
tables to the game. For example, instead of the Troll calling out just one number he or she can call out two numbers such as, “3 x 4
pebbles”.
Why is this game important for this stage?
• The activity focuses on the students’ numeracy skills.
• The activity encourages the students to focus on their active listening skills and listen to the student at the opposite end of the
hall.
• The activity encourages the students about leadership and independent learning, as the teacher only provides guidance and
does not participate in the activity.
What are the PDHPE skills involved in this game? How?
• The activity encourages the students to cooperate and work together as a team.
INS1.3: Develops positive relationships with peers and people.
• The activity builds on the students basic gross motor skills, as they use a leaping technique to go towards the “troll”.
MOS1.4: Demonstrates maturing performance of basic movement and compositional skills in a variety of predictable situations.
• The activity encourages the students to communicate with each other.
COS1.1: Communicates appropriately in variety of ways.

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 Name: Arthi Kalppna Naidu
Student ID: 16580565

Equipment and Teaching cues

• The activity should be played outside in a large grassy area or inside a hall.
• The teacher has all the students sitting in front of him or her. The teacher then explains the instructions of the game and chooses
one of the students to be the “troll”. The teacher instructs where the troll should stand, and where the rest of the students should
start off standing. The teacher participates in the first round of the game, therefore the student understand the rules of the game
and lets the student play by themselves.
• The teacher then monitors and guides the students. The teacher can make it more challenging by adding time tables in the game
as well.

Name of the Game: Farmers and Sheep Stage: Stage 1, Year 2

Explanation
This activity runs for about 10-15 minutes. The teacher chooses 4 students to be the farmers. All the rest of the students are sheep. The
farmers stand in middle of the area while the sheep get down all fours and line up against a wall or barrier. Then the farmers call out
“yeehaa” and the sheep have to get to the other side of the wall without being tagged by a farmer. If a sheep is tagged, they have to
stay where they are and lay down on their back with their arms and legs up in the air. Once all the sheep have been turned over or
when the time is up the teacher chooses 4 other students to be farmers. The aim of the game is to get to the other side without getting
tagged by the farmers.

Why is this game important for this stage?

• The activity encourages students to become independent and be aware of the others around them as well as taking care of
themselves.
IRS1.11: Identifies the ways in which they communicate, cooperate and care for each other.
• The activity encourages the students to be interactive with other students, and assist to build relationships with their peers.
INS1.3: Develops positive relationships with peers and other people.
• The activity encourages the students to think about making decisions and expands on their skills for early stage 1.
DMS1.2: Recalls past experiences in making decisions.

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 Name: Arthi Kalppna Naidu
Student ID: 16580565

What are the PDHPE skills involved in this game? How?

• This activity helps the students to use their locomotors skills and get their heart rate up as they are running around.
MOES1.4: Demonstrates maturing performance of basic movement and compositional skills in a variety of predictable
situations.
• It encourages students to build up their decision making skills from previous experiences (from ES1) as the “sheep” have the get
to the other side of the wall or barrier without getting caught by the farmer.
DMS1.2: Recalls past experiences in making decisions.
• It encourages the students to interact with each other in a positive manner.
INS1.3: Develops positive relationships with peers and other people.
Equipment and Teaching cues
• The activity should be played in a large area outside in a grassy area or inside a hall.
• Witches hats will be needed to barricade the area from dangerous objects.
• The teacher will have all the students sitting in front of him/her. The teacher will then explain the instructions and demonstrate
the actions.
• Once the teacher blows the whistle the game begins.

Name of the Game: Scissors, Rock & Paper Stage: Stage 2, Year 3
Explanation
• This game runs for about 5-10 minutes. The aim of this game is to stay away from the scissors.
• Five children are chosen by the teacher to be scissors (depending on how big the class is), where they have their arms out like a
pair of scissors; they will be standing in the middle.
• The rest of the children are papers and they are all standing run around in a playing field, barricaded from dangerous objects.
• Once the paper children have been tagged by the scissors they turn into a rock, where they have to have their arms beside them
like a rock. However, the paper children can turn rock back into paper again by tagging them.
• Whichever team has either the most children tagged or non-tagged wins. Swap the children around so everyone can have a go at
being the scissors. The game can become more challenging in a wider or smaller area to play in or by having more or less
children as scissors.

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 Name: Arthi Kalppna Naidu
Student ID: 16580565

Why is this game important for this stage?

• This activity encourages the students to build up resilience in having contact with other students, encouraging students to adapt
to challenges in life.
• This activity encourages the students to use their imagination, in order for students to explore their creativity side.
• This activity encourages students to be aware and consider others during play situations.
DMES2.2: Makes decisions as an individual and as a group member.
What are the PDHPE skills involved in this game? How?
• This activity encourages students to build up various patterns of movement and apply it to different points of the game, such as
changing scissors to rock and to paper.
MOS2.4: Displays a focus on quality of movement in applying movement skills to a variety of familiar and new situations.
• This activity encourages the students to be interactive by building up their resilience with contact from other students.
INES2.3: Makes positive contributions in group activities.
• This activity encourages the students to communicate with each other because when the students need to get free from being a
rock and they will verbally call out to other students who are still papers.
COES2.1: Uses a variety of ways to communicate with and within groups.
Equipment and Teaching cues
• The activity should be played in a large area outside in a grassy area or inside a hall.
• Witches hats will be needed to barricade the area from dangerous objects.
• The teacher has all the students sitting in front of him/her. The teacher then explains the instructions of the game and
demonstrates how each character of the game acts like. The teacher then chooses 5 students to be the scissors and has them
stand at the front, facing the rest of the students. The teacher then gets the rest of the students to stand around the five scissor
students. When the teacher blows the whistle everyone starts playing.
Name of the Game: Lion Tag Stage: Stage 2, Year 4
Explanation
• This activity runs for about 10-15 mins. The teacher chooses 2 students to be the “lions” the rest of the students a “zebras” and
they are to spread out in the playing area.
• There are 4 hula-hoops at the four corners of the playing area, which are safety zones. “Zebras” can stay 20 seconds in a safety
zone, or until someone else steps into the hoop following them. Only one “zebra” is allowed in a hoop at a time.
• One hoop is in the middle, which is the “lion's” home. The students which have been allocated to be the “lions” are to place them
in the centre hoop to begin the game.
• Once the teacher says start the game, the “lions” have to chase and try to tag one of the “zebras”. If the “lion” is successful,
they swap places.

5
 Name: Arthi Kalppna Naidu
Student ID: 16580565

The new “lion” must run to the centre hoop and yell "New Lion!" before chasing other “zebras”.
• Teacher watches game to make sure students do not stay in the “safe zone” for more than 20 seconds.

Why is this game important for this stage?

• This activity encourages students to build a trusting relationship with their peers.
INS2.3: Makes positive contributions in group activities.
• This activity encourages students to focus on their active listening skills.
COS2.1: Uses a variety of ways to communicate with and within groups.
• This activity encourages students to understand their spatial awareness skills in the area which they are playing in.
What are the PDHPE skills involved in this game? How?
• This activity builds and develops on the students basic locomotors skills such as running.
MOS2.4: Displays a focus on quality of movement in applying movement skills to a variety of familiar and new situations.
• This activity encourages students to make independent decisions, as students have to acknowledge that they have been tagged
and let the other students know.
DMS2.2: Makes decisions as an individual and as a group member.
• This activity encourages students to use a variety of skills, even with minimal equipment.
GSS3.8: Participates and uses equipment in a variety of games and modified sports.
Equipment and Teaching cues
• The activity should be played outside in a large grassy area.
• Equipment: 5 hoops.
• The teacher has all the students sitting in front of him/her. The teacher then explains the instructions of the game and chooses
two of the students to be the “lion”. The teacher instructs where the “lions” will be starting off and tells the rest of the students
to spread out in the area, but not inside the hoops.
• The teacher monitors the students to make sure students are not standing in the safe zone for more than 20 seconds.

Name of the Game: Survivors Stage: Stage 3, Year 5

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 Name: Arthi Kalppna Naidu
Student ID: 16580565

Explanation
This activity runs for 10-15 minutes. The activity begins with the students all sitting in front of the teacher. The class is then divided into
2 or 4 groups (depending on how big the class is and how big the mats are). Each group is given an animal name, “Platypuses”,
“Kangaroos”, “Wombats” and “Echidnas”. Each team is then given 2 sports mats, this is going to be the “boats”. The groups start at
one end of the hall. Each team must start off sitting in their groups on the mat with the other one laid down straight in front of them.
Once the teacher has blown the whistle, each team must start moving the boat in front of them and work as a team to bring the back
mat forward and lay it out in front of them. The aim of the activity is to do this without falling off the mats. If any from the groups fall
off, they have to take their “boat” back to the beginning and start again. The team that gets to the end and whilst staying on the boat
and “survives” wins the game. The teacher can make it more challenging by adding other obstacles on the course or making it a rely
activity.

Why is this game important for this stage?

• This activity encourages students to develop decision making skills which can be used in everyday life.
DMS3.2: Makes informed decisions and accepts responsibility for consequences.
• This activity helps students to build positive relationships with their peers and it teaches about team building skills.
• The activity encourages independent learning and leadership which will prepare them for when they become seniors of the
school, and for high school.
What are the PDHPE skills involved in this game? How?
• This activity develops student’s communication skills such as “physical vocabulary, speed of information processing and
reflexes” between team players in order to successfully get the boat across to the other side of the hall.
COS3.3: Communicates confidently in a variety of situations.
• This activity focuses on spatial awareness, as students have to learn to move around in a small area on the mat.
MOS3.4: Refines and applies movement skills creatively to a variety of challenging situations.
• This activity encourages student work in a cooperatively in order to get the boat to the other side of the hall.
INS3.3: Acts in ways that enhance the contribution of self and others in a range of cooperative situations.

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 Name: Arthi Kalppna Naidu
Student ID: 16580565

Equipment and Teaching cues

• The activity should be played in a large grassy area or hall.
• Equipment: Sports mats and whistle.
• The teacher has all the students sitting in front of him/her. The teacher firstly explains the instructions of the game and safety
instructions that there is no pushing or shoving on the mat. The class is then divided up into 2 or 4 groups. Once the groups are
divided up the teacher give each student a number and that is the order in which the students should sit on the mat.
• The students must take their shoes off before they get on the mat.
• Once the students are positioned on the mat and ready to go, the teacher will blow the whistle and the students will begin the
race.
• The teacher watchers the students to make sure students are not cooperating and no is getting hurt or left out.

Name of the Game: I want to know? Stage: Stage 3, Year 6

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 Name: Arthi Kalppna Naidu
Student ID: 16580565

Explanation
This activity runs for about 10-15 minutes. All the students sit on a chair around in a circle and one chair is taken out. One person
stands in the middle. The person in the middle and says “I want to know... who has black hair” and everyone that has “black hair” has
get up and run inside the circle to find another chair to sit on and the students cannot go back to their same chair. The student that
didn’t get a chair has to stand in the middle and has to ask the same question but with a different fact they would like to know about
their peers in class. For example who lives in Bankstown, or who has a pet fish e.t.c. If a student doesn’t know what to ask they can say
“Snowball” and all the students have to get up and change seats. The aim of the activity is for students to think quickly find a chair that
they have not been on in the last round the game.
Why is this game important for this stage?
• It encourages students to get to know their class mates better.
IRS3.11: Describes roles and responsibilities in developing and maintaining positive relationships.
• It encourages students to build up confidence on their communication skills, as the students speak in front of their class mate. It
also prepares them for public speaking in high school.
COS3.3: Communicates confidently in a variety of situations.
• It encourages students to think about decision making, as the students have to come up with questions on the spot and find a
seat quickly.
DMS3.2: Makes informed decisions and accepts responsibility for consequences.
What are the PDHPE skills involved in this game? How?
• The students have to decide which seat to sit in so it teaches them about decision making.
DMS3.2: Makes informed decisions and accepts responsibility for consequences.
• The students are running around so it gets their heart rate up.
MOS3.4 Refines and applies movement skills creatively to a variety of situations.
• The students are interacting on two different levels, both personally and physically.
INS3.3: Acts in ways that enhance the contribution of self and others in a range of cooperative situations.
Equipment and Teaching cues
• The activity should be played in a medium sized area inside a hall or classroom.
• Make sure all tables, chairs and other objects are moved to the sides.
• Equipment needed: Chairs for the students to sit on.
• The teacher explains and the instructions of the activity to the students.
• The teacher then gets the students to sit on chairs in a circle. The teacher demonstrates the first round placing him or herself in
middle of the circle and lets the students continue on the game.