Part A - WARM UP GAMES PROFORMA PDHPE (students are to use one part A proforma for each of the 4 games,

s, one page for each one)

Name of the Game: Head and Shoulders

Stage Early Stage 1- Kindergarten

Explanation Students are directed to stand in a circle. The teacher asks students to point to a body part starting at the head. As students begin to acknowledge and understand each body part, the teacher quickens the cues and change around their sequence for example head shoulder knees may then turn into head shoulders elbow head toes. If a student points to the wrong body part they sit down where they are standing continuing this until there is a winner.

Why is this game important for this stage? Games and Sports: bending/stretching/twisting- students move their body to reach and point to the body part that the teacher has named. Active lifestyle: Feelings about being active- enjoyment for the students and challenging to compete and acknowledge the correct body parts as quickly as the teacher names them. Growth and Development: Body parts- students learn about where each body part is located. What are the PDHPE skills involved in this game? How? COES1.1: Expresses feelings, needs and wants in appropriate ways responds to simple instructions and rules. Students listen to the teachers instructions of what body part to touch in order to play the game. COES1.1: Expresses feelings, needs and wants in appropriate ways - plays simple response games. Students adhere to the teachers instructions and respond to each body part named by pointing or touch it. MOES1.4: Demonstrates a general awareness of how basic movement skills apply in play and other introductory movement experiences- maintains stillness of head and trunk when balancing. Students, when asked to locate a body part such as their foot, will balance while concentrating and listening for the next instruction, maintaining stillness. INES1.3: Relates well to others in work and play situations- uses self control to deal with anger or excitement. Students, when placed as out or have won, use self-control and acknowledge other students participation in game. Equipment and Teaching cues Class: 30 or less Equipment: N/A Game timing: 10 mins

Part A - WARM UP GAMES PROFORMA PDHPE (students are to use one part A proforma for each of the 4 games, one page for each one)

Name of the Game: Mission impossible Explanation

Stage 3

Students are to complete missions through a pre-set up course or gymnasium apparatus. Students are required to find ways of finishing the course without touching the ground. If they touch the ground they fail the mission and begin the course again. The difficulty of the course and distance between apparatus can vary depending on the ability of the class. The students continue the course until an agent has successfully completed his/her mission. Course is to be completed in 1 minute or begin again. Why is this game important for this stage? Games and Sport/ Dance: Stretching/ bending/twisting/ rolling/walking/ hopping/ jumping. Students use a variety of movement skills to complete the course. Active Lifestyle: Movement with high level of participation- obstacle courses/ circuits. Students use a variety of techniques and skills to complete the course and follow rules. Gymnastics: Spatial awareness- pathways/positions/levels. Students move through an obstacle course of many different heights and distances to reach the end as they acknowledge the space they are required to move through. What are the PDHPE skills involved in this game? How? MOSE3.4: Refines and applies movement skills creatively to a variety of challenging situations- transfers sequence of locomotor and non-locomotor movements from the floor to simple apparatus. As students move between high and low apparatus they use movements in order to reach the next section of the course. PSS3.5: Suggests, considers and selects appropriate alternatives when resolving problems- selects the most appropriate solution to a given problem. Students are faced with an obstacle course of different heights and lengths to complete in 1 minute. They will find the most effective method of completing the course using problem-solving skills and methods. DMS3.2: Make informed decisions and accept responsibility for consequences- accepts responsibility for their actions. As students may fail the course as they fall off the apparatus, students need to acknowledge that they did not complete the course as required and begin the circuit again. They are required to do this without attempting to blame another student and accepting responsibility for their decision and actions. Equipment and Teaching cues Gymnasium apparatus If unable to use gymnasium, use the field with P.E equipment such as cones to mark out an obstacle course that may involve the environment. Class: 24 or less Game timing: 15 mins.

Part A - WARM UP GAMES PROFORMA PDHPE (students are to use one part A proforma for each of the 4 games, one page for each one)

Name of the Game Icebergs Explanation

Stage 1

Students are given boundaries in which they image to be the ocean. Within the ocean students are to move around performing movements of their choice until the teacher calls out a number. Students form groups of this number and place hands on each others shoulders, bobbing up and down as an iceberg. The teacher then calls out Crack and the ice bergs break apart and begin again. If students do not make the correct number called out they melt and are out. Why is this game important for this stage? Games and Sport/ Dance: Stretching/ bending/twisting/bobbing/walking/ hopping/ jumping. Students use a variety of movement skills to in the boundaries Gymnastics: Spatial awareness- position. Students move around the boundary positioning them to form a group. Interpersonal relationships: communication within group situation: students form groups to become icebergs. What are the PDHPE skills involved in this game? How? MOSI.4: Demonstrates maturing performance of basic movement and compositional skills in a variety of predictable situations repeats movements to form a sequence. The game requires students to move within a boundary performing a variety of self instructed movements COS1.1: Communicates appropriately in a variety of ways- expresses themselves through movement. As Students are asked to move around the boundary with self-directed movements, they form a dance that expresses the student, unknowingly, before the teacher calls a number. INS1.3: Develops positive relationships with peers and other people- displays cooperation in-group activities. As students form groups, they are asked to bob on the spot. Students will adhere to this instruction and cooperate in the group activity to form an iceberg together. Equipment and Teaching cues Football cones to mark boundary of ocean. Class: 30 or less Game Timing: 10 mins

Part A - WARM UP GAMES PROFORMA PDHPE (students are to use one part A proforma for each of the 4 games, one page for each one)

Name of the Game: Stuck in the Mud Explanation

Stage 2

Teacher chooses two students to be Stuck in the Mud (The can only use their hands and arms to touch other students and they stand on the spot). At the whistle, the remaining students are to run to the other side of the boundary without being touched by the two students in the mud. If they are touched, they are also stuck in the mud. The whistle is blown, students run back. This continues until all students are out. Why is this game important for this stage? Games and Sports: Locomotor Skills running,/sprinting/walking, dodging-side stepping. Students use a variety of movements to get to the other side. Gymnastics: Spatial awareness positional awareness/ pathways. Students who are running develop a pathway to the other side without being touched by those in the mud. Active Lifestyle: Effects of Physical Activity- breathing rates/challenge/satisfaction. Students who continually make it to the other side without being touched soon loss breath while those in the mud feel challenged to make those others also in the mud. What are the PDHPE skills involved in this game? How? MOS2.4: Displays a focus on quality of movement in applying movement skills to a variety of familiar and new situations- Performs a simple dance combining locomotor and non- locomotor movements. Students, although not dancing, form many differently movements in the form of a dance to pass the students in the mud such as bending/running/ hopping/ sliding/ jumping/ leaping which are all components of dance. INS2.3: Makes positive contributions in group activities- helps others achieve set task. The set task is to make all class members stuck in the mud. Students work together in order to complete the task by communicating verbally how they are going to reach the person they want out in the game. PSS2.5: Uses a range of problem-solving strategies- identifies what needs to be done to achieve a goal. As the goal is to make every student stuck in the mud, students identify how they are going to achieve their goal through teamwork. Equipment and Teaching cues Football cones for a 10m long boundary on the field. Whistle Class: 30 or less Game Timing: 10 mins

Part B - INVASION GAMES PROFORMA PDHPE (students are to use one part B proforma for each of the 2 invasion game, one page/game, 1 game S 2 + 1 game S 3

Name of the Invasion Game: Soccer

Stage 2

Explanation The class is slip into two teams. The aim of the game is for each team to score goals with one ball trying to stop the other team taking the ball. The students are only allowed to use their feet, not hands to move the ball up and down the field to their goal. If the ball moves outside the field boundary when being moved by a team, the opposite team plays on. First team to score 3 goals wins. Why is this game important for this stage? Games and Sports: Locomotor Skills running,/sprinting/walking, dodging-side stepping. Students use a variety of movements to get to the ball into their goal. Active Lifestyle: Effects of Physical Activity- breathing rates/challenge/satisfaction. Students are continually running and pushing to take the ball off the opposite team. Gymnastics: Spatial awareness positional awareness/ pathways. Students who are running develop a pathway to the their goal without the ball being taken by the other team. What are the PDHPE skills involved in this game? How? INS2.3: Makes positive contributions in group activities- helps others achieve set task. The set task is to make all class members stuck in the mud. Students work together in order to complete the task by communicating verbally how they are going to reach their goal with the ball. PSS2.5: Uses a range of problem-solving strategies- identifies what needs to be done to achieve a goal. As the goal is to score a goal with the ball, students identify how they are going to achieve their goal through teamwork. DMS2.4: Makes decisions as an individual and as a group member- consider individual strengths and limitations when allocating group positions e.g. team positions. Students, once in a group, assign people to positions on the field such as goalkeeper in order to secure the ball from the other team. Equipment and Teaching cues Soccer nets Cones- to mark out the field Whistle Time watch -If there are any injured or disabled students they can become the referee to watch for any misconduct. Class: 30 or less Game timing: 20-30 mins

Part B - INVASION GAMES PROFORMA PDHPE (students are to use one part B proforma for each of the 2 invasion game, one page/game, 1 game S 2 + 1 game S 3

Name of the Invasion Game: Netball Explanation

Stage 3

The class is split into two teams. The ain of the game is to score as many goals as possible without losing the ball to the other team. The ball is passed between team members but by hands only. Students are not allowed to run with the ball, passing the ball requires the student to be standing still. The other team can take the ball only while it is in mid-air not out of the oppositions hands. Why is this game important for this stage? Games and Sports: Locomotor Skills running,/sprinting/walking, dodging-side stepping. Students use a variety of movements to get to the ball into their goal. Active Lifestyle: Effects of Physical Activity- breathing rates/challenge/satisfaction. Students are continually pushing and dodging to take the ball off the opposite team. Gymnastics: Spatial awareness positional awareness/ pathways. Students who have the ball develop a pathway to the their goal without the ball being taken by the other team. What are the PDHPE skills involved in this game? How? MOS3.4: Refines and applies movement skills creatively to a variety of challenging situations: Adapts throwing action to cater for different types of equipment for distance and speed. Students develop a variety of ways to throw the ball to their team members in order for the opposition not to secure a goal. COS3.1: Communicates confidently in a variety of situations- uses negotiation skills in group activities e.g. games. Students need to communicate and negotiate with each other in order to score a goal for the team. PSS3.5: Suggests, considers and selects appropriate alternatives when resolving problems: selects the most appropriate solution to a given problem. Students will develop the most effect pathway and method of delivering the ball to the goalkeeper by using problem- solving skills through teamwork.

Equipment and Teaching cues Netball hoops Whistle Time watch Football cones to mark the boundary -If there are any injured or disabled students they can become the referee to watch for any misconduct. Class: 30 or less Game timing: 20-30 mins

K-6 PDHPE BLANK LESSON PLAN PROFORMA Part C Assignment 1 (students are to use one part C proforma for each of the four lessons to be planned)

LESSON: My Family Related lesson outcomes (PDHPE & other KLAs): V3: enjoys a sense of belonging INES1.3: Relates well to others in work and play situations IRES1.11: Identifies how individuals care for each other

STAGE: Early Stage 1- Kindergarten

WES1.9: Engages in writing texts with the intention of conveying an idea or message RES1.7: Demonstrates an emerging awareness that written and visual text convey meaning and recognises that there are different kinds of texts that serve different purposes

WES1.10: Produces simple texts that show the emergence of the grammar and punctuation needed to achieve the purpose of the text.

RES1.7: Demonstrates an emerging awareness that written and visual text convey meaning and recognises that there are different kinds of texts that serve different purposes

Part & Timing

Introduction

Content (WHAT) The lesson aims at encouraging positive relationships among peers, family and teachers.

5 mins

Teaching & learning strategies (HOW) The teacher introduces family diversity by listing all the different families and the importance of family on the whiteboard. Students are asked to identify their family and friends by listing their names in their workbooks.

Resources Whiteboard Student workbooks

Body

Relationships with family and friends. We are all so different but we are all the same.

35 mins

Conclusion

Positive relationship between family and friends of diverse backgrounds.

5 mins

Students are asked to reflect on the list they made in their workbooks. The teacher will then place a pile of paper on each group desk and students are asked to take one piece of paper and draw each person they have listed in their books. While working in table groups, students are encouraged to talk about their family and ask questions such as how many siblings do you have? Once students have finished, they are instructed to sit in a class circle with their drawings and share their creativity. The teacher will ask a couple of students who is in their family and who they consider their friends. The teacher calls upon random students to explain what is a family and who are friends. The teacher will lead a closing discussion on positive relationships in school between peers and teachers acknowledging difference and equality to the students.

Paper Coloured pencils

Lesson Evaluation Could students differentiate family types? Did students share equipment? Has the task helped students acknowledge diversity and equality within family and friends? Has the task helped students understand the importance of positive relationships between family and friends? Do students accept diversity and equality? Do students need to continue to another class on family, friends in a diverse and equal environment? Was the class successful Were students actively participating?

K-6 PDHPE BLANK LESSON PLAN PROFORMA Part C Assignment 1 (students are to use one part C proforma for each of the four lessons to be planned)

LESSON: Yummy in my Tummy! STAGE: 1 Year 2 Related lesson outcomes (PDHPE & other KLAs): V4: increasingly accepts responsibility for personal and community health PHS1.2: Recognises that positive health choices can promote wellbeing. ALS1.2: Participates in physical activity, recognising that it can be both enjoyable and important for health. PSS1.5: Draws on past experiences to solve familiar problems- Determines the components of a healthy lunch. DMS1.2: Recalls past experiences in making decisions- Identifies the healthier of two alternatives, e.g. Food choices. WMS1.2: Uses objects, diagrams, imagery and technology to explore mathematical problems INS1.3: Develops positive relationships with peers and other people

Part & Timing

Introduction

Content (WHAT) This lesson aims to encourage students to eat healthy and make healthier food choices.

10 mins

Teaching & learning strategies (HOW) Students are asked to individually list their favourite foods. The teacher will call upon students to give one example and places it in a table of healthy and unhealthy on the whiteboard.

Resources Whiteboard Student workbooks

Body

Healthy or unhealthy, what do I choose?

25 mins

Conclusion

Reflect on individual lists of healthy and unhealthy food

Students are broken up into groups of 5 and asked to collect a piece of paper for that group. Students are expected to create a table of two columns with one of healthy foods and one of unhealthy foods. This can be drawn from individual lists created earlier or new. Again, the teacher will draw a classroom table on the whiteboard and each group is to give two (2) examples from each column they have written. If students place unhealthy foods in healthy food column, the class will discuss why they believe it might be in that column and not the other. -As a class, the teacher leads a discussion about one food in each column and calls upon students to explain the effects of the food on their health e.g. high sugar food- chocolate. Students will participate in a class discussion of why healthy food is necessary for everyday performance and why students need less unhealthy food.

Paper

10 mins

Lesson Evaluation Did everyone participate in the class discussion? Did students understand the need for healthy food? Did students understand the difference between healthy and unhealthy foods? Did students show an understanding and acknowledge the link between healthy food and performance?

K-6 PDHPE BLANK LESSON PLAN PROFORMA Part C Assignment 1 (students are to use one part C proforma for each of the four lessons to be planned)

LESSON: The law is LAW! Related lesson outcomes (PDHPE & other KLAs): V1- refers to a sense of their own worth and dignity

STAGE: 2, Year 4

COS2.1: Uses a variety of ways to communicate with and within groups. DMS2.3: Makes decisions as an individual and as a group member. PSS.2.5: Uses a range of problem-solving strategies. SLS2.13: Discusses how safe practices promote wellbeing. Content (WHAT) This lesson is aimed at teaching students the importance of road rules and road safety Teaching & learning strategies (HOW) Students are lead into a discussion about road rules such as pedestrian crossings. The teacher questions students why rules and laws are made for the roads and who can help if students need assistance on the roads. The teacher introduces the school Youth Liaison Officer of the NSW Police Force to further discuss road safety and road rules. Resources Youth Liaison Officer Whiteboard

Part & Timing

Introduction

10 mins

Body

Law is the Law!

25 mins

Conclusion

Reflect on road safety

10 mins

Students are given a box of toy cars, trucks and dolls. Students are instructed to break into groups of 5 and asked to develop one situation that endangers people on roads and are not following the road rules. Students are required to identify the correct emergency personnel to help the situation and identify the rules that were broken. The students present their situation to the class and the teacher list the broken rules on the whiteboard. Once all groups have completed the task, the class is lead into a group discussion about how road safety around their school could be improved. Teacher conclusions the visit from the Youth Liaison Officer explaining why laws are important on the road and ask students what is the most important reason for people to obey the law. Students are encouraged to ask to the Officer any further questions about road safety and laws.

5 boxes of cars, trucks, dolls.

Lesson Evaluation Did all students Did all students Did all students Did all students Were there any

participate in activity and discussions? understand the need for laws? acknowledge the need for road safety? understand road safety practices around schools? students failed to list a law or acknowledge a road rule?

K-6 PDHPE BLANK LESSON PLAN PROFORMA Part C Assignment 1 (students are to use one part C proforma for each of the four lessons to be planned)

LESSON: Personal Identity: where do I belong? Related lesson outcomes (PDHPE & other KLAs): V3: enjoys a sense of belonging

STAGE: 3 Year 5

V1: refers to a sense of their own worth and dignity VAS3.1: Investigates subject matter in an attempt to represent likenesses of things in the world. VAS3.4: Communicates about the ways in which subject matter is represented in artworks. GDS3.9: Explains and demonstrates strategies for dealing with life changes. IRS3.11: Describes roles and responsibilities in developing and maintaining positive relationships. Resources

PHS3.12: Explains the consequences of personal lifestyle choices. Part & Timing Content (WHAT) Teaching & learning strategies (HOW) This lesson aims at recognising a The students are lead into a discussion about how Introduction wide range of influences on different influences people may undertake and how it personal identity e.g. peers, affects their identity. Students are to construct a media, culture collage from magazines on an A4 page about their 10 mins influences.

Body

Who am i?

30 mins

Students are required to take one (1) A4 page and in groups of 5 share magazines to construct a collage of things or people that may influence them as a person. -These include family, music and friends. Students are encouraged to undertake group discussions about influences on personal identity. Once completed, students are asked who they believe influence them and how they do this in a class discussion, sharing all the different influences people have in their lives. Students are encouraged to ask questions about the influences discussed.

5 piles of magazines Glue A4 pages

Conclusion

Reflect on class influences

5 mins

The teacher discusses the different influences students have who make them who they are, emphasising that everyone is not the same but differences in personal identity and personality is good and that everyone is accepted for who they are. HOMEWORK: Students are to identify three different influences between them and a family member, ready to bring to class the following day.

Lesson Evaluation Did students acknowledge the difference of each other? Did students understand that difference is accepted? Could students accept everyone is different? Could students reflect on their influences and accept who they are?

Appendix
Board of Studies (2002) Creative Arts, K-6 Syllabus. Sydney, Australia: Board Of Studies. Board of Studies, (1997). English, K-6 Syllabus. Sydney, Australia: Board Of Studies. Board of Studies, (2002) Mathematics, K-6 Syllabus. Sydney, Australia: Board Of Studies. Board of Studies, (2006) Personal Development, Health, and Physical Education, K-6 Syllabus. Sydney, Australia: Board Of Studies. Youth Liaison Officer NSW Police Force. (2012). Youth Liaison Officers. Retrieved from http://www.police.nsw.gov.au/__data/assets/pdf_file/0007/113839/youth_liaison_officers.pdf