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: Hustle Bustle Stage: Early Stage 1 Explanation - Students are asked to form a circle. - Students opposite each other are given two different sized balls. - When teacher says go, the students must pass the ball around in clockwise as quick as possible in order to catch the other ball. - When passing it to the next person the student must jump once and touch their toes. - When the teacher yells out other way the students must pass the ball in the opposite direction. Why is this game important for this stage? At this stage students are developing their directional skills and by playing a game which they must switch their direction helps improve their reaction. Children get to learn how to cooperate with one another in a competitive game which involves a large group. They begin to understand how speed can change an outcome in a game to help them reach their goal.

What are the PDHPE skills involved in this game? How? (PDHPE K-6 Syllabus,2006) MOES1.4 Demonstrates a general awareness of how basic movement skills apply in play and other introductory movement experiences (p.24). - Walks, runs, slides at different tempos/speeds. - Rolls or passes ball to partner. COES1.1 Expresses feelings, needs and wants in appropriate ways (p.21). - Responds to simple rules and instructions. - Plays simple response games. INES1.3 Relates well to others in work and play situations (p.23). - Works happily with class peers.

Equipment and Teaching cues - 10-15 minute game. - 2 balls (1 big, 1 little). - Outside in the quad or oval. - Change the task that they must do to pass the ball to the next player to having to spin around first, or hop on one leg first, etc.

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 Stage: stage 1 Explanation - Children stand in a circle with a ball placed on the ground in the middle. - Teacher chooses a child to begin. - The child then goes around the circle naming their peers until they choose to say Lucy, you are it. - The child picked out must run to the ball, pick it up, then chase after the rest of the class trying to tag one person. - The tagged person than becomes the one to call out the names in the next round. Why is this game important for this stage? - Children develop peer relationships as they are able to learn their peers names through this game. - Children are able to gain better skills in running. - It encourages children to become friends with others that they have not been acquainted with yet.

What are the PDHPE skills involved in this game? How? INS1.3 Develops positive relationships with peers and other people (p.23) - Develops friendship with peers - Listens and responds to others. MOS1.4 - Demonstrates maturing performance of basic movement and compositional skills in a variety of predictable situations. (p.24) - Repeats movement to form a sequence. COS1.1 Communicates appropriately in a variety of ways. (p. 21) - Shows understanding of others. Equipment and Teaching cues - 10-15 minute game. - Out in the quad or oval. - A ball. - Insist on giving children name tags if there are problems remembering names. 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: get them and catch them Stage: stage 2 Explanation - Class is split up into 2 groups. - 1 student from each team begins in the middle while one team stands in a line on one side and the other team on the other side. - When children in the middle call bull rush the teams must switch sides while avoiding to be tagged, if caught they join the middle. - Last team standing wins.

Why is this game important for this stage? - Children are accessing the use of spatial awareness by finding gaps to run through and distances to run. - Children can learn to develop strategies with their team in order to win. - They learn to play competitively in a positive manner.

What are the PDHPE skills involved in this game? How? (PDHPE K-6 Syllabus,2006) PSS2.5 Uses a range of problem-solving strategies (p.25) - Identifies what needs to be done to achieve a goal. - Initiates problem solving on a group or individual basis. INS2.3 Makes positive contributions in group activities (p.23) - Helps others to achieve set tasks. MOS2.4 Displays a focus on quality of movement in applying movement skills to a variety of familiar and new situations (p.24) Strategically moves through opened spaces and develops ways to avoid being caught. Equipment and Teaching cues - 10-15 minute game. - Out on the oval. - Ensure that children understand safety.

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: add them up Stage: stage 3 Explanation - Teacher gets the whole class to run around. - When teacher yells out a timetable, the children must form a group that equals the answer. - Teacher keeps repeating rounds. Children left out in around must run to each group and see if they are correct. Why is this game important for this stage? - It incorporates mathematics into the game which encourages fun learning for the children. - Children interact as they need to form groups with one another, which can form peer relationships. - Children use problem solving skills in order to figure out the answer in a quick manner.

What are the PDHPE skills involved in this game? How? MOS3.4 Refines and applies movement skills creatively to a variety of challenging situations (p.24) - Combines known movements to create a group. PSS3.5 Suggests, considers and selects appropriate alternatives when resolving problems (p.25) - Selects the most appropriate solution to a given problem. INS3.3 Acts in ways that enhance the contribution of self and others in a range of cooperative situations (p.23) Engages with other students in order to accomplish the goal.

Equipment and Teaching cues 10-15 minute game. Outside on either oval or basketball courts. Provide variety by telling children to hop or skip to make a group.

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: Raid it! Stage: stage 2

Explanation - Divide the class into two teams each wearing a different band colour and the court is separated into two zones. - Each team has a hula hoop which has about 10 tennis balls. - The other team must invade their space by running in and taking a tennis ball back to their side. - If tagged while in the opposing teams zone, the tennis ball goes back to its original team. Why is this game important for this stage? - Children can learn to plan strategically with their team in how they will reach their overall goal of the game. - It creates special awareness so the children have to judge which movement and direction would be best. - It gives children the chance to interact competitively.

What are the PDHPE skills involved in this game? How? (PDHPE K-6 Syllabus,2006) PSS2.5 Uses a range of problem-solving strategies(p.25) - Performs a simple movement sequence given particular limitations. MOS2.4 Displays a focus on quality of movement in applying movement skills to a variety of familiar and new situations. (p.24) - Throw over arm proficiently. DMS2.2 Makes decisions as an individual and as a group member (p.22) Assists the group to achieve consensus in group goal setting. Equipment and Teaching cues - 20-30 minute game. - 2 hula hoops - 20 tennis balls - 2 different coloured bands for teams. - Either on basketball court or oval.

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: halt up!

Stage: stage 3

Explanation - Children split up into 2 teams on the basketball court. - One basketball is started in the middle with one team beginning with it and the other team must defend by tagging the opposition. - The team must pass the ball to one another, when tagged by the opposing team they must freeze on the spot and try and score from there. - If the ball gets in the team gets to start again, if not, the other team begins with the ball. Why is this game important for this stage? - Students get to work on their strategies on how to defend and how to attack. - They can improve their aiming skills as they can be frozen at any position. - They can improve on team work by having group meetings before the game starts.

What are the PDHPE skills involved in this game? How? (PDHPE K-6 Syllabus,2006) COS3.1 - Communicates confidently in a variety of situations (p.21) - Communicates their ideas with team members. INS3.3 Acts in ways that enhance the contribution of self and others in a range of cooperative situations(p.23) - Uses strategies with the team to help to achieve goal. MOS3.4 Refines and applies movement skills creatively to a variety of challenging situations(p.24) - Adapts throwing action to cater for different types of equipment for distance, accuracy and speed.

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: nutrition STAGE: early stage 1

Related lesson outcomes (PDHPE & other KLAs): V4 Accepts responsibility for personal and community health COES1.1 Expresses feelings, needs and wants in an appropriate way. DMES1.1 Identifies some options available when making simple decisions. PHES1.1 Displays basic positive health practices. TES1.3 Recognises that there are different kinds of spoken texts and shows emerging awareness of school purposes and expectations for using spoken language. VAES1.1 - Makes simple pictures and other kinds of artworks about things and experiences. PS ES1.5 - Recognises the relationship between everyday products and peoples needs. Part & Timing Introduction Content (WHAT) The purpose of this lesson is for young students to understand the basics of healthy eating and nutrition. Teaching & learning strategies (HOW) - Teacher will get students to sit around in a circle. - By passing around an apple, each student must answer the question What does breakfast mean to you? Or if they have trouble answering they can say something that they eat for breakfast. Resources An apple

Body

Nutrition Basic understanding of healthy eating.

The teacher will then go on and explain why breakfast is important by having breakfast written in large letters on the whiteboard, and having children stick up reasons and foods on the board around it. The teacher can then move on to asking the children what do they think breakfast does for them? After gaining answers the teacher will then go on discussing the food pyramid and how we need to involved a balanced amount of these foods everyday for a healthy life. The teacher will get students to colour in a picture of a random food off the food chart. Once finished they will have to place it into the right labelled tub for a section of the food chart. The teacher will then ask the students to think about what foods that is healthy that they eat at home.

Conclusion

Distinguishing what is healthy and unhealthy

Teacher will place a sad face on one side of the room and a happy face on the other side. When the teacher shows a food, the children must step over to the happy face if its healthy and to the sad face if its unhealthy. To end the teacher will ask the children to name one thing that they eat that is healthy and one thing that they eat that is unhealthy. Homework: To bring to next class a healthy food that they eat to show and tell.

Whiteboard Markers to write on the board. - Sticky tape - Pictures of foods and short reasons on paper. - A diagram of the food pyramid. - Unhealthy and healthy food pictures to colour in. - 6 tubs. - Food pyramid labels. Colouring pencils - Cardboard sad face and happy face. Healthy and unhealthy food flash cards

Lesson Evaluation - Did the children understand the difference between healthy and unhealthy food? - Did the children cooperate without hesitation? - Has this lesson helped the children to become aware of what they eat? - Did children work effectively? - Will students bring a healthy item to bring into the class the next day? - Did the children find the class enjoyable? - Did the children understand the concept of the food pyramid, and why it is important?

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: peer relationships Related lesson outcomes (PDHPE & other KLAs): V3 Enjoys a sense of belonging IRS1.11 Identifies the ways in which they communicate, cooperate and care for others. INS1.3 Develops positive relationships with peers and other people. DMS1.2 Recalls past experiences in making decisions. COS1.1 Communicates appropriately in a variety of ways. TS1.1 Communicates with an increasing range of people for a variety of purposes on both familiar and introduced topics in spontaneous and structured classroom activities. INVS1.7 - Conducts guided investigations by observing, questioning, predicting, collecting and recording data, and suggesting possible explanations. VAS1.1- Makes artworks in a particular way about experiences of real and imaginary things. STAGE: stage 1

Part & Timing Introduction

Content (WHAT) The purpose of this lesson is for students to show who is important to them.

Teaching & learning strategies (HOW) - The teacher will have the class sit around in a circle. - She will ask one student to begin by turning to the next student asking Who is important to you? Why?

Resources

Body

Develop into family importance. The teacher will show the class a basic family tree of their own consisting of mum, dad, siblings and grandparents. - They will explain how a tree can represent how we are connected to these family members, and that they are very important people in our lives and that we should feel happy about talking about them. - They will then get the class to go back to their table and draw up their own little family tree and to write under each family member why they are important to them. - Once the class is done, the teacher can ask if any students want to share their family tree. - The teacher can now suggest to the class that each family member has played a particular role in their life and will ask the children to form small groups each having a particular family member and will brainstorm words that relate to this particular family member. Each group will their share what they had come up with. -

A personal made family tree on a poster to show class. A4 Paper Coloured pencils Large poster paper.

Conclusion To conclude the teacher will ask the students if they know how these family members feel about them (the child). Homework: The teacher will ask the class to take a question sheet home to take to those family members and ask them why they think that they (the child) are important to them.

Homework sheet with table of a column of family members and a column stating what do they find important about me?

Lesson Evaluation - Did the children grasp the concept of the family tree? - Were children scared in sharing their feelings with a large group? - Will students find the homework to be a motivational thing? - Did children become aware of how important family is?

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: Road Safety Related lesson outcomes (PDHPE & other KLAs): V4 Accepts responsibility for personal and community health SLS2.13 Discusses how safe practices promote personal wellbeing. IRS2.11 Describes how relationships with a range of people enhance wellbeing. PSS2.5 Uses a range of problem-solving strategies. COS2.1 Uses a variety of ways to communicate with and within groups. TS2.2 Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations. DRAS2.1 - Takes on and sustains roles in a variety of drama forms to express meaning in a wide range of imagined situations. Part & Timing Introduction Content (WHAT) To ensure the understanding of road signs. Teaching & learning strategies (HOW) - Students will be asked to be seated and will be given a worksheet of signs. The teacher will then call out different signs, allowing the children to fill in the correct symbol in the sign. Resources Worksheets of unfilled signs STAGE: stage 2

Body

The teacher will now get students to separate Road signs to help with scenarios in groups of 4 or 5. - Each group will be given a road safety scenario that they will have to practice in role playing. - Each group will get a turn in showing the class their scenario. - The teacher after each scenario will get the children to suggest why it was important to have followed these road rules. The teacher will then explain that without signs and road rules it will endanger people and it would not be safe and that they must always be followed in order to prevent someone getting hurt. Road signs, traffic lights and paper to create obstacle course.

Conclusion To conclude the teacher will set up a little obstacle course involving road rules e.g., traffic light crossing, pedestrian crossing, etc. - Each child will get a chance to have a turn giving them their own personal interaction at road safety. Homework: Students must write a short story involving road safety. Lesson Evaluation - Did the children understand the dangers when it comes to the road? - Did they grasp the concept of road rules? - Did they have difficulty in expressing the scenarios within role play? - Were any children reserved and scared of the idea of road safety? - Will the children have difficulty in writing a road safety story? - Did the group work prove to be effective? -

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 Related lesson outcomes (PDHPE & other KLAs): V3 Enjoys a sense of belonging. PHS3.12 Explains the consequences of personal life choices. IRS3.11 Describes roles and responsibilities in developing and maintaining positive relationships. DMS3.2 Makes informed decisions and accepts responsibility for consequences. COS3.1 Communicates confidently in a variety of situations. TS3.1 Communicates effectively for a range of purposes and with a variety of audiences to express well-developed, wellorganised ideas dealing with more challenging topics. ICS3.2- Creates and evaluates information products and processes, demonstrating consideration of the type of media, form, audience and ethical issues. Part & Timing Introduction Content (WHAT) The purpose of this lesson is for students to understand that it is okay to accept that you are different to others. Teaching & learning strategies (HOW) - Teacher will have students draw up a brainstorm about what makes them who they are The teacher will then get students to share with the class one thing and to evaluate why it influences them. Resources - A4 Paper - Coloured pencils. STAGE: stage 3

Body

Stereotypes

Conclusion

In order to discuss stereotypes, the teacher will have made a pass the parcel consisting of undesirable and desirable items in each of them. Each round will also be wrapped differently. When the music stops and lands on a student, the student must look at the wrapping and state what they think will be inside and why? Each student will get a chance to experiences this and the point would be to show children to never judge a book by its cover as it doesnt mean it isnt different on the inside. - The teacher will speak about types of stereotypes which have been brought up in the media and how it does not mean that they must be like the characters within the media. Pictures will be shown to express meaning. - This can lead onto asking the class what are the stereotypes of a child your age. This will have them responding with ideas of what is said about them and which are true and untrue for themselves. Teacher can than respond by discussing how stereotyping someone could be hurtful and can affect a persons true identity. - The teacher can then set up a game of celebrity heads, but switch around to being stereotype heads, having the children ask questions based on what their stereotype is. Homework: To access themselves and see what people would most likely stereotype them as.

Pass the parcel - Desirable and undesirable items in parcel. - Different wrapping paper. Pictures of stereotypes.

3 chairs Headband with clip. Stereotype cards to clip onto headband.

Lesson Evaluation - Did the children understand what stereotypes were? - Did children feel uncomfortable and hurt by the discussion? - Will the children find it difficult to assess what they are as an individual? - Were children able to discuss their identity? - Did children find the fun activities as educative?

APPENDIX Reference List Board of Studies NSW. (2006). Personal Development, Health and Physical Education K-6 Syllabus. Sydney: Author. Carle, E. (1969). The Very Hungry Caterpillar. USA: Penguin Putnam