Physical+Education

Term 1 - Games and Sports GSS1.8 Performs fundamental movement skills with equipment in minor games > partner, using high and low > pathways > different directions MOS1.4 Demonstrates maturing performance of basic movement and compositional skills in a variety of predictable situations > non-preferred foot > sequence eg jump, hop, run || Values and Attitudes V5 Willingly participates in regular physical activity
 * ** Outcomes and ** **Indicators** ||
 * Knowledge and Understanding
 * participates in a range of minor games and practices that assist skill development
 * throws a small ball or beanbag overarm to a wall, target or
 * catches a large ball travelling along the ground or through the air with two hands
 * continuously bounces a large ball with one hand while moving in
 * identifies the most efficient ways of using a variety of games equiment, eg grip, stance, action || Skills
 * hops on preferred and
 * strikes a stationary object
 * absorbs force when jumping and landing from different heights
 * repeats movements to form a
 * values the importance of physical activity to personal health
 * enjoys regular participation in worthwhile physical activity ||

Each week during sport lessons, students will learn and practice skills in throwing and catching with small balls. They will learn simple ball games (piggy in the middle, 21-up, tunnel ball, captain ball) and enjoy time to practice them.

Term 2 - Let's Move (Active Lifestyle) ALS1.6 Participates in physical activity, recognising that it is enjoyable and important for health. |||| **// Skills //** MOS1.4 Demonstrates maturing performance of basic movement and compositional skills in a variety of predictable situations. |||| **// Values and Attitudes //** V5 Willingly participates in regular physical activity. || • Observe student participation in the physical activity sessions. • Question students about the position of their heart, lungs and muscles and how physical activity affects these body parts. • Have students demonstrate how they can feel their heartbeat. • Have students role-play a situation about the benefits of exercise. • Ask students to select vigorous activities from a list of active and passive leisure pursuits. |||||| Program Evaluation • Do students look forward to the physical activity sessions? • What activities do students enjoy? What would they change? • Is the allocated time adequate? • Are the activities appropriate for the capabilities of students? • Are the activities challenging enough to improve present skill and fitness levels? || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**//Components of an Active Lifestyle//** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">ü Record over a week the time students go to bed and get up each day. Discuss why it is important to have adequate sleep. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">ü Have students observe the actions of a wind-up toy. As the toy winds down discuss how this demonstration relates to running out of energy. Discuss how a balanced diet is the best way to meet energy needs. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**Teacher Note:** Remind students that high sugar foods such as lollies are nutritionally a poor source of energy. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">ü Discuss activities that students participate in with their family and friends during periods of leisure at weekends or when on holidays. Note that not all the activities are vigorous or highly active. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">ü Classify each according to how physically demanding it is. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**Teacher Note:** As students identify their favourite activities, reinforce that physical activity is fun rather than hard work. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">ü Explain that all moderate activity counts towards the minimum goal of 30 minutes of physical activity each day. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">ü Ask students to describe the activities that they participate in at school. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**Teacher Note:** Promote the importance of enjoying activities and the goal of being active daily. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">ü Have students identify favourite activities and nominate other activities that they would like included in the program. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">ü Discuss what is meant by physical activity. Have students brainstorm a list of physical activities that can be done as a whole class, in small groups or with a partner, eg activities that can be done easily; those that cause you to huff and puff. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">ü Record over a week the time students go to bed and get up each day. Discuss why it is important to have adequate sleep. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">ü Have students observe the actions of a wind-up toy. As the toy winds down discuss how this demonstration relates to running out of energy. Discuss how a balanced diet is the best way to meet energy needs. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**Teacher Note:** Remind students that high sugar foods such as lollies are nutritionally a poor source of energy. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">ü Discuss activities that students participate in with their family and friends during periods of leisure at weekends or when on holidays. Note that not all the activities are vigorous or highly active. Classify each according to how physically demanding it is. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**Teacher Note:** As students identify their favourite activities, reinforce that physical activity is fun rather than hard work. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">ü Explain that all moderate activity counts towards the minimum goal of 30 minutes of physical activity each day. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">ü _ Ask students to describe the activities that they participate in at school. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**Teacher Note:** Promote the importance of enjoying activities and the goal of being active daily. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">ü Have students identify favourite activities and nominate other activities that they would like included in the program. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">ü Discuss what is meant by physical activity. Have students brainstorm a list of physical activities that can be done as a whole class, in small groups or with a partner, eg activities that can be done easily; those that cause you to huff and puff. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Date ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Outcomes and Indicators ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**// Knowledge and Understanding //**
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Student Assessment
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Learning Experiences

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**Warm-up/Warm-down Activities** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Have students: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">practise whole body movements such as: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– marching; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– walking; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– knee lifting (exaggerated walking); <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– half squats; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– walking lifting heel to buttocks; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">practise arm movements such as: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– elbows in and out; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– curls; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– reach for the sky; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– shoulder rolls; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">play minor games such as: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– Follow the Leader; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– Walk and Stop; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– Stuck in the Mud; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">practise stretching in all warm-up/warm-down activities. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Stretch 3–5 minutes after commencing warmup and include all major muscle groups. Stretch slowly, holding stretches for 5–10 seconds. Include: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– back of thigh (hamstrings); <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– front of thigh (quadriceps); <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– lower back of legs (calf muscles); <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– arm muscles (triceps/biceps); <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– inner thigh muscles; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– back muscles; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– neck (avoid neck rotations). || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">** Workout Activities - Aerobics ** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Have students: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">practise movements with/without music such as: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– hopping; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– punching forward; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– head swaying; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– hand to foot touches (bent knees); <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– arm rolling; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– knee raising/elbow to knee touching; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– stepping or sliding sideways; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– trunk turning; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– step kicks; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– jumping feet apart and together; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– star jumping (bent knees); <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– arm circling; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– shoulder rolling; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">practise sequences that may be used in developing aerobics combinations such as: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– jog forward, jog backward (8 counts each); repeat; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– slide to right, slide to left (8 counts each); repeat; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– side stretch, lunge to right (4 counts); <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– side stretch, lunge to left (4 counts); repeat; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– hop to the right in a circle (8 counts); <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– hop to the left in a circle (8 counts); repeat; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– repeat sequence from beginning. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Have students: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">practise activities that may be included in circuits such as: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– transferring objects (beanbags from hoop to hoop); <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– jumping/hopping from hoop to hoop; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– skipping with ropes; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– jumping over a line, side to side; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– rolling a ball to a partner; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– jumping knees to chest; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– weaving (zigzag running); <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– sit-ups with bent knees; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– step-ups to a bench/balance beam; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– ball circling from kneeling position where ball is rolled around body. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Fun runs <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Have students: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">practise activities for fun runs, which may include: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– using various forms of locomotion, eg hops, skips; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– running in pairs with linked arms or holding onto a partner’s waist; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– running in teams or relays; and <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– running with pauses for non-locomotor activities. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Have students: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">practise activities for obstacle courses, which may include: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– jumping over a box; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– walking along balance beam; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– crawling under chairs/desks; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– running through tyres/hoops; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– weaving between witch’s hats; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– log rolling along mats; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– moving on all fours (crab walk); <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– sliding through a tunnel; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– climbing up or over climbing equipment; <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– stepping up onto lunch seats; and <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– running through playground markings on asphalt. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Partner activities <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Have students: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">practise activities in pairs such as: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– Jump Snake (Student A wriggles a small rope like a snake on the ground. Student B continually <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">jumps the snake to avoid being ‘bitten’); <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– Butterfly (Student A stands with arms straight down at sides. Student B attempts to hold the <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">arms down while A tries to lift with straight arms out to the side); <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– Dodge and Mark (Partner A is chased by partner B, B stays as close to A as possible. When the <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">teacher calls ‘stop’, B attempts to touch A without moving feet. Take two steps closer then <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">repeat with A and B changing roles); <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– Dog and a Bone (Partners stand on opposite sides of a hoop which has a beanbag in the middle. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Student A tries to grab the beanbag and run to a predetermined line without being tagged by <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">his/her partner). ||
 * <span style="color: navy; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Ways to be Active
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Circuits
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Obstacle courses

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Have students: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">participate in active games such as: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– Fox and Geese (Groups of five students, four stand in a line holding the waist of the student in front (geese). The ‘fox’ stands facing the front of the line. When the ‘fox’ attempts to tag the end ‘goose’, the ‘leading goose’ tries to prevent the tag with free arm movements as the tail dodges from side to side behind the leading ‘goose’. Change positions regularly); <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– Possums in the Tree (Groups of three are scattered around the playing area. Two students hold hands to form a ‘tree’ for the possum to stand in. Two students are chosen as possums who have no ‘tree’. On ‘go’ all ‘possums’ must get out of their ‘tree’ and find a new ‘tree’. The extra ‘possums’ try to find a ‘tree’ and isolate two possums. Alternate ‘trees’ and ‘possums’ so that all have a turn); <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– Numbers (Set definite boundaries for the playing space. Students run, walk or skip as instructed, avoiding others. On the calling of a specific number by the teacher, eg six, students <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">run to form groups of the number called. Repeat using different numbers); <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– Keep the Basket Full (Fill a container with a variety of balls. Throw the balls, one at a time, quickly, into the designated playing space. Students run to retrieve the balls and return them to the basket, trying to keep it full). || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Provide opportunities for students to practise games such as: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">- Change Places – Students stand around the circumference of a parachute, holding it in two hands at waist level. Number pairs of students across the circle. On nominating the number of one or more pairs, those students exchange places by moving under the elevated parachute. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">- Ocean Waves – Students move the parachute up and down slowly in order to form rolling waves. Ask students to vary between small waves and big waves. Walk around in a circle while making waves. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Effects of Physical Activity <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Have students play a game for a short time. Discuss any changes that occurred to the body when they played. Brainstorm changes such as heart racing, sweating, tired, thirsty, out of breath. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**Teacher Note:** Discussions can be interspersed with activity sessions to give necessary rest and <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">maximise effectiveness of each session. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Ask students to complete sentences such as: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– I feel hot because … <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– I get out of breath because … <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– My heart beats faster because … <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**Teacher Note:** Discuss with students that the heart is a muscle and must be exercised like all muscles to be fit and healthy. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Provide cardboard cylinders for students to locate and listen to the heartbeat of a partner. Have students jog on the spot for 30 seconds and repeat listening to heartbeats. Discuss the differences before and after the 30-second jog and why these differences occur. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Discuss how the lungs work and how lung capacity varies. Experiment with blowing out candles from varying distances and blowing up balloons. Discuss: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– Why can some students blow out candles from a long distance? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– Why are some balloons bigger than others? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">– Why do these differences exist? || Term 3 - GymnasticsProgram administered by external agency. Skills developed are followed up in informal sports lessons throughout the week.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Relays || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Vigorous games
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Parachute games

Term 4 - AFL Program administered by external agency. Skills developed are followed up in informal sports lessons throughout the week. Back to PD/H/PE