Unit Title:
Achievement
Standard
By the end of Year 2 students describe changes that occur as they grow older.They recognise diversity and how it contributes to identities.They recognise how emotional responses impact on others feelings. They examine messages related to health decisions and describe actions that keep themselves and others healthy, safe and physically active.
They identify areas where they can be active and how their body reacts to different physical activities.
Students demonstrate positive ways to interact with others. They select and apply strategies to keep themselves healthy and safe and are able to help with tasks or problems.
They demonstrate fundamental movement skills in different movement situations and test alternatives to solve movement challenges. They perform movement sequences that incorporate the elements of movement.

HPE Strands Content Descriptions Assessment (A)
Personal, social and community health
Being healthy, safe and active
Communicating and interacting for health and well being
Contributing to healthy and active communities
Movement and Physical Activity
Moving our body
Understanding movement
Learning through movement
Personal, social and community health
Being healthy, safe and active
● Recognise situations and opportunities to promote health, safety and wellbeing
(ACPPS018)
Communicating and interacting for health and wellbeing
● Examine health messages and how they relate to health decisions and behaviours.
(ACPPS021)
Contributing to healthy and active communities
● Explore actions that help make the classroom a healthy, safe and active place
(ACPPS022)
● Identify and explore natural and built environments in the local community where physical activity can take place.
(ACPPL023)
Movement and Physical Activity
Moving our body
● Perform fundamental movement skills in different movement situations.
(ACPMP025)
● Create and participate in games(ACPMP027)
Understanding movement
● Discuss the body’s reactions to participating in physical activities
(ACPMP028)
Learning through movement
Assessment For Learning: Diagnostic
Elicit prior knowledge through
● hot potato activity
● t-chart
Assessment As Learning: Formative
● traffic light sorting game and discussions.
● sorting foods into food groups and justifying placement
● yes/no card game students to reflect on their thinking?
Assessment Of Learning: Summative
ASSESSMENT TASK 1: Students use illustrations to design a personal menu using their knowledge of the Australian Healthy eating guide.
ASSESSMENT TASK 2: Students draw familiar places where they can go to be active and identify physical reactions to activity.
ASSESSMENT TASK 3: Students create

● Propose a range of alternatives and test their effectiveness when solving movement challenges(ACPMP031)
Focus Areas HPE
Alcohol and other drugs (AD)
Food and nutrition (FN)
Health benefits of physical activity (HBPA)
Mental health and wellbeing (MH)
Relationships and sexuality (RS)
Safety (S)
Learning Framework Community Contributor
Leader and Collaborator
Active play and minor games (AP)
Challenge and adventure activities (CA)
Fundamental movement skills (FMS)
Games and sports (GS)
Lifelong physical activities (LLPA)
Rhythmic and expressive activities (RE)
C ross Curriculum
Priorities
Catholic Ethos
Aboriginal and Torres Strait Islander
Histories and Cultures
General Capabilities Literacy
Critical and Creative Thinking
Intercultural Understanding
Links to other LA’s
Active Investigator
Effective Communicator
Social Emotional Learning
Asia and Australia’s Engagement with
Asia
Numeracy
Ethical Understanding
Designer and Creator
Quality Producer
Inclusive Education
Sustainability Education
ICT
Personal and Social Capability
Links to other Learning Areas: Australian Curriculum: HPE
Literacy: Reading, Writing and Speaking and Listening
Numeracy: Tally Chart and Graphs
Religious Education: God’s creation of humans

Social Emotional Learning: Collaborative Learning
Science: observation of physical changes
ICT: Interactive whiteboard activities, use of creative digital devices (iPads)
Situational Context of Unit
This unit can be completed in the following ways:
General Classroom Teacher - HPE Combination 2. hours
HPE Specialist in addition to Classroom Teacher
PE Component(specialist) ...hrs PE Component (Classroom Teacher)...hrs H Component (specialist/classroom teacher) ...hrs
Additional information:

Week 1 2
Cross Curricular Priorities SEL, IE
3
LIT, CCT, ICT, PSC General Capabilities
⇒
Engage
Explore ⇒
4 5
Explain ⇒
6 7
Elaborate ⇒
8
PERSONAL, SOCIAL AND COMMUNITY HEALTH
● Display the word ‘healthy’. Pose inquiry question: What does it mean to be healthy?
● Lesson focus: to establish prior knowledge about healthy practices.
● Inform students that everyone needs to provide an answer. Allow time to formulate ideas.
● Collect shared ideas to create a concept map or Word Collage, for example: Inspiration/popplet apps, or Wordle.
● Invite students to consider individually: What are some things we do to keep ourselves healthy?
● Organise students into 5 groups to explore the known possibilities of how about to keep themselves healthy using a ‘hot potato’ strategy, in the categories of: foods, games/sports, places, practices and people.
● Distribute one worksheet and a pen to each group.
● Allocate 1 student to be the scribe and another the speaker to report back to the whole group.
● Set a time limit of approximately 2 minutes to brainstorm healthy choices in each category.
● Rotate each group through the five categories, reminding students to read through the previous group’s ideas before adding new and different ideas (not repeating).
● Prompt with questions such as:
What games/sports do you play? What healthy foods does your family eat? How much tv/computer/ipad time do
9
Evaluate
10
Resources
Teacher Resources
● Ipad apps:
Inspiration/popp
let apps, or
Word Collage.
Student Resources
● A3 pages for hot potato activity
(1 per group)
● pens

you have? What time do you go to bed and wake up? What do we do to be hygienic and clean? Where can we go to be active? How do we know if we are healthy?
For example:
Healthy Foods Healthy Games/Sports Healthy Places Healthy Body People who keep us Healthy
● fruit
● vegetables
● rice
● running
● ride bikes
● swim
● playgrounds
● fitness stations
● bush walks
● wash hands
● clean teeth
● bathe
● doctors
● dentist
● parents
*Activity adapted from “Tactical Teaching: Thinking Looking Outside the Box: Encouraging Creative Thinking” - The Sum of the Parts
(Steps Professional Development: 2007, page 26)
● Invite speakers to report back to group and read aloud prior knowledge of healthy choices.
● Display charts in the classroom.
● Summarise what it means to be healthy, for example: “Being healthy means caring for myself by eating well, being active and
clean.”
MOVEMENT AND PHYSICAL ACTIVITY
Activities adapted from the : www.boardofstudies.nsw.edu.au
Warm Up: practise whole body movements such as:
– marching;
– walking;
– knee lifting (exaggerated walking);
– half squats;
– walking lifting heel to buttocks;
Skill Development:
- hopping;
– hand to foot touches (bent knees);
– arm rolling;
– knee raising/elbow to knee touching;
– stepping sideways;
– jumping on spot;
– running on spot;
– jumping feet apart and together;
– shoulder rolling;
– sliding;
Activity: Aerobics: practise sequences that may be used in developing aerobics
Warm Down:
Squish the Fish yoga activity for children http://www.youtube.com/w atch?v=2cNjAj_o0SI
Reflection:
Ask students to complete sentences such as:
– I feel hot because …
– I get out of breath because
…
– My heart beats faster http://www.youtube.co
m/watch?v=2cNjAj_o0SI
Teacher uses a checklist

combinations such as:
– jog on spot (8 counts each); repeat;
– slide to right, slide to left (8 counts each); repeat;
– reach and stretch to right (4 counts);
– reach and stretch to the left (4 counts); repeat;
– hop on right foot (8 counts);
– hop on left foot (8 counts); repeat;
– repeat sequence from beginning.
because …
Teacher Note: Discuss with students that the heart is a muscle and must be exercised like all muscles to be fit and healthy.
Health and Physical Education Metalanguage nutrition unhealthy, healthy, proteins, carbohydrates, vegetables , fruit, hydrate, “sometimes” food, “often” food, healthy habits, activities, well-being, hygiene, fitness, beverage, leisure, meditation, word collage,
Sport : half squats, sequence, stretch, muscle, aerobic combinations, knee raising, elbow to knee touching, exaggerated walking
Assessment
Opportunities
Diagnostic assessment - elicit prior knowledge through hot potato activity
Sport: Teacher observation: Checklist
Reflection

Week 1 2
Cross Curricular Priorities CE, SEL, IE
General Capabilities
Engage ⇒
LIT, CCT, ICT, PSC
3
⇒
Explore
4 5
Explain ⇒
6 7
Elaborate ⇒
8 9
Evaluate
10
Resources
PERSONAL, SOCIAL AND COMMUNITY HEALTH
● Pose question: Why is it important to be healthy? Accept all responses and record ideas in a list (eg. makes us feel good,keeps
our bodies strong, stops us from being sick, live for a long time, care for ourselves as a part of God’s creation etc…)
● Discuss as appropriate and elicit understanding that their bodies are growing and developing. Making healthy choices allows us to keep our bodies strong, fit and happy.
● Here’s a story about a little monster. Listen carefully as I read and try to visualise, or make a movie inside your mind. I am
going to ask you some questions at the end of the story:
There once lived a happy little monster in monsterville. Each day, he loved to go for a walk to the park where he would meet up with his friends and play on the monster-playground. Sometimes the monsters would play on the swings, or ride on the slide. Sometimes, they would play a game, like monster tiggy or stuck-in-the-monster-mud.
Sometimes they would ride their bikes or skateboards or even their scooters. The little monster’s favourite game was monster soccer, because he loved to run. One day, on his walk to the park, he discovered a new shop had opened in monsterville. It was a sweet shop, and he decided to buy some sweets for a treat. They were so delicious that he ate up the whole packet that very day! The next day, instead of going to the park, he stopped into the shop again to try some different sweets. Once again, he gobbled them all up. Sadly, the little monster forgot about the fun games he used to play in the park. Instead, each day, he bought more and more sweets to fill him up. Then one day on his way to the shops, he felt a little uncomfortable. His clothes were not fitting him just right any more and he was a little
Teacher Resources
● blank cards, pens, A3 paper
Student Resources
Whole class interactive white-board game: http://www.goforyourlif
e.vic.gov.au/hav/articles
.nsf/html/index.html?O
pen

puffed just from walking! He decided that something was terribly wrong and sat down to think about it. The day was warm and he closed his eyes. He did not feel happy or healthy. The little monster remembered all of the fun he used to have playing with the monster friends, running around in the park. He thought he might go for a little run again and was so surprised that running was now hard to do. He was really out of breath and realised that he needed to be more active, exercise and make some better choices about being healthy, so he could play monster games with his friends again. Day by day, the little monster became active again and changed back to eating healthy food. He felt healthy and was happy once again and his monster friends were delighted to see him back at the park too.
● QUESTIONS: What caused the little monster to become uncomfortable? Can you explain why his clothes were not fitting him?
Why did he get puffed from walking? What changes did the little monster make to feel healthy again? Do you think the monster was happier when he became active and made healthy choices? What makes you think so? What might happen it
you eat too many sweets and treat foods and not enough healthy food? Would this make you feel happy or unhappy?
● Lead students to the understanding that healthy food choices gives energy and being active keeps us fit.
● Remind students that we are created by God and so loved by God. We have a responsibility to care for ourselves and love ourselves, as a part of God’s precious creation. We can also feel good about ourselves when we are fit and healthy and our body stays strong with less problems/illnesses.
● View: AIS Athlete Video: Are you Active Enough? on website: healthyactivekids.com.au -> Kids Corner -> Kids Vids
● Pose inquiry question: What games/sports do you play to stay healthy?
● Focus learning: being active involves movement through play, games and sports. We can be active in different places.
● Organise students into a circle. Invite students to mime their favourite way to stay active. Select others to guess what game/sport they are miming.
● Write each idea onto a card. Aim for one idea for each student. (eg. running, swimming, dancing, riding bikes/scooters/ skateboards/skates/horses, climbing, sliding, gymnastics, dancing, walking the dog etc…)
● Pose inquiry question: Where do we go to be active? What natural places can we go to, to be active in? What built places in
the school can we be active in? What built places in the community can we be active in?
● List each place on a separate piece of A4 paper, for example: school, playgrounds, nature tracks, beach, sports centres, gymnasiums, pools, dance halls, park, rivers etc…and illustrate each poster in small groups. Display
● As a whole class, students play a matching game to match the physical activity (written on cards above) with a possible place to play. These can be glued on, if you wish to. Note: some activities can be in more than one place.

● Digital Technology idea: Alternately, create posters of places students can be active in using iPads (for example: picCollage app, adding text and importing images from searches of natural and built places).
MOVEMENT AND PHYSICAL ACTIVITY
Fun Runs
Warm Up:
Have students:
- practise warm-up activities such as:
– skipping/jog ging on the spot/rotatio ns/relays and stretching;
Skill Development:
Fun runs
Have students: practise activities such as:
– Orienteering Run (Run to points in the playground to collect items, eg plastic pegs, wooden blocks, pieces of chalk);
– Run and Freeze (Run in various directions within a confined space.
On a signal, students freeze or assume a pose. Keep the activity moving as quickly as possible, with the ‘freeze’ periods used for short rests);
– Overtaking File (Run together in groups of 4–6 in file formation. The end student overtakes the moving file to become the leader.
Repeat this until all students return to original positions).
Warming Down:
Practise warm-down activities such as:
– slow deliberate stretches;
– discussions on how it felt during activities;
– relaxation exercises;
– deep breathing exercises.
plastic pegs, wooden blocks, pieces of chalk
Health and Physical Education Metalanguage Assessment
Opportunities directions, original positions, activities, file formation, leisure time, active,delayed, stretching, orienteering, overtaking, deep breathing exercises, “freeze” periods, confined space,
Formative Assessment: of places in the

environment where we can be active.
Performances are observed on a number of occasions throughout a unit of work, and judgments relating to the quality of performance are made iteratively and recorded on observation records.
Reflection
Reflection:
What is the importance of warming up and warming down? What do you do at home to relax? Discuss the importance of exercise and leisure time. How can we be active? Go for a bike ride with our family, a walk on the beach, play hopscotch outside with our friends, go for a run, jog, skip, play a ball game.
3 4 5 6 7 8 9 10 Week 1 2
Cross Curricular Priorities SEL, IE
General Capabilities
Engage ⇒
LIT, CCT, ICT, PSC
⇒
Explain ⇒ Elaborate ⇒ Evaluate

Explore Resources
PERSONAL, SOCIAL AND COMMUNITY HEALTH
● Review learning from previous week, recalling the natural and built places in the school and local community where we can be active and the games/sports/activities students can be involved in to stay active.
● Allow students time to consider places that they are active in regularly and the types of activities they participate in using think-pair-share strategy.
● Select a number of students to share their ideas and list examples of places and activities.
● TASK 1: Students select two familiar places where they can be active. Students draw an example of a physical activity they can do there and complete the cloze sentences: This is me at the _______. I am active by _______ here.
● Use ‘Author’s Chair’ for students to share their their knowledge of familiar natural and built where they can be active.
● Digital Technology idea: Photograph the illustration of the two familiar places page with the cloze activity and import into 30 Hands app. Record students sharing their knowledge of familiar natural and built where they can be active.
MOVEMENT AND PHYSICAL ACTIVITY
Balloon Game Activities adapted from www.boardofstudies.nsw.edu.au
Warm Up: playing ‘Let’s pretend to
…’:
– keep a balloon in the air;
– walk in mud;
– explore the inside of a bubble;
– play ‘tug-of-war’;
– toss and catch a ball;
– rollerskate/rollerblade;
– move like an animal, eg a cat, kangaroo, frog,
Skill Development: Balloon Game
Ask the children to pretend they are jugglers who must keep their balloons up in the
air using their hands
Ask the children to balance their balloons on different body parts
(e.g. hand, arm,
knee, foot) and then catch them
Ask the children to throw their balloons up in the air above their head and then catch
them
Cool Down: practise warm-down activities such as:
– gentle whole-body movements;
– slow deliberate stretching;
– controlled breathing;
– relaxation activities;
– reflecting on the workout activity
Reflection:
Discuss the benefits of participation in physical activity in terms of physical, emotional and social outcomes. Students discuss their strengths and their
Teacher Resources
● Assessment task 1 worksheet
Student Resources
Student Resources: balloons and balls

insect;
– move like different people, eg a baby, soldier, giant;
– move like the wind, clouds; a bouncing ball; smoke;
Make a line for the children to stand on and in pairs throw the balloon to each other.
Encourage the children to catch the balloon and throw it back
Introduce the medium-sized lightweight or bouncy ball for catching.
Repeat the
activity using the ball.
Demonstrate each activity and allow sufficient time for each
child to grasp each element of this activity.
Modifications: Easier
Have the children stand closer to each other when throwing the balloon or ball. Use a beach ball instead of a balloon or a ball.
Extension:
Balance balloons on more difficult parts of the body such as the elbow, wrist or ankle.
Have the children throw the ball to the side or down low to change the degree of difficultly.
Activity:
Poison Ball (Students form a circle by holding hands. In the centre of weakness.
In a circle formation encourage students to use the following
Hoops or carpet squares sentence starters:(pass a small ball )as a talking stick.
When I exercise I can…….
I can do ………….with my body. (Touch my toes without bending my knees.)
I have difficulty……..(catching a ball, hopping on one leg)
Set a goal : (integrate our SEL Persistence key): Encourage students to draw themselves catching or throwing a ball. “The
Ball harder I try, and the more I practice, the more I will succeed.)

the circle is a ball. The circle pushes and pulls and attempts to force a student to touch the ball).
Health and Physical Education Metalanguage Assessment Opportunities
Formative Assessment: traffic light sorting game and discussions
Formative Assessment:
The assessment will gather evidence of the child’s ability to:
· identify how the body reacts to different physical activities through notes/checklists/anecdotal records
Demonstrate
fundamental movement skills in different movement situations test alternatives to solve movement challenges

Reflection
Discuss the benefits of participation in physical activity in terms of physical, emotional and social outcomes.
Week 1 2
Cross Curricular Priorities CE, SEL, IE
3 4 5 6 7 8 9 10
General Capabilities
Engage ⇒
LIT, CCT, ICT, PSC
Explore ⇒
⇒
Elaborate ⇒ Evaluate
Explain Resources
PERSONAL, SOCIAL AND COMMUNITY
● Pose question: Who can help us stay healthy? Accept all responses and record ideas, for example: parents and family, friends, teachers, doctors, nurses, dentists, sports coaches etc..
● Ask: What everyday routines can we follow to keep our bodies clean and healthy? Brainstorm ideas about personal hygiene and grooming. Record ideas in a brief list.
● Lesson focus: We need to be hygienic and follow rules and health messages to keep our bodies safe.
● Trace an outline of a body.
● Use magazines and catalogues to locate images of body care products (such as toothpaste, soap, handwash, deodorant, shampoo) and grooming accessories (such as clothes, shoes, brushes). Glue onto body outline and write to record ideas about good hygiene and grooming as an annotation.
● Discuss how these practices contribute to good health. Display in classroom.
● Invent words to tune of “Here We Go Round The Mulberry Bush” about keeping healthy and hygienic, such as ‘This is the way we wash our hands/clean our face/brush our teeth’ etc… OR View on Youtube clip “This is the Way - Song for Kids by Little
Teacher Resources:
● large sheet of paper (to trace body outline)
● magazines/catal ogues
● pen
Student Resources: scissors and glue

Fox”: http://www.youtube.com/watch?v=zoJjUHBNufY
● Play a game of “Silent Statements”: Teacher makes a statement. If students agree, they stand in silence and change places with another student who has also stood in agreement. If they disagree, students stay in their place in the circle, in silence.
Stand up and change places if you..
● have eaten breakfast this morning?
● had a piece of fruit in your lunchbox yesterday?
● try to cover your mouth if you cough or sneeze?
● spent time playing a sport or game this lunch time?
● wash your hands after you have been to the bathroom?
● clean your teeth in the morning AND before bed at night?
● only have treat foods sometimes?
● like to visit a playground on the weekend?
● did your best to eat all of your vegetables on your dinner plate this week?
● spend some time playing games outside after school?
● go to bed at a sensible time so you have plenty of rest?
● visit the doctor when you are ill?
Now, stand up everybody who has moved places in our game. Congratulations!
You are making healthy choices for your body.
MOVEMENT AND PHYSICAL ACTIVITY
Warm Up:
(to move from vigorous to quiet activity)
Play an adapted version of “Simon says ... ” using the common instructions but don’t let any of the children “get out”. The
Skill Development:
Have students:
Activity: Obstacle Course (running, climbing, hopping, jumping, leaping , walking) practise activities for obstacle courses such as:
– running around markers (witch’s hats) and back;
Cool Down: Sunflower stretch
While the children are still lying on their back, ask them to bring one knee up toward their chest and gently pull the knee a little closer. Hold this position for about
10 seconds and
Markers, (witch’s hats), skipping ropes, hoops
Student Resources: markers or witch’s hats, ropes, hoops, tyres, a line of chairs, a bench

Aim is for the children to copy you.
Include stretching activities such as touch your toes, hop on one foot, roll your shoulders, turn your bodies
– jumping side to side over ropes or through hoops;
– climbing over a fence and back again;
– hurdling a row of tyres;
– crab-walking between two markers;
– bunny-hopping over a bench, beam or seat;
– sliding on stomach across a bench;
– stepping up on fixed seats five times;
– crawling under a line of chairs;
– walking along a balance beam/bench;
– walking up on inclined pole to dismount;
– rope skipping;
– frogleaping over logs.
Health and Physical Education Metalanguage
Then repeat the stretch on the other side.
Crawling, stepping, balance, leaping, dismount, stretching, hurdling, crab-walking, obstacle courses, transitions
Student Resources: markers, ropes, hoops, a line of chairs
Assessment
Opportunities
Formative Assessment: sorting foods into food groups and justifying placement
Sport: Criteria sheet/checklist
Reflection

Week 1 2 3
Cross Curricular Priorities ATSI, SEL, IE, SE
4 5 6 7 8 9 10
General Capabilities
Engage ⇒
LIT, CCT, IU, ICT, PSC
Explore ⇒
⇒
Elaborate ⇒ Evaluate
Explain Resources
PERSONAL, SOCIAL AND COMMUNITY
● Pose question: I wonder how the Aboriginal and Torres Strait Islanders, who have lived on this country for thousands of
years stayed healthy?
● Explain that the Aboriginal and Torres Strait Islander peoples who lived a traditional lifestyle ate only natural foods that were hunted or gathered from the places in which they lived.
● Aboriginal and Torres Strait Islander peoples have always had (and still do have) a special spiritual connection with their country. They respected the land and only collected the foods that they needed for each day. They cared for
Creation by looking after the land, plants and animals in the way their elders taught them to. For example: the women, when collecting yams, would only take what was needed and would leave some yams to regrow, or, the men would only hunt for the food that was necessary to feed their tribes. In this way, the spiritual connection with the land was also honoured by allowing creation to regenerate. The Aboriginal and Torres Strait Islanders peoples depended on the seasonal calendar for their food sources. When there was a lack of food in an area, the tribal groups would move to another part in their country for survival.
● Share a text with the students which highlights the healthy food choices that Aboriginal and Islander people made, for example: “What Is Bush Tucker?” by Beth Hall”, OR “Going for Oysters” by Jeannie Adams OR “Going for Kalta” by
Yvonne Edwards.
● As a Shared Writing experience, create a class big book/wall story entitled ‘Good Choices, Healthy Me!’ (or similar - see below for text ideas).
Teacher Resources:
● Shared text: “What Is
Bush Tucker?” by Beth
Hall OR “Going for
Oysters” by Jeannie
Adams OR “Going for
Kalta” by Yvonne
Edwards
● A3 pages for big book/paints etc...
Student Resources
Student Resources: Students drag food into a lunch box.
http://www.goforyourlife.vic.go
v.au/hav/articles.nsf/html/index
.html?Open

●
●
Students in pairs paint/draw/crayon resist illustrations to match the text.
Read together and/or allow students to access the text.
A suggestion for big book/wall story text:
Warm Up:
Brambahl
Activity: Kai
I like to be healthy. I can be healthy in many ways.
I like to be healthy by being active. I can play games and move to be active. This keeps me fit and strong.
I like to be healthy by eating healthy foods. I can make healthy food choices often and leave treat foods as
‘sometimes’ choices. This gives me energy.
I like to be healthy by being hygienic and clean. I can wash my hands to stop bad germs. This protects my body from illness.
I like to be healthy by making good choices. I can follow the rules and be sensible. This keeps me safe from harm.
I like to be healthy. Good choices means a healthy me!
● Invite a the tuckshop co-ordinator to the class as guest speaker to talk to the students, and answer questions about the choices of food available in the canteen. Prior to the visit, have students develop questions to ask the guest speaker about the foods sold in the canteen and the reasons different foods are on the menu. Try to include questions about everyday choices in the tuckshop.
MOVEMENT AND PHYSICAL ACTIVITY (50-60 minutes) Kai(Aboriginal games)
A traditional
Indigenous game where two men hold a long rope at each end to swing it. When it is in full
Skill Development: Underhand Motion, eye-hand co-ordination
In this traditional game from the Torres
Strait a number of players stood in a circle and sang the ‘kai wed’ (ball song) as they hit a ball and tried to keep it up in the air with the palm of one hand at a time. This
Indigenous game was played using the thick, oval, deep red fruit of the kai tree
Cool Down: Birray
One player call the puuny or march-fly runs around a safely marked area blindfolded. She tries to tag the other children, who must stay in the clearly marked area. The first child to be caught becomes the new puuny, and the game continues.
Drag the “often” foods into the lunchbox and choose “two” sometimes foods.
scarf/piece of material to blindfold one student, beach ball or sponge ball

swing in goes the skipper and performs several activities while skipping.
which is quite light when dry.In modern times, children use a small beach ball or sponge ball. Players stand or kneel in a circle about a 3 feet apart. They take turns hitting the ball in the air with their palms, usually in an underhand motion. The cooperative game teaches both eye-hand coordination and teamwork. Children often call out letters of the alphabet while playing, attempting to make it all the way through the letters before the ball drops.
Health and Physical Education Metalanguage picnic, dinner, breakfast, lunch, noon, tuckshop, shopping list, menu, servings, starch, legumes, advertisements, media, active, sport equipment, lifestyle, living, energy, shopping list, food groups, living sustainably, yams, regenerate, spiritual connection, regrow, elders, tribes, honoured,tribal groups, survival, Seasonal Calendar, carbohydrates, proteins
Assessment Opportunities
Summative Assessment:
Students use illustrations to design a personal menu using their knowledge of the Healthy eating guide.
Reflection
Reflection: How confident were you when you were blindfolded? Which game did we use both our eyes and hands at the same time?
Week 1 2
Cross Curricular Priorities SEL, IE
3 4 5 6 7 8 9 10

General Capabilities
Engage ⇒
LIT, CCT, ICT, PSC
Explore ⇒
⇒
Elaborate ⇒ Evaluate
Elaborate Resources
PERSONAL, SOCIAL AND COMMUNITY HEALTH
● Pose inquiry question: How do we know if foods are healthy or unhealthy?
● Lesson focus: recognising healthy and unhealthy foods.
● Allow students time to ‘think, pair and share’
● Teacher elicit prior knowledge about healthy/unhealthy foods and record using a t-chart entitled: ‘healthy foods’ and
‘unhealthy foods’. Encourage connections between healthy and natural foods.
● Students view the following documentary video on the Australian Healthy Guide Website about “Eat Wise to Energise”: https://www.healthyactivekids.com.au/kids/kidz-vidz/eat-wise-energise/
● Display the “Australian Guide to Healthy Eating”: http://www.eatforhealth.gov.au/guidelines/australian-guide-healthy-eating
● Explain the purpose of the “Australian Guide to Healthy Eating”, that is, it helps people to make good food choices by showing the ‘everyday’ foods that are healthy for us; it shows the types of foods that our bodies need the most and the least and the portions that we need to include.
● Explore the types of foods that are included in the ‘everyday’ foods (including water): Grain (cereal) foods, Vegetables and legumes, Lean meats and poultry, fish, eggs, tofu, nuts and seed and legumes, Milk, yoghurt, cheese and/or alternatives, and fruit.
● Draw students’ attention to the two food groups that are at the bottom of the poster.
● Explain that these are ‘only sometimes and in small amounts’ and ‘use small amounts’ foods that our body needs the least.
These foods are less healthy choices and should only be eaten sometimes and NOT everyday.
● introduce the concept of having a ‘balanced diet’. Students view the following documentary video on the Australian Healthy
Guide Website about ‘Fuelling Your Body’: https://www.healthyactivekids.com.au/kids/kidz-vidz/fuelling-your-body
● Ask: Why do you think our bodies need a balance of difference foods? What do you think would happen if we didn’t eat these
foods and only ate the sometimes foods? -> We need to eat healthy foods so our bodies can be well-nourished, be energetic and grow strong.
● Reinforce healthy food choices through Interactive Whiteboard activity: http://healthy-
Teacher Resources:
● poster for t-chart
● Australian Guide to Healthy Eating poster to display
Student Resources:

kids.com.au/whiteboard/IWBResources/lo/crunch_sip/index.htm
CHECK THIS GAME. CUT OUT SORTING ACTIVITY BELOW?
● Organise students into small groups and distribute traffic light sorting game. Students work collaboratively to categorise food picture cards into ‘everyday’, ‘sometimes’ and ‘in small amounts’ groups. Direct students to place ‘everyday’ foods beside the green light; ‘sometimes’ foods beside the orange light and ‘in small amounts’ foods beside the red light.
● Compare placements of foods from traffic light sorting game and discuss the appropriate category where necessary, referring back to the “Australian Guide to Healthy Eating” http://www.eatforhealth.gov.au/guidelines/australian-guide-healthy-eating
● Can you guess how many foods are on the Australian Guide to Healthy eating? There are 53 food items counting each item separately. I wonder how many of us eat mostly from these five food groups everyday?
● Play a game of ‘Simon Says’ and create a tally chart to record how many students eat these ‘everyday’ foods often:
- Simon Says: stand up and pat your head if you often eat healthy cereals and breads.
Now FREEZE while I count you to make our tally chart. Once tally marks are recorded invite students to sit.
- Simon Says: stand up and jump 3 times if you often eat vegetables -> record and sit.
- Simon Says: stand up and shake your hands if you often eat lean meats, eggs or nuts -> record and sit.
- Simon Says: stand up and wiggle your hips if you often eat milk, yoghurt and cheese -> record and sit.
- Simon Says: stand up and turn around if you often eat fruit -> record and sit.
Food Groups Tally
Grain (cereal) foods
Vegetables and legumes
Lean meats and poultry, fish, eggs, tofu, nuts and seed and legumes
Milk, yoghurt, cheese and/or alternatives
Fruit
● Allow students to interpret the tally chart through questioning: Which food group do most of you eat from often? Which food group do we need to eat more of? How many students often eat from the … food group? Which food group is eaten by … (a
number) of people?
● Teacher use modelled writing to express student’s observations and describe the data in simple sentences, for example:

There are twenty-two people in our class who eat grains and cereals often etc…
MOVEMENT AND PHYSICAL ACTIVITY
Warm Up: Jumping , Hopping,
Walking and Running
practise different ways of walking, running, skipping:
– with knees high;
– taking large/small, heavy/light steps; run like a mouse, horse, giant etc;
– quickly/slowly;
– changing directions on a signal, eg whistle;
– moving around obstacles; and
– following lines on playground
Skill Development:
– two feet to two feet;
– one foot to same foot;
– one foot to opposite foot;
– one foot to two feet;
– two feet to one foot;
– moving in different directions;
– over ropes, lines on playground;
– in and out of hoops;
– feet apart/together;
– from a step or bench;
– imitating animals, eg kangaroo, rabbit;
– in a sack, eg sack race, relay; and
– over wiggling rope;
Activity:
Lily Pad Activity
Activity adapted from http://health.act.gov.au/
On a soft-fall or grassed area, mark a start line for children to stand on. Use chalk, masking tape or carpet squares to mark four “lily pads” or “spots” stretching out in a straight line from the start (the distance between the lily pads should be suitable for children to jump from one lily pad to the next).
Place a final marker approximately 5-10 metres from
Extension:
Move lily pads further apart.
Ask children to jump in different directions (forwards, backwards, sideways)
Use different colours for the lily pads and ask children to jump on specific colours
(e.g. only red lily pads), in set colour combinations (e.g. red/blue/blue/red) or ask them to miss a spot.
Ask children to hop instead of jump
(note: children aged four years and older should be able to progress to this level).
participate in games that include walking, running and stopping such as:
– Follow the Leader, Musical Chairs and chasing games.
Cool Down: Yoga for Children :
Kickapoo the Kangaroo
Resources: lily padsmats(lily pads)/carpets, off-cuts spuare mats, ropes hoops http://www.youtube.co
m/watch?v=eGNHLzZhX6 c

the last lily pad. Repeat this action to create a further four to five lines of lily pads. Use different colours for each row of lily pads so children know which row to follow.
Children jump like a frog on each lily pad (or like a kangaroo) in their row, they then run out to and around the final marker and back to the start. Repeat the activity.
Students requiring support:
Move lily pads closer together.
Remove lily pads and have children jump on the spot before running to and around the marker.
http://www.youtube.com/watch?v= eGNHLzZhX6c
Health and Physical Education Metalanguage
Reflection
Reflection:
Did the students enjoy the activities used to develop and practise games skills? Two Stars and a Wish. (I liked rolling the ball. We played safely. I wish we could use music when playing Musical chairs.)
Week 1 2 3 4 5 6 7 8 9
Assessment
Opportunities
10

Cross Curricular Priorities SEL, IE
LIT, CCT, ICT, PSC General Capabilities
Engage ⇒ Explore ⇒
⇒
Elaborate ⇒
Elaborate
PERSONAL, SOCIAL AND COMMUNITY HEALTH
● Pose inquiry question: What health messages about food do we know about? What ads/posters on television, in
●
●
shops or in books have you seen that help you to make healthy food choices? Accept all answers and discuss as appropriate.
Lesson focus: health messages about healthy food choices
●
Students view the following documentary video on the Australian Healthy Guide Website about ‘Healthy Habits,
Healthy You!”: https://www.healthyactivekids.com.au/kids/kidz-vidz/healthy-habits-healthy-you/
Organise students into a circle. Allow students to select one picture card each. Place blank A3 template of
Australian Guide to Healthy Eating in the middle of the circle. Invite students to place their food card into the appropriate food group and justify their reason for placement. Discuss and clarify understandings where
●
●
●
●
● appropriate.
Glue food cards onto template and display in the classroom.
View video clip: https://www.healthyactivekids.com.au/families/portion-plate/ to demonstrate how to use a serving plate as a guide to healthy food choices.
Display and explore interactive game: https://www.healthyactivekids.com.au/teachers/online-games/whatsplate-kids/
Pose inquiry question: What daily food choices can I make to keep me healthy?
Focus: to think about the foods they eat each day and what they have learned about healthy food choices.
Evaluate
Resources
Teacher Resources
BLM for plate portions
Student Resources

●
●
Students use ‘inside/outside circles’ strategy to work in pairs and report what they know about making healthy eating choices throughout the day. Prompt with: What could you eat for a healthy breakfast? Lunch? Dinner?
What about healthy snacks? (Process: inside circle faces a partner in the outside circle to report information. On a given signal, people on the inside circle move 2 spaces to the right to create a new partner and share again etc…
(refer to “Tactical Teaching: Thinking Mirror to the Mind: Developing Metacognition” by Steps Professional
Development, 2007: page 46))
TASK 2: Students demonstrate knowledge of healthy food choices by drawing a simple plate of food which they
● may eat for a main meal and explain reasons for their food choices. Students may require images of foods (both healthy and unhealthy) to prompt planning.
Digital Technology idea: Photograph the illustration of their healthy meal choice illustrations and import into 30
Hands app. Record students explaining what foods were included and why they were chosen.
MOVEMENT AND PHYSICAL ACTIVITY
Warm Up:
Children are running through the 'jungle' and run into many animals, etc that they need to get away from. The teacher can give appropriate commands, and the children carry out a suitable action:
●
●
● jump over logs duck under branches high knees through quicksand
Skill Development: Rolling a ball
(Underarm rolling) is a manipulative skill that involves applying a pushing force to an object to propel it along the ground.
Tips:
Swing the rolling hand back and down reaching behind the trunk while the chest and head faces forward.
Step forward with opposite foot to the rolling hand.
Bend the knees to lower the body.
Release the ball close to the floor so it does not bounce, bend at the knees not the hips.
Cool Down: A Cosmic Yoga
Adventure for
Children:Pedro the
Penguin http://www.youtube.com
/watch?v=jSZvMHlw9vs#t
=14
Reflection:
Which hand /arm did you roll the ball or hoop with the most?

●
● run from the tiger tip toe past the snake
Skill: Rolling
Have students:
■ experiment and practise different ways of rolling a variety of balls/hoops using left/right hand:
– around body;
– around different shapes;
– along pathways, eg zigzag;
– between two lines/objects;
– to a partner;
– to hit a target;
– combining different actions, eg roll a ball, run beside it and stop or roll the ball with different body parts; roll a hoop, run and catch it;
– sit facing partner and roll ball back and forward; and
– at different speeds;
Activity: Students play Tunnel Ball.
Divide players into two teams and have them line up in a straight line facing the same direction with their legs standing apart to form a tunnel.
The player at the end of the line turns to face the other way and stands with their knees bent and their head down looking for the ball as it comes through the legs.
The two players at the front of each line rolls the ball through the team member's legs at the same time.
balls, hoops

Once the ball has reached the end, that player picks up the ball and runs to the start of the line and starts to roll the ball through the tunnel of legs again.
The game continues until all players have had a turn and the fastest team wins.
● ASSESSMENT TASK 3:
MOVEMENT AND PHYSICAL ACTIVITY (50-60 minutes) Week 6
Warm Up:
Skill Development: Have students:
Wind-up is initiated with a downward movement of the throwing hand/arm.
The child then rotates their hips and shoulders to a point where the non-throwing side faces the target.
The child’s weight is then transferred by stepping onto the foot that is opposite the throwing hand.
The throwing hand and arm then follow through beyond ball release in a diagonal movement across the body toward the non-throwing side.
■ explore and practise different ways of throwing a bean bag/ball using right/left hand. Throw:
– into the air at different levels, eg high/low;
– from hand to hand, through legs;
– while stationary, eg sitting/kneeling/standing;
– while moving, eg walking, jogging;
– at a target, eg wall, into a target, eg bucket;
– in different directions;
– to a partner who is near/far;

– into a row of hoops;
– over a rope held up by two other students;
– overarm;
– underarm; and
– chest pass;
Activity: Play
Snowballs:
– Prior to the game ask children to scrunch up paper “snowballs”. Make sure they are well taped into balls.
Mark a dividing line between two groups of five children using masking tape or a rope.
Have a basket of “snowballs” set up at the side of each area.
When the signal is given to start the game, children throw “snowballs” over the line. After approximately 30 seconds stop and see who has the least number of “snowballs” on their side. Swap teams and play again.
Remember to use the cues “throw hard” and “step with the opposite foot”.
To clean up the area encourage the children to throw the “snowballs” into the baskets as a target.
Cool Down: Play an adapted version of “Simon says ... ” using the common instructions but don’t let any of the children “get out”. The aim is for the children to copy you. Include stretching activities such as touch your toes, hop on one foot, roll your shoulders, turn your bodies etc.
Reflection: (link to Maths)- Who had the least /most number of “snowballs”
(link to English): Who though theirs high/low?
Would you use paper when making Snowballs again. Would you have any other suggestions?
Encourage students to think of recycling materials.
bean bag/ball
Optional: buckets hoops

MOVEMENT AND PHYSICAL ACTIVITY (50-60 minutes) Week 7 Catching
Warm Up: Play the Hot Potato Game
Skill Development:
●
●
Have students:
■ explore and practise different ways of catching. Catch a bean bag/medium ball:
● – thrown by a partner;
● – dropped by self;
● – thrown underarm/overarm;
● – at different levels (high/low);
● – bounced/kicked/hit by a partner;
● – after two or three bounces;
● – bounced on different surfaces;
● – rebounded off a wall;
● – from a stationary position, eg sitting, kneeling, standing; and
● – thrown over increasing distances;
Activity:
Students play Captain Ball
Equipment: Bands or other markers may be needed to distinguish between teams.
Preparation Draw a line dividing a pitch into two area, within each half draw 3 large circles (bases) arranged in a triangle so that each
'triangles' tip is furthest from the centre of the pitch. The circle furthest from the centre is designated as the goal. (See diagram below)
6 (or more) players on each team. Each team selects one person to be a 'goal catcher' and two others as 'shooters' the remaining team members become fielders. Fielders may take up any position they like outside of the circles on their half of the pitch. The 'goal catcher' goes over to the other half of the pitch and stands in the goal circle, the shooters also go over to the other half of the pitch and stand in the other circles.
Goals are scored if the goal catcher catches a ball thrown by the shooters with both having at least one foot in their circles. Goals cannot be scored from balls thrown to the goal catcher by the fielders.
paper tape: masking tape or sticky tape rope

Rules:-
* No running with the ball.
* Goal catchers and shooters must have at least one foot in circle when catching or throwing the ball.
* Fielders may not cross the centre line.
* No pushing or charging.
* Penalties are given as free throws by an opponent base player.
Modifications: Start with catching a balloon if students are anxious/ apprehensive to catch a ball.
Extension: Encourage students to use a bucket or scoop to catch the ball
Reflection:
Were you able to catch the ball? Did you hold the ball closely and tightly to your chest when you caught it? What would you do differently the next time you play a game where you need to catch the ball. Think of other games you can play and other equipment you may want to throw and catch at home.

Health and Physical Education Metalanguage Assessment
Opportunities
Formative
Assessment: yes/no card game
Reflection
Week 1
Cross Curricular Priorities
2
General Capabilities
Engage ⇒
3 4 5 6 7 8
Explore ⇒ Explain ⇒
⇒
Elaborate
PERSONAL, SOCIAL AND COMMUNITY HEALTH
● Pose inquiry question: How does our body show we have been active? We are going to test how our body changes when we
exercise.
● Before we begin our, we needs to take observations of what our body is like at rest so we can make comparisons.
9
Evaluate
10
Resources
Teacher Resources

● Guide students through checklist to make observations of the body at rest before exercising.
● Direct students through warm-up exercises, then approximately 5-10 minutes of a physical activity (for example, a run around the oval, or aerobics activity)
● Guide students through checklist to make observations of the body after exercising.
● What differences have you noticed? Discuss.
● TASK 3: Students draw and record their observations about their physical signs before and after activity.
● Digital Technology idea: Photograph and import into 30 Hands app. Record students explaining how their body changes as it reacts to physical activity.
MOVEMENT AND PHYSICAL ACTIVITY
Warm Up:
Skill Development:
Have students:
Explore and practise different ways of pat-bouncing a ball:
– with right/left hand/alternate hands;
– using paddle bat;
– in front of/behind the body;
– on left/right hand side of the body;
– around the body and objects;
– at different levels and along different pathways;
– up/down a sloping surface;
– on different surfaces;
– while stationary/moving;
– in various sequences, eg 2 right, 2 left;
– for specified periods of time; and
– for a specified number of times;
Activity: Have students:
practise different ways of running/sprinting/swerving by:
– jogging on the spot, making arms move back and forth as quickly as possible. Consider what happens to legs; http://www.youtube.co
m/watch?v=7NWzS2xziI
4

– jogging across field, with quick arm action. Consider the effect;
– alternate jogging and sprinting, noting adjustments to arms, legs, feet, centre of gravity, head, breathing; and
– sprinting in and out of markers. Consider which part of the body leads in the swerve action around markers (hips);
find different ways of leaping/jumping by:
– jumping vertically to touch high against a wall using one and two hands;
– using arms to swing and increase momentum in a standing broad jump;
– running towards a netball/basketball goalpost and leaping high off one foot; and
– running towards a long jump pit and leaping off one foot. Consider landing, take-off speed, use of arms;.
participate in a range of minor games such as:
– Zigzag Relays (set up witch’s hats as markers for students to dodge and weave around).
Cool Down: A Cosmic Yoga Adventure for Kids: Cracker the Dragon of Wonder http://www.youtube.com/watch?v=7NWzS2xziI4
MOVEMENT AND PHYSICAL ACTIVITY (50-60 minutes) Week 9
Warm Up: CAT AND MOUSE
EQUIPMENT:
• Not applicable
HOW TO PLAY:
This game is best played with a group of no more than eight children. Ask the children to form a circle holding hands. One child is chosen to be the mouse and stands in the centre of the circle to begin with. Another child is chosen to

be the cat and starts outside the circle.
Children in the circle can lift their arms up to make a gap in the circle which the mouse or cat can get in or out. The aim of the game is for the cat to chase and catch the mouse.
Children in the circle may try to keep the mouse inside and then let the cat in so they can tag the mouse or they may let the mouse out and then encourage the mouse to come back in the circle. Be aware that not all children will want to have a turn at being cat or mouse.
Skill Development:
• Skills to gain and maintain control and possession
• Skills to create, use and defend space
• Skills to begin and restart play, and for transition play
Activity:
Rabbit, Hare, Fox
• Mark out a rectangular playing area.
• Select two students to be farmers.
• All the other students are rabbits and line up on the other side of the playing area.
• One farmer calls “rabbits!” and all students attempt to run across to the other side without being caught.
• Any rabbits caught become hares.
• Any hares caught become foxes.
• A farmer then calls “rabbits!”, who run as a group, then “hares!”, who run as a group then “foxes!”.
• Foxes that get caught become farmers and must wear a bib. The game continues until all of the class are farmers.

Warm Down: http://www.youtube.com/watch?v=TY8xx7c6_z0
Health and Physical Education Metalanguage
Reflection
Which part of my body do I need to use the most when I swerve in and out of the markers? (my hips)
Week 1
Cross Curricular Priorities
2
General Capabilities
Engage ⇒
Elaborate
3
Explore ⇒
4 5
Explain ⇒
6 7
⇒
8
Assessment
Opportunities
9 10
Evaluate
Resources

PERSONAL, SOCIAL AND COMMUNITY HEALTH
● Complete assessment tasks and/or allow students to make their digital/speaking presentations.
● Explain yes/no quiz game to the students: Each person has 2 cards - one says ‘yes’ and the other says ‘no’. We are going to play a ‘closed question’ quiz game, which means that the answers can only be ‘yes’ or ‘no’. Hold up your ‘yes’ card, if you think what I am saying is true. Hold up your ‘no’ card, if you think what I am saying is NOT true, or false. ALTERNATELY, decide on
body actions/gestures to signal ‘yes’ and ‘no’.
● Teacher read out the following statements and allow students to respond with their cards/actions (no speaking):
I can be safe by slipping on a shirt, slopping on sunscreen and slapping on a hat. YES
I can be safe riding my bike on the road WITHOUT a helmet. NO
I can be safe by crossing a busy road with an adult. YES
I can be safe if I ignore the school rule to walk, not run. NO
I can be safe and healthy when I put my hands in my mouth and forget to wash my hands. NO
I can be safe and healthy by cleaning my teeth in the morning and at night. YES
I can be safe running around the outside of a pool fast. NO
I can be safe and healthy when I forget to wash my hands after using the bathroom. NO
I can be safe and healthy when I have plenty of sleep at night time. YES
I can be safe and healthy when I eat lollies every day, whenever I feel like it. NO
I can be safe and healthy when I sneeze without covering my mouth. NO
I can be safe walking around the streets on my own. NO
I can be safe and healthy when I visit the dentist and doctor for a check-up. YES
I can be safe and healthy when I choose water instead of softdrink or juice drinks. YES
Invite students to make their own statements to continue the game, if you wish.
MOVEMENT AND PHYSICAL ACTIVITY (50-60 minutes) Week 8
Warm Up:
Skill Development:
Have students:
Explore and practise different ways of pat-bouncing a ball:
– with right/left hand/alternate hands;
Teacher Resources
Yes/No Cards (if using)

– using paddle bat;
– in front of/behind the body;
– on left/right hand side of the body;
– around the body and objects;
– at different levels and along different pathways;
– up/down a sloping surface;
– on different surfaces;
– while stationary/moving;
– in various sequences, eg 2 right, 2 left;
– for specified periods of time; and
– for a specified number of times;
Activity: Have students:
practise different ways of running/sprinting/swerving by:
– jogging on the spot, making arms move back and forth as quickly as possible. Consider what happens to legs;
– jogging across field, with quick arm action. Consider the effect;
– alternate jogging and sprinting, noting adjustments to arms, legs, feet, centre of gravity, head, breathing; and
– sprinting in and out of markers. Consider which part of the body leads in the swerve action around markers (hips);
find different ways of leaping/jumping by:
– jumping vertically to touch high against a wall using one and two hands;
– using arms to swing and increase momentum in a standing broad jump;
– running towards a netball/basketball goal post and leaping high off one foot; and
– running towards a long jump pit and leaping off one foot. Consider landing, take-off speed, use of arms;.
participate in a range of minor games such as:
– Zigzag Relays (set up witch’s hats as markers for students to dodge and weave around).

Cool Down: A Cosmic Yoga Adventure for Kids: Cracker the Dragon of Wonder http://www.youtube.com/watch?v=7NWzS2xziI4
MOVEMENT AND PHYSICAL ACTIVITY (50-60 minutes) Week 9
Warm Up: CAT AND MOUSE
EQUIPMENT:
• Not applicable
HOW TO PLAY:
This game is best played with a group of no more than eight children. Ask the children to form a circle holding hands. One child is chosen to be the mouse and stands in the centre of the circle to begin with. Another child is chosen to be the cat and starts outside the circle.
Children in the circle can lift their arms up to make a gap in the circle which the mouse or cat can get in or out. The aim of the game is for the cat to chase and catch the mouse.
Children in the circle may try to keep the mouse inside and then let the cat in so they can tag the mouse or they may let the mouse out and then encourage the mouse to come back in the circle. Be aware that not all children will want to have a turn at being cat or mouse.
Skill Development:
• Skills to gain and maintain control and possession
• Skills to create, use and defend space
• Skills to begin and restart play, and for transition play
Activity:
Rabbit, Hare, Fox
• Mark out a rectangular playing area.

• Select two students to be farmers.
• All the other students are rabbits and line up on the other side of the playing area.
• One farmer calls “rabbits!” and all students attempt to run across to the other side without being caught.
• Any rabbits caught become hares.
• Any hares caught become foxes.
• A farmer then calls “rabbits!”, who run as a group, then “hares!”, who run as a group then “foxes!”.
• Foxes that get caught become farmers and must wear a bib. The game continues until all of the class are farmers.
Warm Down: http://www.youtube.com/watch?v=TY8xx7c6_z0
Reflection: Did you use all the space/area when playing the game? Think of ways we can play the games safely? Name two things you liked about the game and name one wish .(What changes would you make?)
Health and Physical Education Metalanguage space, area, groups, bibs,changes, transitions, stationery, moving, goal post, swinging, arm movement, control , possession
Reflection
Assessment
Opportunities

Week 1
Cross Curricular Priorities
2
General Capabilities
Engage ⇒
3 4 5 6 7 8
Explore ⇒ Explain ⇒ Elaborate ⇒
Evaluate
PERSONAL, SOCIAL AND COMMUNITY HEALTH (30-40 minutes)
● Pose inquiry question:
● Conduct a survey of students on their suggestions for a healthy lunch box.
● Provide 3 small post-it notes (or small squares of paper) to each student.
● Instruct students to interview a partner on their 3 top suggestions for a healthy lunch box. Choose from: chocolate bar, sandwich, wrap, potato chips, fruit/vegetables, yoghurt, sushi, lollies, muffin, sausage roll (or similar).
● Students draw their partner’s choice of healthy foods onto post-it notes (1 food/post-it).
● Use images to create a class picture graph of food preferences for lunches.
● Add title to graph: “Favourite lunch box foods in Year One”. Write in numbers and food names for the X- and Y-axis.
● Allow students to interpret the graph through questioning: What is the most/least popular food? How many students chose fruit/vegetables for their lunch box? How many students included ... in their lunch box? Which food was chosen by … (a number) of people? How many healthy foods were selected altogether? How many unhealthy food choices were selected
altogether? What is the difference between healthy and unhealthy food choices?
● Teacher use modelled writing to record their observations and describe the data in simple sentences.
9
10
Resources
Teacher Resources
● post-it notes
● poster/avail- able window to create graph
Student Resources

● As a whole class, reflect on the choices made for the healthy lunch box suggestions and compare these suggestions with their typical lunch box contents.
● Students listen to the lunchbox song: http://www.healthykids.nsw.gov.au/downloads/file/campaignsprograms/8.Mylunchbox.mp3
● complete any assessment speaking presentations
MOVEMENT AND PHYSICAL ACTIVITY (50-60 minutes)
Warm Up: Pass the Hoop
• Divide the class into small groups.
• Each group forms a circle and students join hands.
• A hoop is hung on the link between two of the students.
• On “Go!” the team has to pass the hoop around the circle without letting go of each others hands.
Skill Development:
Activity: Secret Squirrels
• Students stand in a circle.
• One student (the detective) must close their eyes or turn so they are facing away from the group.
• Give the tennis ball to one student in the circle.
They are to hide it from the detective.
• When the detective returns to the centre of the circle the students are to secretly pass the ball around the circle.
• The detective has to try to guess which student has the ball.
• When the detective guesses correctly, the student caught with the ball becomes the detective.

Cool Down: http://www.youtube.com/watch?v=RLOOOjGAM1s
Reflection: Personal Learning Questions: What did you learn today? What did you do well/poorly? What goals will I set for my learning?
Group learning Questions: How well did our group work together? What did you do to support your group? How did you feel when you had to share ideas with the group?
Health and Physical Education Metalanguage
Reflection
Assessment
Opportunities

Student/s
Different Ability Australian Curriculum
Content Descriptions being addressed
Learning and Teaching Strategies Assessment Strategies

Student Name:
Name of Task: HPE
Learning Area/HPE
Date Commenced:
Type of Task: Oral
Individual Task Conditions:
In Class
Opportunity to
Access:
Assessed by teacher
Books
Notes
Year Level: 1
Teacher:
Date Due:
Written
Pair
Homework
Other: outdoor rotation activity
Group Work
Other
Library

Task Very High High Sound Developing Support required

Assessment Task: Students will demonstrate their progress towards loco-motor skills by participating in a rotation. The student will demonstrate their progress towards the following loco-motor skills : walking, jumping, hopping and skipping. Students will also control objects such as bean bags and balls when demonstrating their movement skill.

Teacher Note:
Assessment tools:
The teacher allocates a point as indicated on the performance criteria sheet as well as the rubric.
Using the performance criteria listed for each skill observe each child performing each of the locomotor and control skill movements. Record the corresponding each learning cue and indicate with a check mark in the appropriate box.
ROTATION ACTIVITIES :
Station 1: Walking along the bench
Skill: Walking: a form of locomotion when the • Body is erect; eyes look ahead.
• Toes point ahead.
• Arms swing in opposition to feet.
Station 2: Hopscotch: Hopping on one foot and alternating feet , landing on two feet in the last hoop.
Station 3: Skipping
Skill: One skip/bounce over a wriggling rope (3 x)
Station 4: Throw, clap, catch-ball game
Skill: throw the ball up high, clap and call out your name and catch

Term 2 Locomotor skill and Control Skills Assessment Year 1 Name:____________________ Date:______________________
Very High
A
High
B
Sound
C
Developing
D
The children perform specialised loco-motor skills in moving different parts of their body when walking, hopping and skipping.
Walking : a form of locomotion when the •
Body is erect; eyes look ahead.
• Toes point ahead.
• Arms swing in opposition to feet.
Hopping :Balanced movement from the one foot to the same foot.
Skipping : A locomotor skill which combines a hop and a step (walk or run). The rhythm is uneven.
The children experiment and perform a controlled skill when throwing and catching a ball.
-Skill: throw the ball up high, clap and call out their name and catch
Comprehensively combines proficient specialized loco-motor movement skills to skillfully participate in walking, hopping and skipping games.
Comprehensively and skillfully participates and combines in a controlled movement activity using an object when throwing and catching a ball using both hands.
Thoroughly combines proficient specialized loco-motor movement skills to participate effectively in walking, hopping and skipping games
.
Thoroughly and skillfully participates and combines in a controlled movement activity using an object when throwing and catching a ball using both hands.
Competently combines basic specialized loco-motor movement skills to participate effectively in walking, hopping and skipping games.
Competently and skillfully participates and combines in a controlled movement activity using an object when throwing and catching a ball using both hands.
Sometimes combines basic specialized locomotor movement skills to participate effectively in walking, hopping and skipping games.
Sometimes skillfully participates and combines in a controlled movement skill using an object when throwing and catching a ball using both hands.
With Significant support required
E
Significant support is required to combine specialized loco-motor movement skills to participate effectively walking, hopping and skipping games.
Significant support is required to participate and combine in a controlled movement skill using an object when throwing and catching a ball using both hands.

using both hands.
Signed:
Date:

Year 1 Reflection Sheet Name:
How do you walk along a bench ?
Did you drop the bean bag?
What did you find challenging during the rotation today?
Were you able to jump over the wriggly rope today?