PART A

CREATIVE AND INNOVATIVE

WARM-UP GAMES FOR
PHYSICAL EDUCATION AND
SPORTS LESSONS
 Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game STUCK IN THE MUD Stage EARLY STAGE 1 (ES1)
Explanation
• One student is selected by the teacher as “IT”
• The student must then try to tip their classmates
• If a student is tipped then the student must stand still with their legs apart
• They can only be unstuck from their position if a free classmate crawls through their legs.
EXTENSION: Students could skip, run sideways, hop or walk quickly to vary pace of the game and to use
different gross motor skills .
Why is this game important for this stage?
1) STUCK IN THE MUD is a great game to introduce the concept of team playing to kindergarten students.
Kindergarten students probably have had little or no contact with team sports so this warm up is a fast paced
easy exercise to implement a sense of team.
2) STUCK IN THE MUD is simple and easy to grasp
3) STUCK IN THE MUD stretches the body in a variety of ways

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

1) MOVING (MOES1.4): Demonstrates a general awareness of how basic movement skills apply in play and
other introductory movement experiences. HOW - The motion of running, crawling and stopping all
demonstrate a general awareness of how basic movement skills apply to play and other introductory movement
experiences.
2) INTERACTIVE (INES1.3): Relates well to others in work and play situations. HOW - Students must work
together to unstuck each other from the mud they therefore need to relate to each other to achieve this goal
3) DECISION MAKING (DMES1.2): Identifies some options available when making simple decisions. HOW - Any
one student must decide to unstick a fellow classmate they need to do this quickly in order to maintain the
momentum of the game.
Equipment and Teaching cues
EQUIPMENT: 4 marking cones.
Teacher needs to nominate first “IT”
At 2-minute intervals the teacher blows the whistle the last person to be tipped is “IT”.
At these 2minute intervals a movement modification is implemented chosen by the student that has just been
made “IT”. .
Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game BODY BUSINESS Stage EARLY STAGE 1 (ES1

Explanation
• Students are put into pairs
• They then must face front to front upon the teachers instructions.
• After completing 5 different instructions the students must quickly find a new partner and resume the position they
left.

Instructions are: Back to back, knee to knee, hand to hand, elbow to elbow, side to side, foot to foot, shoulder to shoulder
and then a mixture of those instructions, finger to toe, knee to elbow, back to front etc

Why is this game important for this stage?

1) Give the students an opportunity to use practiced and controlled body movements
2) The structure of the game (5 instructions and then re-partnering) allows students experience body sequencing
through simple movement
3) Reiterates the identification of body parts, their names and where they are on the body and how they could be
different or the same as their classmates.

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

1) DECISION MAKING (DMES1.2): Identifies some options available when making simple decisions. HOW - Students
quickly decide whom their next partner is when instructed.
2) INTERACTING (INES1.3) :): Relates well to others in work and play situations. HOW - Students interact in close
proximity to each other (touching body parts) building their ability to relate to their classmate in a fun and playful way.
3) MOVING (MOES1.4): Demonstrates a general awareness of how basic movement skills apply in play and other
introductory movement experiences. HOW - Body Business allows students to gain a basic general awareness of
movement in an interesting way (body parts touching) They can play with body dynamics, levels and stretching and
balancing.
4) PROBLEM SOLVING (PSES1.5): Seek help as needed when faced with simple problems. HOW- Children must seek
answers to some simple problems in BODY BUSINESS. Firstly they must successful find a partner each time they are
instructed and together the partners need to problem solve how they will successfully navigate the next instruction.
Equipment and Teaching cues
EQUIPMENT: 4 marking cones, whistle
TEACHING CUES: teacher relays body instructions; ask students to think of creative ways to stretch their bodies, blows a
whistle when the students need to change partners.

Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game ATOM TAG Stage STAGE 1 (S1)

Explanation
• One person starts off as it.
• When they tag someone they join hands with that person and continue to get people.
• When there is an even amount in the group they must split into groups of 2 and continue to tag.
• However the smaller groups can regroup to bigger groups if there is an odd number in the group eg (a group of 2
can group with a group of 3)
• Groups must keep going until everyone is tipped.
Why is this game important for this stage?

1) ATOM TAG uses physical education as a way to reinforce numeracy and the concept of odd and even numbers.
2) ATOM TAG makes students experience and practice spatial awareness whilst using locomotor skills.
3) ATOM TAG highlight’s the positive affects of physical activity and the benefit s of participation in a fun and
social environment,

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

1) DECISION MAKING (DMS1.2) Recalls past experiences in making decisions. HOW – ATOM TAG allows students to predict
consequences of options in order to make a decision. Students must decide how to navigate a playing field full of people
trying to tip them and the consequences if they are tipped.
2) INTERACTING (INS1.3) Develops positive relationships with peers and other people HOW- ATOM TAG allows students to
display cooperation in group activities. The taggers must successfully work together in order to tip their classmates.
3) PROBLEM SOLVING (PSS1.4) Draws on past experiences to solve familiar problems. HOW - ATOM TAG allows students
to suggest solutions to problems, as they need to work Atom’s need to work as a team to tag opponents whilst remaining
attached to each other. They then can begin to map strategies that work through reputation.

Equipment and Teaching cues

EQUIPMENT: Marking Cones

TEAHCING CUES: Use several students as an example to depict odd and even numbers so players have a clear
understanding of concept.

Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game RED MAN – GREEN MAN Stage: STAGE 1 (S1)
Explanation
• One person is RED MAN. The rest of the class need to touch him/her.
• Students line up approx 20 metres away from RED MEN
• RED MAN faces away from the students and when he/she shouts GREEN MAN they students must move
forward as fast as they can.
• At any point RED MAN can shout “RED MAN” and students must freeze on the spot.
 • If they are caught moving they must return to the starting point and start again
• The game keeps progressing until RED MAN is touched. The student who is first to touch RED MAN takes
his/her place.
Extension: Add orange light – students must slow down and move slowly.

Why is this game important for this stage?

1) RED MAN – GREEN MAN allows students to demonstrate a proficiency in fundamental movement skills
2) RED MAN – GREEN MAN lets students to participate in physical activity to gain enjoyment
3) RED MAN – GREEN MAN permits students to learn the fundamentals of basic road safety in a non-threatening
environment
What are the PDHPE skills involved in this game? How?

1) DECISION MAKING (DMS1.2) Recalls past experiences in making decisions. HOW – RED MAN - GREEN MAN lets students
predict consequences of options to make decisions through the nature of the game. If they are too gregarious they may
be unable to stop and get caught or if they are too cautious they may never tip RED MAN.
2) INTERACTING (INS1.3) Develops positive relationships with peers and other people. HOW - RED MAN – GREEN MAN
enables students to listen and respond to others. This can be seen when RED MAN shouts out instructions and students
must instantly respond to progress the game.
3) PROBLEM SOLVING (PSS1.2) Draws on past experiences to solve familiar problems. HOW – By using RED MAN – GREEN
MAN as a method of teaching road safety children will gain an understanding of following basic safety procedures

Equipment and Teaching cues

EQUIPMENT: 4 Marking cones, whistle
TEACHING CUES: Stop action at different points to vary movement and pace, group reflection on RED MAN – GREEN MAN
and how it relates to stop and go in relation traffic safety

Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game BOULDER BLITZ Stage STAGE 2 (S2)

Explanation
• Line up 10 cones at either end of a room.
• Place a tennis ball on each cone
• Students are divided into 2 teams and stand on a line set up in the middle of the room
• The aim of the game is for each respective team members to roll their ball along the ground to knock the ball of
the cone.
• The team who achieves this first wins
EXTENSION – Students can experiment with different throwing methods. A variety of balls could rotated through teams to
allow students to familiarise themselves with different sports balls.
REFER to APPENDIX 1

Why is this game important for this stage?

1) Students will be given the chance to demonstrate proficiency in fundamental movement i.e. over arm throw
2) Boulder Blitz enables students to practice movement sequences with consistency and control.
3) The game will allow students to demonstrate co-operation in a team through physical activity.

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

1) DECISION MAKING (DMS2.2) Makes decisions as an individual and as a group member HOW- Blitz ball has the
potential to help students to consider individual strengths and weaknesses when allocating group roles. Teams
must look at their strengths and weaknesses in their ability to knock all the balls of the cones.
2) INTERACTING (INS2.3) makes positive contributions in-group activities. HOW- BOULDER BLITZ allows students to
build tolerance in relation to individual differences by accepting and working with everyone’s ability to knock their
balls of the cones.
3) MOVING (MOS2.4) Displays a focus on quality of movement in applying movement skills in a variety of familiar and
new situations. HOW BOULDER BLITZ allows students to gain focus and proficiency in overarm throwing

Equipment and Teaching cues

EQUIPMENT: 20 tennis balls, 20 marker cones (10 of each color), 20 small soft balls or as many ball varieties that you
have available for extension.

TEACHING CUES: Relay rules. Ask students about what throws they think would be the most successful in taking out the
target balls. Get them to try each suggestion.
 Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game BODY WORDS Stage STAGE 2 (S2)

Explanation
• Students are put into groups of 4 to 5
• Each group picks a food from the food pyramid in a lucky dip.
• Using their bodies they spell the word.
• After practicing their sequence of movement they show the rest of the class which have to guess the
word
• The game continues until all the words have been selected from the lucky dip.
• When the word is shown students must indicate where the food sits in the pyramid – head for top, tummy
for middle, feet for bottom

Why is this game important for this stage?

1) Students get the chance to practice movement sequences
2) Students will get the opportunity to demonstrate non-locomotor skills through balance.
3) They will gain awareness about the food pyramid and nutrition as well as incorporating basic literacy skills into
physical education

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

1) DECISION MAKING (DMS2.2) Makes decisions as an individual or group member. HOW BODY WORDS forces students to
make decisions about using their body to depict a clear message the indicator would be to see students achieve a group
consensus on the their given goal.
2) INTERACTING (INS2.3) Makes positive contributions in-group activities. HOW – Team work is paramount in the success
of BODY WORDS the indicator would be students helping each other to achieve a coherent word sequence.
3) PROBLEM SOLVING (PSS2.5) Uses a range of problem solving strategies. HOW – BODY TALK allows students to
strategise the best ways to manipulate their bodies on varied levels and tempos to perform a simple movement sequence

Equipment and Teaching cues

EQUIPMENT - Bucket, Food Pyramid words on pieces of paper.

TEACHING CUES – Explain rules. Teacher asks students where the identified food sits in the pyramid.
 Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game MUSICAL STAUTES Stage STAGE 3 (S.3)

Explanation
• Students move around the room weaving amongst each other
• Teacher asks students to use a variety of locomotor movement
• When the music stops students must freeze in a pose.
• Action resumes when music starts playing
• Ask students to freeze in a pose that depicts an emotion that they have felt or seen i.e. happy, sad,
frightened, worried, joyful

EXTENSION: Students get into small groups and devise a small dance sequence whilst incorporating each
person’s favourite statue.

Why is this game important for this stage?

1) MUSICAL STATUES students to practice adapting and varying movement through dance.
2) MUSICAL STATUES allows students to demonstrate proficiency in their fundamental movement skills through a
different physical movement context (dance).
3) MUSICAL STATUES allows students to physicalise emotional changes they may experience or have seen others
experience.

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

1) MOVING (MOS3.4) Refines and applies movement skills creatively to a variety of challenging situations HOW- MUSICAL
STATUES allows students to creatively apply movement skills in a creatively, through dance. This would be indicated
when they combine the known movement of their statues to create a dance within a small group.
2) COMMUNICATING (COS3.1) Communicates confidently in a variety of situations HOW- MUSICAL STUDENTS facilitates
students use movement (dance) to communicate an idea or story.
3) INTERACTING (INS3.3) Acts in ways that enhance the contribution of self and others in a range of cooperative
situations. HOW –The extension in MUSICAL STATUES allows students collaborate together to devise a small performance.
Equipment and Teaching cues
EQUIPMENT: CD Player, music

TEACHING CUES: Ask students to be aware of their body and it’s proximity to others. Ask them to think about levels when
freezing in position. Suggest emotions the students may not have thought of.

Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game GET DOWN Stage STAGE 3 (S3)

Explanation
• Students get into pairs
• They start throwing the tennis ball to each other.
• If one person drops the ball they have to go down on one knee. If the ball continues to be dropped the student goes
down on their 2nd knee, elbows etc
• After 2 minutes the whistle blows and students move down their respective lines to change partners.

EXTENSION: Use a variety of throwing apparatus (bean bags, Frisbee, variety of balls). Ask students to explore different
throwing techniques. Vary the space between students
Why is this game important for this stage?

1) GET DOWN enables students to demonstrate proficiency in fundamental movement.

2) Students can apply movement skills (ball skills) with increased confidence and precision.
3) GET DOWN allows students to explore elements of movement with control and co-ordination within various contexts.
.

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

1) DECISION MAKING (DMS3.2) Makes informed decisions and accepts responsibility for consequences. HOW GET
DOWN permits students to think about ways to modify procedures (throwing and catching a ball on various levels)
to maximise participation with their partner.
2) MOVING (MOS3.4) Refines and applies movement skills creatively to a variety of challenging situations. HOW GET
DOWN allows students to adapt throwing action to cater for different types of equipment. They also get to explore
non-locomotor movement in a variety of levels.
3) PROBLEM SOLVING: Suggests, considers and selects appropriate alternatives when resolving problems. HOW if
students drop the ball and have to move to another level they have to select the most appropriate way to catch the
ball based on their current physical situation.
Equipment and Teaching cues
EQUIPMENT: Variety of throwing apparatus, whistle.

TEACHING CUE: Blow whistles very 2 minutes to rotate pairs. Ask students to use different throwing techniques. Question
students on why it might be handy to try and catch a ball from various levels – what games would incorporate this type of
movement.

PART B
CREATIVE AND INNOVATIVE
INVASION GAMES
 Part B - INVASION GAMES – PROFORMA – PDHPE (students are to use one part B proforma for each of the four invasion game, one page/game, 2 games S 2 + 2 games S 3

Name of the Invasion Game DUEL BALL SOCCER Stage STAGE 2 (S2)

Explanation
• Students are divided into teams, 5 people per team.
• Each game is given 2 soccer balls to use.
• The objective of the game is to keep possession of all the balls and to score as many goals as possible.
• Students can touch the ball with any part of their body except with their hands and arms.
• If an arm or hand touches the ball then the opposing team gets a free kick.
• Students must pass the ball if they have had possession for longer than 5 seconds to their respective team
members.
The role of the goalie also is rotated every 5 minutes or if the opposing team scores a goal.
Why is this game important for this stage?
1) DUEL BALL SOCCOR allows students to apply various movement skills and gain proficiency within a game i.e.
running, kicking, passing, dodging
2) They will have the opportunity to participate in physical activity to highlight and reiterate the importance of an
active lifestyle.
3) DUEL BALL SOCCER allows students to experience and display a level of cooperation and effort, which is integral
to the success of any team, game.
What are the PDHPE skills involved in this game? How?

1) INTERACTING (INS2.3) makes positive contributions in-group activities. HOW Students must collectively help each
other to achieve the objectives of the game, keep possession of the balls and score as many goals as possible.
2) MOVING (MOS2.4) Displays a focus on quality of movement in applying movement skills to a variety of familiar
and new situations. HOW DUEL BALL SOCCER allows students to gradually gain proficiency in kicking and striking
in various circumstances.
3) PROBLEM SOLVING (PS2.5) uses a range of problem solving strategies. HOW DUEL BALL SOCCER facilitates
students to perform simple movement sequences within a limited field space. They also have limited time to
perform the sequence due to the time constraint of ball
Possession.
Equipment and Teaching cues
EQUIPMENT: 20 Cones for marking each respective playing field, 6 soccer balls, whistle

TEACHING CUES: Blow the whistle when the goalie needs to change. Express the importance of communication between
team members. Remind students to pass the ball evenly amongst their teams, give everyone a go. Ask students to
suggest and show the most effective way to kick a ball and shoot a goal.

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

Name of the Invasion Game SPIDERS AND FLIES Stage STAGE 2(S2)

Explanation
• Student are put into groups of 7, 5 of the students are flies and 2 are spiders.
• Each of the flies is allocated a basketball each. The spiders do not get a ball.
• The objective of the game is for the flies to dribble their ball around the court without getting caught by the
spiders.
• If a spider gains possession of the ball then the fly becomes a spider.
• The game is run on half a conventional basketball court.

EXTENSION: Lessen the amount of balls; students can throw the ball as well as dribbling it.
Why is this game important for this stage?
1) SPIDERS AND FLIES allows students to further their ability in fundamental movement skills i.e. running, jumping,
dodging, and dribbling with a ball.
2) SPIDERS AND FLIES assists in the development and practice of a students manipulative skills i.e. bouncing a ball,
throwing
3) Students may begin to understand their strengths and limitations within a variety of situations, a fast paced team
game, hence they
May begin to identify what makes them unique.
What are the PDHPE skills involved in this game? How?
1) COMMUNICATING (COS2.1) Uses a variety of ways to communicate with and within a group. HOW Students can learn
through communicating within a game, SPIDERS AND FLIES, to complain, disagree or agree with the action in an
appropriate way.
2) DECISON MAKING (DMS2.2) Makes decisions as an individual and as a group member. HOW The fun nature of
SPIDERS AND FLIES allows students to explore reaching small goals in a fun environment.
3) INTERACTING (INS2.3) Makes positive contributions to group activities. HOW When students are playing against each
other they will see that each student has varying ability or skill (dribbling, dodging, running, gaining possession) being
exposed to these variables will highlight the need of acceptance and tolerance within a team sport.

Equipment and Teaching cues

EQUIPMENT: Marking cones, Basketballs (if basket balls are limited then a variety of different balls could be used i.e.
tennis balls, foot balls, soccer balls).

TEACHING CUES: demonstrate a basic dribble; ask students if they have any tips – strategies for dribbling. Get them to
think about looking for “space” within the group, discuss safe ways gain possession of the ball. Ask how this game
relates to basketball.

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

Name of the Invasion Game MINI NETBALL Stage STAGE 3 (S3)

Explanation
• Each team has 6 players.
• Half a court is used.
• One wing defence and wing attack is omitted. Students are allocated bibs to determine their role in the game.
• Students can hold the ball for a maximum of 6 seconds and must not travel if they have hold of the ball.
• Court positions are rotated every 3 minutes so students experience a variety of roles.
• Objective is to score the most goals
EXTENSION: Progress to a full court with a full team. Lessen the amount of time they can hold the ball for.
Why is this game important for this stage?
1) Students will have the opportunity to experience and demonstrate a sense of teamwork, tactics and strategy.

2) Netball enables students to demonstrate proficiency in fundamental movement i.e. running, throwing, leaping,
jumping and dodging.

3) Netball allows students to participate in moderate to vigorous exercise whilst allowing them to practice precision and
gain confidence with their ball skills.

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

1) COMMUNICATION (COS3.1): Communicates confidently in a variety of situations. HOW: Mini Netball helps students
to use their negotiation skills in a group activity. They need to negotiate with space, ball skills, their opposition
and their fellow teammates.
2) INTERACTING (INS3.3) Acts in ways that enhance the contribution of self and others in a range of cooperative
situations. HOW Mini Netball is an ideal game to encourage students to begin to demonstrate actions that support
the rights and feelings of others in a team environment. The game will help develop the concept of fair play.
3) MOVING (MOS3.4) Refines and applies movement skills creatively to a variety of challenging situations. HOW the
locomotor and non-locomotor skills employed in mini Netball allow students to vary movement i.e. dodging,
defensive marking, side stepping, stopping in a high
Paced and challenging environment.
Equipment and Teaching cues
EQUIPMENT: 3 Netballs, Netball courts, 12 marking cones, Netball bibs

TEACHING CUES: Blow whistles every 3 minutes to rotate positions. Encourage students to communicate (vocalise, wave
arms act) with each other on the court. Brainstorm the best ways to defend and regain possession of the ball.

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

Name of the Invasion Game DINGOE’S & RABBITS Stage STAGE 3 (S3)

Explanation
• The class is divided into 2 teams (blue DINGOE’S and red RABBITS)
• Each team member is allocated a tag to put into their shorts colours correspond with team names.
• Two hoops are at the end on a marked out square with 5 footballs in each
• The objective is for the respective teams to invade the each other’s territory to retrieve the balls.
• If either team gets a tag it is placed in the middle of the field and the person tagged must remain frozen until a
team member retrieves the tag and gives it back to them. The winning team has the most balls.
EXTENTSION: lessen the amount of balls to make it harder to retrieve and forces teams to think more strategically. Limit
they time they can hold the ball for. Stipulate how the ball can be thrown (over head, under arm, to the side) REFER
APPENDIX 2

Why is this game important for this stage?

1) Students gain a deeper understanding of tactics, controlled movement and strategy development all key learning
objectives for stage 3.
2) The game instigates locomotor and non-locomotor movement in a multi facetted level.
3) Children can aim to build self -esteem through team participation leading to a feeling of a sense of belonging.
What are the PDHPE skills involved in this game? How?
1) COMMUNICATION (COS3.3): Communicates confidently in a variety of situations. HOW The variety of elements in this
game (retrieval of balls, tagging opponents and freeing team mates) means that teams must communicate an idea
vocally or through movement to progress the game.
2) DECISION MAKING (DMS3.2): Makes informed decisions and accepts responsibility for the consequence. HOW
Students must apply decision-making skills in fasted paced environment to progress the game and to keep their
teammates free and to collect as many balls as they can.
3) INTERACTING (INS3.3): Teams must interact against each other (tagging each other) Teams must interact together
(freeing team members, retrieval of tags and balls) all these facets help to enhance the contribution of self and others in
Dingoes and Rabbits.
MOVING (MOS3.4): Team members must adapt quickly with movement locomotor/non locomotor movement (looking for
space, to invade team members space, freezing when tagged, dodging, Ball skills) all allowing children to refine their
motor skills in a variety of situations
Equipment and Teaching cues

EQUIPMENT: 4 cones to mark field, tags (blue and red) 2 hoops, 10 footballs
CUES: Teacher explains the rules to students, allocates the groups. Remind students to communicate with team
members if they are frozen, ask students why they should look for space on the field, ask them to apply the basic
throwing rules of football i.e. no forward passes etc
 PART C
PDH(THEORY)LESSONS
 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: How to cross a road (2/5) STAGE: Early Stage 1- KINDERGARTEN

Related lesson outcomes (PDHPE & other KLAs):
V4 – Increasingly accepts responsibility for personal and community health.
SLES1.13 – Demonstrates an emerging awareness of concepts of safe and unsafe living.
INES1.3 – Relates well to others in work and play situations.
DMES1.2 – Identifies some options available when making simple decisions
TES1.1 – Communicates with peers and known adults in informal situations and structured activities dealing briefly with familiar
topics.
Part & Timing Content (WHAT) Teaching & learning strategies (HOW) Resources
Introduction .
Review Road rules with children • Students and teacher sing the Stop, Look, STOP, LOOK,
10 minutes STOP, LOOK, LISTEN Listen song with appropriate actions devised in LISTEN SONG
lesson 1/5 (6 minutes) REFER APPENDIX 3
• Teacher prepares students for outside
activity – explains what they will be doing and
making sure they have their hats and water.
(4minutes)
Body Learn the road rules when • Student’s get into 2 straight lines and go
crossing the road and practice outside to pretend zebra crossings. (5 Chalk, Pavement
30 minutes the rules. minutes)
• Students are placed in pairs to practice
crossing the road. (20 minutes)
• Teacher will discuss the importance of being
focussed and observant in their surrounding
environment.
• Ask students what they need to look for when
crossing the road? Do they need to hold
hands?, Should they cross with an adult?
• Return to classroom. (5 minutes)
Conclusion • Using heads and tales exercise ask students a
Cementing road rules. series of questions relating STOP, LOOK,
LISTEN, WAIT.

HOMEWORK: Ask students to watch their own

families when they cross the road and identify if
they are doing it correctly. Ask them to correct the
person with the correct rules and report back.

Lesson Evaluation
Lesson Evaluation
• Did students contribute to group discussion?
• Did students understand the basic rules?
• Did they confidently apply the rules during road crossing practice?
• Will students be able to complete home exercise, identify the correct road procedure and correct any mistakes?
Was there a smooth transition between inside and outside work?
 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: Identify the food groups 2/5 STAGE: STAGE 1 Year 2

Related lesson outcomes (PDHPE & other KLAs):
V3 enjoys a sense of belonging >Values the need to work cooperatively
ICS1.2 Creates a range of information products and communicates using a variety of media.
COS1.1 communicates appropriately in a variety of ways
INS1.3 Develops positive relationships with peers and other people
VAS 1.2 Uses the forms to make artwork according to varying requirements
PHS1.12 Recognises that positive health choices can promote wellbeing.

Part & Timing Content (WHAT) Teaching & learning strategies (HOW) Resources
Introduction Revise and further student’s • Using SMART board access
knowledge about food groups and http://pbskids.org/sid/mixitup.html (1minute) SMART board
10 minutes healthy eating. • Students help the character construct a meal
Using foods from all 5food groups. (9minutes)

Body Large blank food

Construct our own food pyramid. • Class is split into 5 groups. (2 minutes) Pyramid
• Each group is assigned a food group.
(1minute) Magazines,
• Their objective is to find as many images as newspapers,
30 minutes
they can via magazines, the computer, computer/printer,
indepenant drawing etc that represent their glue, scissors,
food group. (20 minutes) textas, crayons and
• Students must compile and glue their pictures pencils, paper for
to the blank food pyramid. (7minutes) drawing.
Conclusion
What do we eat? • Group discussion food, Key points: Food Pyramid.
5 minutes differentiating between “regular food” and Key Questions
“sometimes food” with reference to the food
pyramid we have made. (4 minutes)

Preparation for next lesson (HOMEWORK): Students

report on what they had for dinner and how many
food groups were present. (1minute)

Lesson Evaluation
Did the students contribute equally their groups?
Did they have a clear understanding of what foods were in their food group?
Did the students differentiate between regular food and sometimes food in-group discussion?
Did any students have difficulty cutting or gluing?
 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 (What me and others unique) 1/5 STAGE: Stage 2 Year 4
Related lesson outcomes (PDHPE & other KLAs):
V2 Respects the right of others to hold different values and attitudes from their own>appreciates the similarities and
differences between themselves and others.
COS2.1 Uses a variety of ways to communicate with and within groups.
DMS2.2 Makes decisions as an individual and a group member.
INS2.3 Makes positive contributions in-group activities.
TS2.2 Interacts effectively in groups and pairs adopting a range of roles, uses a variety of media, and uses a various listening
strategies for different situations.
WS2.10 produces texts clearly, effectively and accurately, using sentence structure, grammatical features and punctuation
conventions of the text type.

Part & Timing Content (WHAT) Teaching & learning strategies (HOW) Resources
Introduction • Brainstorm a definition of unique. Write
Define unique, What makes an answers on a sheet of paper along with 2 sheets colourful
10 minutes individual unique or the same. agreed definition. (5minutes) paper, Thick texta
• Brainstorm and list what could make someone
the same or different to each other, List
answers on another piece of paper? (5minutes)
Body • Teacher introduces activity: Students
pretend that they are news reporters and Family and Culture
Students explore what makes interview a class member. They are then Questions, Colourful
them unique or the same as their required to write a short article on their paper to hang up in
fellow classmates in relation to answers. (3minutes) the class, texta
their family and culture. • Students are allocated 4 questions based
30 minutes
around, “family and culture” for the
interview activity as a group. (5minutes)
• Students are placed in pairs.
• Students interview a class member and
write their answers the 4 questions (22
minutes)
• Teacher rotates regularly throughout the
class answering questions and making sure
students remain on task.
Conclusion
• Students are shown an example of a basic Newspaper article.
Prepare students for article and newspaper article.
5minutes the wiki. • Ask students to keep in mind of creative
ways that the article could be displayed on
their classroom wiki. (5 minutes)

Lesson Evaluation
Will students develop the concept of uniqueness?
Will students understand the concept of being a news reporter?
Will there be enough time for students to interview and write answers?
Will students remain on task within their group?
 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: Interpersonal relationships (Peer pressure) 5/5 STAGE: Stage 3 Year 6

Related lesson outcomes (PDHPE & other KLAs):
V1 refers to a sense of their own worth and dignity.
DS3.1 Displays and interprets data in graphs with scales of many to one correspondence.
TS3.2 Interacts productively and with autonomy in pairs and groups of various sizes and composition uses effective oral
presentation skills and strategies and listens attentively.
COS3.1 Communicates confidently in a variety of situations.
DMS3.2 Makes informed decisions and accepts responsibility for consequences.
PSS3.5 Suggests considers and selects appropriate alternatives when resolving problems.
IRS3.11 Describes roles and responsibilities in developing and maintaining positive relationships

Part & Timing Content (WHAT) Teaching & learning strategies (HOW) Resources
Introduction • Students and teacher break down figures of
Children identify what issues their peer pressure survey that was Completed surveys,
10 minutes challenge them most with peer completed last lesson. (2 minutes) SMART board,
pressure. • Using the SMART board compile figures into a
pie graph to see what issues children felt
were most difficult to say no too. (6minutes)
• Teacher and students briefly discuss findings
(2 minutes)
Body • Students are placed into groups of 4 (1
minute) 6 X Peer Pressure
Practice skills to overcome • Using the peer pressure themes in the survey scenarios.
negative peer influence. i.e.: (stealing, skipping school, disrespecting
teachers, bullying, saying no to drugs and
30 minutes
alcohol, saying no about smoking) students are
allocated a scenario 1(minute)
• Each group must act out their scenario, using
elements of Forum theatre, the student’s
stops the action and the class decides the
best way to deal with the scenario. The
action is then replayed based on the class
decision. (28 minutes)
• During the scenario pieces teacher helps to
guide students i.e. how could you best
prepare yourself in this situation? What would
be the most effective way to say no? How
would you feel in this situation? What would
the consequences be if you said yes to this
situation?

Conclusion
Student reflection on overcoming • Students will start a peer pressure journal
5 minutes negative peer influence. asked to briefly write a time when they over
came negative peer influence. (5 minutes)

Lesson Evaluation
Did the students collate pie graph information successfully?
Was there enough time to complete all scenarios role-plays?
Did the students successfully engage in the role-play?
Did they consistently display skills/suggestions that would help them overcome negative peer influence?
 APPENDIX

APPENDIX 1: BOULDER BLITZ

O O

O O

O O

O O

O O

O O

O O

O O

O O

O O

CODE:

O = Witches hats with balls on top (please note any balls can be utilized)
| = Depicts where the students stand
APPENDIX 2: DINGOES and RABBITS

O O

O O
CODE:

= Hoops with footballs

O = marking cones

= Students
APPENDIX 3: Lesson Plan- How to cross the road – Early Stage 1

Stop, Look, Listen! By Mary Flynn

D A7 D

Stop, Look and Listen before you cross the street.

D A7 D

First you use your eyes and ears and then you use your feet.

D A7 D

The red light always says to "STOP", the green tells you to "GO"!

D A7 D

The yellow light means "CAREFUL" ~ important things to know!

APPENDIX 4 Lesson Plan – Personal Identity – Stage 2

Feature article Exercise

Pick the topic (Family and Culture)

Research it (interviewing class member)

Write the piece:

Teaching prompts

Introduce the topic:

Write about the most interesting fact:

What are some of the facts?

What was the message or lesson learned?

 REFERENCES

• Cosgrove, T. Teaching Ideas, Rolling Rocks. 11April2011. Retrieved from,

http://www.teachingideas.co.uk/pe/rollingrocks.htm

• Flynn. M. Songs For Teaching using music to promote learning. 11April2011. Retrieved
from: http://www.songsforteaching.com/maryflynn/stoplooklisten.htm

• Jeananda.C.Enchanted Learning.com.11April2011.Retrieved from

http://www.enchantedlearning.com/newspaper/

• Kids First Soccer (Ideas for Soccer Practice). 11April2011. Retrieved from,
http://www.kidsfirstsoccer.com/ldupgame.htm

• NSW Department of Education and Training. Dance UN COGS: Living Land. 11April2011. Retrieved from
http://www.curriculumsupport.education.nsw.gov.au/primary/creativearts/dance/s3/cogsliving.htm#ses
sion1

• NSW Department of Education and Training. Rethinking the teaching of games and sports.11April2011.
Retrieved from,
http://www.curriculumsupport.education.nsw.gov.au/secondary/pdhpe/assets/pdf/inv4.pdf

• Physical Education Resources (invasion games). 11April2011.Retrieved from,

http://physicaleducationresources.com/invasiongamesprimaryphysicaleducation.aspx