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

s, one page for each one)

Name of the Game: Monsters at training

Stage: Early Stage 1

Explanation Scary feet: running on the spot. Bed scare: going on your tip toes and bending over and growling. Monster walk: walk and skip. Monster run: taking large strides and waving your arms around while growling. Kids awake: lie/crouch down on the floor. - Children start by walking in a circle, clockwise around the classroom or open space. - The teacher places the actions on a card and in a hat, withdraws a card and reads out the action that the children are to perform. - The teacher blows the whistle for the children to return to walking in a circle and places the card back in a hat and withdraws another one. - This is repeated until 15 minutes is up. Why is this game important for this stage? - This game is suitable for younger children as it allows them to learn basic movements without the risk of injury. - The game is easy to set up and it allows all students to participate all at once. - This game allows children to warm up and get their heart pumping, especially in the morning when they are still sleepy. - The game teaches children to follow instructions and to listen, to get them ready for class.

What are the PDHPE skills involved in this game? How? MOES 1.4 Demonstrates a general awareness of how basic movement skills apply in play and other introductory experiences. - Students are introduced to basic movements such as jumping, running and skipping. Standing on their tip toes also develops their ability to balance. INES 1.3 Relates well to others in work and play situations. Students learn how to interact with others while performing the assigned task. They also learn to share the classroom/ open space and respect each other's personal space. COES 1.1 Expresses feelings, needs and want in appropriate ways. Students learn to listen to the teacher's instructions as well as integrate them with the rules that are already applied. Equipment and Teaching cues - Cards with the name of the action on it (have this prepared before the lesson) - a hat - an open space - whistle

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

Name of the Game: we're going to the zoo

Stage: Stage 1

Explanation - Students find a space where they are arms length away from the person next to them. - Once the bell is rung, the teacher will play a disc comprised of an animal sounds and rhythmic music. - Students will then dance and act as the animal that they hear (ask them to make the noises as well) - Students are to use their imagination and dance as they please.

Why is this game important for this stage? - This game allows students to dance and move around the classroom in a safe manner - Students are encouraged to use their imagination and creativity to express themselves in the form of a dance. - All students participate without fear of being wrong.

What are the PDHPE skills involved in this game? How? COS 1.1 Communicates appropriately in a variety of ways. Students learn to listen for the bell and to listen to the sounds of the animals that will come next. MOS 1.4 Demonstrates maturing performances of basic movement and compositional skills in a variety of predictable situations. Students learn to integrate movements that they already know with the movements of what animals do. INS 1.3 Develops positive relationships with peers and other people. Students can learn to dance from their friends and share new dance moves. DMS 1.2 Recalls past experiences in making decisions. Students dance in a way to imitate animals that they have seen before. Equipment and Teaching cues - Disc with animal sounds and music - Stereo player - Bell - large area to dance

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

Name of the Game: Chinese Charades- Don't compromise our position

Stage: Stage 2

Explanation - Adapted from Chinese whispers and Charades. - Children break up into even groups. - The first student receives a card indicating an object (a monkey, chair etc.) or action (running, skipping etc.) - The first child acts out the card, the second student then acts it out to the third, this continues until the end of the line, where the last student puts up his/her hand to guess the action/object. - The first team to complete the sequence and guesses the action wins. The last student moves up to be the first person and the game continues. Why is this game important for this stage? - Students are able to use their imagination and act out actions or objects in a competitive way. - Students are required to plan and work together cooperatively to ensure that the last person is able to guess the action/ object. - Students learn to watch and read non-verbal cues. Students also have to learn to communicate through body language, movements and facial expressions.

What are the PDHPE skills involved in this game? How? PSS2.5 Uses a range of problem-solving strategies. All students are to interpret the action/object and perform it without talking in a way that ensures other members to guess it. INS2.3 Makes positive contributions in group activities. Students in each team learn to work together cooperatively to achieve one goal; getting the message across to the end of the game without the use of speech. Students learn to help each other and to be patient while still being competitive. COS2.1 Uses a variety of ways to communicate with and within groups. Students have to communicate with members of their group in silence. Students learn to use non-verbal methods to communicate to fellow teammates, these include, facial expressions, body language and hand gestures to express themselves. Equipment and Teaching cues - Action and objects on cards. - An open space

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

Name of the Game: Zombie land

Stage: Stage 3

Explanation -The teacher will set up the field- preferably 10x10 meter square. -The teacher will throw a rubber ball up in the air, the first one to catch it will be the "infector", the infector then chooses 4 people to be zombies. - When the whistle is blown, zombies have 4 secs to tip someone otherwise they become paralysed until the infector touches them. - At the end of 15 mins, the last person standing can become the infector and the game can be played again. *Zombies can only move around by hopping on one leg. * The infector can only touch zombies after the initial 4 people. Why is this game important for this stage? -This game is suitable for stage 3 students because it allows them to build on their movement skills. For example; running, dodging zombies and balancing on one leg. - It allows children to improve their perceptual and improvisation skills by hopping and tagging other students at the same time. - Students are to plan how to win through the use of team work.

What are the PDHPE skills involved in this game? How? PSS3.5 Suggests, considers and selects appropriate alternatives when resolving problems. Students strategically plan on how to avoid the zombies while still follow the rules set by the teacher. DMS3.2 Makes informed decisions and accepts responsibility for consequences. All students are responsible for abiding by the rules. Students cannot run out of the given space. When they are touched by a zombie, students must become zombies. MOS3.4 Refines and applies movement skills creatively to a variety of changing situations. This game allows students to build on their movement skills, to move around by hopping and balancing oneself requires a lot of skill. Equipment and Teaching cues - A ball - A whistle - Markers to show the sidelines.

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

Name of the Invasion Game: Pass the grenade

Stage: Stage 2

Explanation - Students will be put into 2 teams and placed on either side of the net on a volleyball court. - Students are to hit/pass the ball 5 times before the ball can go over the net again (one student cannot touch the ball twice). If students fail to do this then the ball goes to the other team - The team with the most deliveries over the net wins Why is this game important for this stage? - Students are introduced to volleyball and it's rules in a simple and easy way. -The game allows students to improve their spatial awareness in a safe and controlled environment. - The game allows students to work cooperatively together What are the PDHPE skills involved in this game? How? MOS2.4 Displays a focus on quality of movement in applying movement skills to a variety of familiar and new situations. Students would have already been familiar with passing the ball, however hitting the ball according to volleyball rules are new and would be introduced to them. DMS3.2 Makes informed decisions and accepts responsibility for consequences. Students learn to contribute to a team, the responsibilities that he/she has as an individual and as a team. Students plan on how to pass a ball to members in their team so that 5 teammates can pass the ball and to contribute to the team when the ball is within their reach. PSS3.5 Suggests, considers and selects appropriate alternatives when resolving problems. Students learn how to pass to each other so that everyone in their team fulfils the rule of 5 passes. Students learn to throw in such a way to their own teammates and in a strategic way to the opposing team. Equipment and Teaching cues - A volleyball court - A volleyball - A net

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

Name of the Invasion Game: WW3

Stage: Stage 3

Explanation - Divide the class into 2 Teams, each team will have a flag and a jail. - The aim of the game is for a team to invade the other team's territory and capture their flag and bring it back to your territory. - Students are can arrest enemies by tagging them and sending them to their jail. To be released, you have to be tagged by one of your own teammates. - Balls are used as cannons and can be fired at the opposing team to send them to your jail. - At the end of 30mins, the team with both flags will win. Why is this game important for this stage? - This game allows students to use team work to develop a strategic plan to win. - Students develop their gross motor skills by moving in a way that will allow them to dodge balls and aim to hit other players. - Students learn to multitask; attacking and defending. What are the PDHPE skills involved in this game? How? PSS 3.5 Suggests, considers and selects appropriate alternatives when resolving problems. Students learn to act most appropriate in a situation. In the game, students have to decide whether they should protect their own flag or try to steal the other team's flag. DMS 3.2 Makes informed decisions and accepts responsibility for consequences. All players must make fast decisions to run, attack or defend to achieve their goals. Students all have a responsibility to protect their team flag, students can decide to sacrifice themselves to save the flag or to save themselves. MOS 3.4 Refines and applies movement skills creatively to a variety of challenging situations. Students must make adaptive and difficult movements to face tough situations. E.g.: throwing with accuracy, dodging enemy balls as well as running and jumping to protect the flag from getting hit. Equipment and Teaching cues - Large playing area - 2 flags - 5 rubber balls for each team - 2 bases

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

LESSON: Road Safety- Pedestrian Safety (1/3) STAGE: Early Stage 1, Kindergarten. Related lesson outcomes (PDHPE & other KLAs): V4 (Values) Increasingly accepts responsibility for personal and community health. DMES1.2 Identifies some options available when making simple decisions. SLES1.13 Demonstrates an emerging awareness of the concepts of safe and unsafe living. DAES1.7 Moves in response to various stimuli. GHES1.10 Performs basic movement patterns to show actions of the whole body. IRES1.11 Indentifies how individuals care for each other. Part & Timing Content (WHAT) Aim of this lesson: Students learn about the different vehicles that they may see on a busy road, identify safety hazards and learn about safe ways of crossing a road. Teaching & learning strategies (HOW) Orientation: The teacher stands next to the whiteboard in front of the class while students sit on the floor in front of the whiteboard. As a class, discuss the different methods of transportation that children may use or see others use to travel to school. As the children identifies these vehicles, add them to the whiteboard with the blue tack This activity will allow students to identify and name the different vehicles that they may encounter as well as identify whether they are hazardous. Resources Whiteboard Blue tack pictures of different vehicles

Introduction 10 mins

Body

30 mins

Learn the safe way of crossing the road. Holding an adults hand using the zebra crossing when to walk at a traffic light cross when the lollypop man/woman indicates it's safe enough STOP, LOOK, LISTEN and THINK method of crossing the road.

Show students an interactive and singing video that will help them remember the safe methods of crossing a road. - Always hold an adult's hand when crossing the road - Do not jay walk, use the zebra crossing or cross at the traffic lights when the green man comes on. - On school crossings, only cross when the lollypop man/woman indicate that it is safe to do so. -STOP, LOOK, LISTEN AND THINK method of crossing a road. Have all the students stand up and sing the STOP, LOOK, LISTEN AND THINK song while performing actions. -STOP: hold their hands in front of their body like a stop sign - LOOK: Look left and right for cars - LISTEN : cup ears to listen out for cars. -THINK: point to the head to indicate thinking about whether it's safe to cross. - March on the spot to indicate crossing the road when it's safe. Set up a painting area where students can choose the picture of a safe crossing picture. These pictures could be of the STOP, LOOK, LISTEN AND THINK method, the green man at the traffic light, stop signs, cars, bikes etc) when the painting has dried the teacher can stick them to part of a wall to create a collage of road safety.

smart board or Projector Computer or laptop with the video A stereo player A CD with rhythmic music or the STOP, LOOK LISTEN AND THINK song paint and paintbrushes stencils of road safety related pictures (lollypop man/woman, green light man at the traffic light etc.)

Conclusion

Students can re-enact the safety crossing method that they have just learnt.

5 mins

Role play a scenario of an early morning where children are being dropped off by their parents at a busy road. Set up the classroom wit an imaginary road. Divide the class up into different groups. The different groups are: - vehicles (students can decide whether they want to be a car, bus bicycle etc) -pedestrians (some can be parents and some can be children) -lollypop man/woman Whilst the children are role playing, as students to identify what safety method of road crossing have they used.

Large cleared space where children will not trip over chairs or hit tables.

Lesson Evaluation Did all the students understand the concept of STOP, LOOK, LISTEN AND THINK crossing method? What other methods could be used if they didn't understand? Were all the students participating in the group discussion? How could you encourage more discussion in the future? Will the same resources be available at all schools? What alternatives could be used? Was the lesson too long for children? How could you alter the lesson to ensure that students are engaged throughout the whole lesson? Did this lesson help students understand and remember the road safety rules? How could you assist the students who don't find it hard to remember all the different rules and methods? Probably a use a pamphlet?

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

LESSON: Nutrition- Eat well, Live well (2/4) STAGE: Stage 1, Year 2. Related lesson outcomes (PDHPE & other KLAs): V4 (Values) Increasingly accepts responsibility for personal and community health. COS1.1 Communicates appropriately in a variety of ways. DMS1.2 Recalls past experiences in making decisions. PHS1.12 Recognises that positive health choices can promote wellbeing. PSS1.5 Draws on the past experiences to solve familiar problems. Part & Timing Content (WHAT) Ain of this lesson: Allow students to identify the different food groups: the "healthy" and the "sometimes" food. Teaching & learning strategies (HOW) Introductory game: - hand out different types of food to each student (foods are of different food groups; fruits, grains, vegetables, protein and sometimes food) Arrange the groups at the front of the class, so that students can place the food into the groups. Allow students to discuss with their tablemates which food belongs to which group and have them come out to the front to place the food into the correct group. Ask students to stand at their favourite group of food then allow them to discuss the goodness of each food group. Collaborate the answers and create a mind map on the board Resources Use a variety of food- one piece of food for each student to allow full participation from each student . If getting fresh food is a problem (for example fish or meat) use the plastic food that kids use in play. whiteboard whiteboard markers

Introduction 10 mins

Body

Having a balanced diet- Identify the foods within the food pyramid and learn how to read it.

30 mins

Teacher is to have a large copy of the food pyramid on the smart board/ whiteboard without the food in it. Have a pile of the food on the side. Class discuss on which food would go into each group. The groups include: - Fruits & Vegetables - Wheats, Pastas and Bread - Meats and Fish - Sugars and Oils - Milks and Dairy Teacher explains what the groups mean and what is the daily requirement for each group; how many servings (what are servings) and why. Break the class up into different groups (table groups) give each group a large piece of butchers paper. Students are to cut out pictures of food from a magazine and paste them into the food pyramid that they have created and drawn. Show a lunchbox on the smart board. Ask students to identify the contents of the lunch box and what food group do they belong in. The lunchbox contains: - A chocolate bar - A packet of chips - A slice of pizza - A bottle of coke - A chocolate fudge brownie Ask students to replace the food in the lunch box with a healthy alternative. Students can come up to the smart board and drag and drop

Picture of the food pyramid without the foods in it. pictures of food to go into the food pyramid and blue tack Butchers paper scissors glue Magazines colour pencils

Conclusion

How to have a healthier lunch and healthy alternatives

5 mins

A smart board A pile of pictures of foods from different food groups.

the food into the lunch box.

Lesson Evaluation Were all students participating in the class discussion? How could you improve this in the future? Ask individual students? Did the lesson go as plan? Was the activities completed before the given time? How could you change this? What could you ask the students who completed early to do? Did all the students understand the concept of "healthy" food and "sometimes" food? How do I know this? Could we do some more theory? Did this lesson relate to the other previous lesson? How could we change this? How can we make it relate to the next lesson? Does students understand the food pyramid? What other alternatives could you use? The food plate?

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- Me and my mate are both different STAGE: Stage 2, Year 4. and alike (2/5) Related lesson outcomes (PDHPE & other KLAs): V1 refers to a sense of their own worth and dignity. V2 respects the right of others to hold different values and attitudes from their own. V3 enjoys sense of belonging. COS2.1 Uses a variety of ways to communicate with and within groups. DMS2,2 Makes decisions as an individual and as a group member. INS2.3 Makes positive contributions in group activities. PSS2.5 Uses a range of problem-solving strategies. IRS2.11 Describes how relationships with a range of people enhance wellbeing. GDS2.9 Describes life changes and associated feelings. Part & Timing Content (WHAT) Aim of this lesson: Students learn the differences between themselves and their friends or classmates. Students learn to appreciate the differences as a sense of individuality. Teaching & learning strategies (HOW) Students are to sit on the floor for discussion. Teacher asks students to identify the similarities of their classmates. Students should look at the differences in : - Gender - nationality - physical appearance - Hairstyles Students then talk to the person next to them and try to find at least three similarities in their lives, these can be the amount of siblings or the pets they have at home. Teacher explains the importance of being an individual and makes a mind map of the students Resources Whiteboard whiteboard marker area at the front where children can sit.

Introduction 10 mins

definition of what being an individual means, then writes up the technical definition.

Body

Positively expressing your individuality

30 mins

Direct students to the library or a computer lab where students are put into groups of two and asked to make a Profile of their partner. The Profile has to include the following A picture of themselves (this can be taken by teacher in class during the lesson as students work on their profiles or a picture that they have brought in) - Full Name - Nickname - Birthday - Brothers/sisters - Background/Nationality - Favourite Subject at School - Favourite Colour - Favourite Food - Favourite Sport - Favourite TV show - Favourite Teacher - What they want to be when they grow up - One interesting fact about themselves - Hobbies Once the students have completed the profile, they are to print it out and decorate it however they please- to show uniqueness and individuality. The teacher will collect the profiles and create a year book for the class.

Access to computers. One per group. Paper Printer Camera Scanner Colour pencils or crayons

Conclusion

When I grow op

5 mins

On the board, the teacher writes up a few questions, these include: - What do you want to do when you grow up? - With all the things that you are good at, what do you plan on doing to help the other people in your community?

whiteboard whiteboard markers Students workbooks pencils/ pens

Lesson Evaluation Were there enough resources at the school to allow all students to participate? If there is not enough computers, what alternatives could be used? Did all students have the technical education to use a computer? How would you prepare for this situation in the future? Did you have permission from parents to take photos of the students? How would have a picture without taking a photo? Did children find this task enjoyable? Was there enough time to do the task while accommodating for time to walk to the library/ computer lab and back?

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: Bullying- NO, GO, TELL (1/4) Related lesson outcomes (PDHPE & other KLAs):

STAGE: Stage 3, Year 6.

DMS 2.2: Makes decisions as an individual and as a group member. COS 2.1: Uses a variety of ways to communicate with and within groups. PSS 2.5: Uses a range of problem-solving strategies. RS 2.5: Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, info and events.

Part & Timing

Introduction 10 mins

Content (WHAT) Aim of this lesson: Educate children how to identify bullying at school and in other environments. Teach students different forms of bullying and that it is not okay.

Teaching & learning strategies (HOW) Teacher asks students to participate in classroom discussions to create a mind map of what bullying means. Teacher can suggests different types of bullying, whether it be physical (harassment and abuse), emotional (verbal, patronising and intimidation). Teacher sets up the overhead projector and shows students non-traumatic scenes of bullying in different forms: Physical (harassment, abuse, assault) and emotional (degrading, discrimination, verbal, intimidation). There will be a series of scenarios that are short 3-5 minutes long. At the end of the scenario students are to identify the bullying and discuss their opinions about it, whether it has happened to them or if they have seen it before. Students will then discuss within groups on how to deal with the situation whether they are a bystander or a victim. Who would they go to for help. Reinforcement of the "NO, GO, TELL"

Resources Whiteboard whiteboard markers

Body

Identify when bullying takes place and how. How to deal with bullying whether you're a bystander or a victim.

overhead projector. scenarios.

30 mins

policy

Conclusion

Recapping of forms of bullying are discussed.

5 mins

Teachers recap the different forms of bullying and may give numbers or websites of kids help line or the contact number and details of the school counsellors if they have been a victim of bullying but have not resolved it.

Lesson Evaluation As this is a sensitive issue, were the issues dealt with in a professional matter? Were the different types of bullying explained clearly for the students? Did all students understand the different type of bullying? Were the different methods of dealing with bullying explained? How would you improve on this?

APPENDIX