16288225vodisho - Pdhpe Lessons

Valentina Odisho PDHPE 13-4-2011
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 Zoo animals Stage Early Stage 1

Explanation:
The teacher will be calling out animal names randomly, and all the students have to imitate the animal movements and
sounds. All students will move at the same time being only one animal. For example if the teacher says birds, all the
students have to move them arms like the bird and make the bird sound of possible.
Why is this game important for this stage?
- Helps in locomotors skills (running, walking, hopping, galloping), as well as non-locomotors skills (turning,
stretching, bending, curling).
- It is also important to help them learn to listen and develop their senses (hearing, sound)
- For fun and entertainment
- To be active
What are the PDHPE skills involved in this game? How?
Communicating skills : Communication between teacher and students verbally, and also non-verbal communication, in
case if the student is unsure about the movement of the animal, the teachers will communicate through his/her physical
movement while imitating the chosen animal.
Moving skills: The students will experience locomotors and non-locomotors skills, which both involve moving, and they will
experience a variety of movements which benefits their physical development.
Interacting skills: Students will get to participate in a play that involves others; they interact with one another as a team
that is expected to do imitate one chosen animal.
Equipment and Teaching cues : Large space needed, choose different animals from different groups (Mammals, Birds,
Reptiles and Amphibians, Fish and Invertebrates)
Time limit : 10 minutes
1
Name of the Game Balloon Game Stage: Early Stage 1

Explanation
All the students will gather together in a circle, the teacher will throw a balloon up in the air, and the class will work
together in keeping the balloon in the air, and not allowing it to fall on the ground
- Helps in locomotors skills (running, walking, hopping, galloping), as well as non-locomotors skills (turning,
stretching, bending, curling).
- Team work and cooperation
- Spatial awareness (directions and pathways they have to choose
- To be active
Interacting skills: students get to interact with their peers because they are all playing as one team and having one aim
which is to keep the balloon in the air.
Decision making skills: They will have ways to keep the balloon off the ground, and when there’s more balloons they
have to find ways as a team, maybe split into groups of who will look after each balloon
Equipment and Teaching cues
Large space needed and different coloured balloons.
Allow 10 minutes for the game; throw more balloons every couple of seconds, but not more than 6.
2
Name of the Game Freezing game Stage : Stage 1

Explanation
Appropriate Music will be played, the whole class will be dancing and encouraged to do different movements (the teacher
may suggest movements and demonstrate them), then the teacher will say the word “freeze” everyone has to freeze
and not move, or make any sounds, if someone moves or makes a sound then he becomes the person who will make the
movement and everyone else has to follow, he/she will also say the word “freeze”
- It will improve their listening skills; they will learn to respond when necessary.
- Allow creativity as children will think of different movements to makes
- Helps in locomotors skills (running, walking, hopping,), as well as non-locomotors skills (turning, stretching,
bending, balancing).
- Participating in Physical interactions which helps them being active and have fun
- Leadership skills
Decision making skills: students get to choose the movement they would like to do when they become the leader
experience a variety of movements which benefits their physical development. For example running, stretching, bending,
jumping, dancing, rolling etc.
Interacting skills: Students are interacting with the class as they are all dancing and moving together and will also have to
freeze at the same time
Tape or CD player and variety of appropriate music needed.

Change the pace of the dancing to slow and fast motion
This game will run for 15 minutes
3
Name of the Game Get it first Stage: stage 1

Explanation
Two teams are needed for this game. There will be an item placed in the centre of the team but there will be an equal
gap between the teams . The teacher will allocate numbers randomly depending on the number of the students in each
team. So if there are 6 people in each team then the numbers will be from 1-6. When the teacher calls for example
number 3, then the number 3 from both teams will have to run quickly to the centre and try to grab the item without
being touched by the other person, if one person grabs the item, they have to quickly run back to their area, the person
from the other team can run after them, if they touch them then his/her team will get one point.
- They will learn to be active listeners

- For physical development
- They will learn to respond rapidly
- Requires thinking, when trying to grab the item, therefore they will depend on their own ideas
Problem solving skills: Students will suggest ways/solutions to get the item first and without being touched
Moving skills: students actively move, and run as fast as they could to reach their aims and run back to their team
Interacting skills: Students interact with each other, by supporting each other, giving ideas on how to grab the item, and
encouraging one another
Communicating: Students will get to communicate with one another, when giving support, sharing ideas, and tips when
aiming to get the item

The item could be anything available (ball, book, pen etc) and a large area to play
Give only 30 seconds for the two members of the teams when they reach to the centre and are trying to get the item. If
the time is up and no one has got the item, then they go back to their teams and another number will be chosen.
4
Name of the Game: Save the ball Stage: Stage 2

Explanation
In teams of 2 or 3, each will have a ball, they will stand up in a straight line but teams have to be equal in numbers, the
person standing at the front will pass the ball from underneath their legs, the rest of the students will also have their legs
spread apart in order for the ball to reach to the last person, the last person will run quickly to the front and passes the
ball under his/her leg again and it continues until all the students have turns, the team that will finish first will be the
winner.
- This game will build team work

- Allow them to use their muscles while bending, stretching (non-locomotors skills ), running (locomotors skills)
- Helps them to interact and integrate with the team
- Participation in competitions which allows them to move fast
Communicating skills: Students will get to communicate with one another verbally and none verbally when they are
passing the ball as they are working together as one team, they will also be encouraging one another by using phrases
such as: Come on, run, faster, you can do it etc.
Interacting skills: Students will interact with one another in their teams by passing on the ball to each person, they are all
working together to achieve one goal and that it to finish before the other team.
Decision making: Students will get to choose how they will organise their teams and who starts first
2 Ball are needed and a large space
If the ball gets out of the area under their legs, then the person that passed the ball last would have to repeat again.
Allow 15 minutes for the game
5
Name of the Game Follow the leader Stage: Stage 2

Explanation
Students will choose to be any type of transport. Train, car, ship or an airplane. For example one student will be a car,
and the rest of the class will be the passengers, it’s up to the car to take them where he/she wants and the rest will
follow. Students will be encouraged to pretend there’s traffic light, pedestrian crossing, etc. If it’s a ship, they can
pretend that there’s a big rock in front of them and they have to turn, etc.
-Students will learn about road safety

- They will lean to be responsible and learn about leadership skills
- They will learn about role modelling
- learning about trusting (trusting the leader)
- they will learn to manage conflict situations
- they will know how to respond to problems positively
- they will be active, and everyone gets to participate
Decision making skills: when taking turn to be a leader, each leader will decide on the situation or a problem that they will
encounter, also it’s up to them to decide to stop, turn, reverse etc.
Problem solving: The leader as well as the passengers (the students following the leader) will have to think and
brainstorm ideas on how to solve the encountered problem with the help of teacher if needed
Communication: constant communication between the leader and the passengers about the problems faced on the way,
about where they going (the leader may say things like (we are going to get there soon, or we have 10 minutes to arrive
etc).
Interaction skills: Students all get to contribute and interact with each other, and get to change roles in leadership
No equipments needed.
Allocate time for each leader depending on the number of students
Allow 15 minutes for the game
6
Name of the Game Smugglers Stage: Stage 3
Explanation
In this game there will be coloured bean bags and coloured hoops. The class will be split into two groups, “the goodies”
and “the smugglers”. The “goodies” will keep putting the bean bags in the same coloured hoops. The Smugglers will keep
trying to mix the colours around and they have to run away from the area, however if one of the “smugglers” member
gets touched by the “goodies” then the smuggler member joins the goodies, until the last survivor.
- It will allow team work

- Develop physical skills, by allowing them to be active
- Improves their locomotors and non-locomotors skills
- Improve their special awareness
- Responding quickly to changes
- Improve eye contact (paying attention to the colours)
Interacting skills: both teams interact with each another in the game, but both work against one another. The teams also
interact with their own members by instructing them when necessary, for example: one person tells the other to look at
the hoop behind because they’ve placed the wrong colour bean bag.
Communicating: students get to communicate with one another as a team to work together when they are organising the
colours and when helping each other
Coloured bean bags and hoops required

Allow them to switch characters if there’s enough time so that the smugglers become goodies, and the goodies become
the smugglers.
The game will take 15 minutes
7
Name of the Game Throw and catch tag Stage: Stage 3

Explanation
With this game there will be 3 taggers to start off with and the rest will throw the ball to one another. If one of the taggers
touches the person with the ball before he/she passes it, then the person will be frozen in their place, to unfreeze the
player that is frozen another player with the ball has to throw it to the frozen player.
- For Physical development, this includes improving muscular strength, flexibility, speed etc
- Participating in Physical interactions which helps them being active and have fun
- Learning to assist others in teams who need help
Problem solving skills: in the game they have to try to find a way and a solution to unfreeze the person that has been
tagged/frozen, which is to throw the ball to them without being tagged.
Moving skills: Students will get to run around, and enhance their physical skills
Interacting skills: There will be interactions within all players, between those the thrower and the catcher and the tagger
and the player. all students will interact with one another in this game
Communicating: Students will get to communicate with one another as they play, by body language for instance or eye
contact when they are going to throw the ball to the catcher.
Decision making skills: Players will have the opportunity to decide who to throw the ball to and when.
A soft ball is needed

Change the taggers during the game
Time limit: 10 minutes
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
8
Name of the Invasion Game Net ball Stage: Early stage 1
Explanation
This game will include 2 teams. 2 nets will be connected between two separate trees from different sides but making
sure it is not too high for the children’s height (there has to be a gap between the net). The aim of the game to get the
ball as many times as possible across to the net that’s set as their goal , they can keep passing the ball to one another
until they reach their goal and score a point
- For their physical development and for strength (they will be using their muscles, and improve their speed)
- For team work and cooperation skills
- Improve their locomotors and non-locomotors skills
- Develop positive friendship relationships
Communication skills: They will be actively listening to their team members when they are playing (e.g. they will
communicate to each other when passing the ball, Express themselves and express emotions when are winning or
losing.
Interactions skills: by working together as a team, and having a mutual aim, which is to score
Decision making: They choose when it is safe to pass the ball or when scoring the goal, and generate a solution to how
they could find a way to aim for the goal
Moving skills: Enhances their physical strength because they get to run and throw the ball
A net ball is needed

Get them to try to pass and catch the ball without letting it fall on the ground
Time limit: 30 minutes, and a break in between
9
Name of the Invasion Game Pass me the ball and Stage Stage 1
freeze
Explanation
Split the class so that they are in groups of two. Each team will have a territory, (draw a line or put a rope to separate
the goal area. The teams have to pass or kick the ball to their teams until they get the ball across the line without being
touched by their opponents. Players will have to let go of the ball and give it to their opponents if their opponents touch
them and freeze till someone from their team taps them on their shoulder and they can join the game again.
- They will learn to quickly response to problems and certain situations, (for example when their opponents try to
get the ball off them, they have to quickly response and find a way to pass it to their team members)
- It will improve their locomotors skills as the game involves a lot of movements
- It will help with cooperation and team skills
- For enjoinment and fun purposes
Communication skills: Students will communicate with each other as they playing; this includes body language and eye
contacts as they are giving signals when they are passing the ball.
Decision making skills: They choose when it’s safe to pass the ball, and who’s going where in the game, for example the
team decides to split around the area if they have a plan in the game
Interaction skills: The teams will continuously interact with each other in the game, and develop friendship in the game
Problem solving skills: they have to find ways to escape with the ball when they are surrounded by their opponents
Moving skills: They maintain stillness when they freeze, it also allows them to run at difference speed
Soft handball
Allow a break in between the 30 minute game
10
Name of the Invasion Game Happy soccer Stage: Stage 2
Explanation
*Split the class into two teams and locate a goal area for each team and choose 2 goal keepers. The games will start as
normal soccer game the first 15 minutes, the next 15 minutes they have to use the soccer ball as passing and they have
to score in the opposing goal using their hands.
- They will learn how to protect their properties, for example when they try to protect the ball from opponents
- For their physical development as they will be using their locomotors skills which involves various movements
- It will assist in gaining cooperation and team skills
- Experiencing 2 games in one.
Communication skills: Students will communicate with each other as they playing; this includes body language and eye
contacts as they are giving signals when they are passing the ball.
Decision making skills: They choose when it’s safe to pass the ball, and who’s going where in the game (for example
positions in the game)
Interaction skills: The teams will continuously interact with one other in the game, they will work together to achieve
their aim
Problem solving skills: they have to find ways to escape or not let the ball go when they are surrounded by their
opponents
Moving skills: Students will get to run around, and enhance their physical skills
11
Soccer ball
Change the teams when they start the other game style
Name of the Invasion Game Hit the cones Stage: Stage 3
Explanation
Split the class into two groups. Each group will have a territory that they have to protect .create an area for each group
and draw a line, behind the territory line for each team there will be 10 cones listed in horizontal line. Both teams will
have an equal number of tennis balls. The aim of the game is to protect your cones from being hit by your opponents by
trying to catch the ball. The score will depend on how many cones you drop, but you cannot cross their territory line.
- It will develop their concentration: for example they have to concentrate at the cone because their aim which is to
make the cone fall.
- For their physical development as they will be using their locomotors skills, strengthen their muscles and they
also learn to accelerate and decelerate
- They develop Manipulative Skills, for example (measuring distance)
- They learn about defending, hitting and attacking
12
Communication skills: they communicate in teams as they play, they give ideas to one another on scoring hints
Decision making skills: They will all be depended to when they feel it’s appropriate to throw the ball on the cone
Interaction skills: The teams will continuously interact with one other in the game, they will work together to score as
many scores possible for their team to win
Moving skills: Students will get to run around, and enhance their physical skills, they will also adapt to throw at different
distance, speed and accuracy.
Tennis balls, and 20 small plastic cones (if not possible get what’s available)
Give the students a break and get them to change their teams
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: Safe Living: Road safety STAGE: Early Stage one

Ensuring our safety on the road
Related lesson outcomes (PDHPE & other KLAs):
V1 Refers to a sense of their own worth and dignity
V4 Increasingly accepts responsibility for personal and community health
DMES1.2 Identified some options available when making simple decisions
PSEP1.5 Seek help as needed when faced with simple problems
SLES1.13 Demonstrates an emerging awareness of the concepts of safe and unsafe living
Part & Timing Content (WHAT) Teaching & learning strategies (HOW) Resources
13
Introduction • Orientation – Teacher stands at the front and
introduces the topic
• Introducing the topic indirectly by saying Pictures of signs
10 minutes This lesson introduces students to something like, “I have some interesting pictures involved with road
the things involved with the road. that I like to share with you” safety like road signs,
It also teaches them about road • Begin by showing them pictures of signs that are traffic lights,
safety and the rules they should involved with the road. (for example: traffic pedestrian crossings
follow to be safe when on the road. light and traffic facilities, Pedestrian crossings, etc
Bridges, Bikes and helmets, seatbelts)
• Allow the students to talk about what they think
the pictures are about,
• Brain storm ideas from students about what
they know about the road and safety, for
example holding an adult’s hand when crossing.
Body
• Have the students split in pairs and give each

35 minutes Engage students with role play pair an image or a sign, for example a “ stop Pictures of things
activities so that they can sign” involved with road
understand how to act on the road • Get the pairs to find a spot to stand and hold safety like road signs,
to ensure their safety. the sign up and come up with a role play for the traffic lights,
whole class. The act will show how we use the pedestrian crossings
stop sign on a road. For example get someone to et
pretend that he/she is the car and its driving
around, let them first decide when its time to
stop (if there’s a stop sign or a pedestrian
crossing), and assist them when needed.
• Discuss with the class about each sign and ask
questions to get them participating ideas and
tell us what the sign is used for.
• Get all the children to repeat after the teacher
and say out loud the names on each sign, so that
14
they learn what those signs refer to.
Conclusion
- Ask them questions based on things covered in
10 minutes Ask some overall questions to the lesson: such as: whose hand do you hold
ensure that students understood when you cross?
the topic. - What do you do when there are cars that are
going fast and you want to cross at the
pedestrian crossings?
- What happens if we don’t wear safety seatbelts
- Who do we ask about road safety
- What do we do if the traffic is green but there
are no cars around, do we still cross?
15
Lesson Evaluation
Did all the students participate?

Did the students understand the signs and each relate to?
Did all the students engage effectively? Did they like the materials used in the lesson?
Did they work well in pairs when they created the role play?
Was the roles play and presentation run smoothly without confusion?
16
LESSON: Personal Health Choices: Nutrition STAGE: Stage 1, year 2

Food groups and healthy food choices

V4 Increasingly accepts responsibility for personal and community health
PHS1.12 Recognises that positive health choices
COS1.1 Communicates appropriately in a variety of ways
DMS1.2 Recalls past experiences in making decisions
INS1.3 Develops positive relationships with peers and other people
PSS1.5 Draws on past experiences to solve familiar problems
Introduction
• Introducing the topic, by first having the food
This lesson teaches students pyramid diagram stuck on the board or Food pyramid diagram
10 minutes about nutrition and healthy food somewhere that all the class can see and then
choices, it also teaches them about Point out some foods and talk about their food
the food groups. groups. (get the kids to tell you the food name
before telling them about it)
• Get the students to brainstorm the food they
eat that’s healthy and the food they eat that
might not be healthy.
17
Body
• Discuss with the class the different meals of
35 minutes Engage students in activities so the day including breakfast, lunch and dinner Posters, Colouring,
that they understand the with the occasional snacks. Inform the class pencils
differences between healthy and that they are all significant to help the body
unhealthy food choice. function. Cardboard paper
• Split the students into pairs. Get them to draw
and colour using posters, the food they each like
from the Diagram, and on the bottom side get
them to draw the food they dislike from the
diagram
• Discuss which of these foods are healthy and
which “sometimes” foods are. Tell them that
these “sometimes” foods should be eaten on a
occasional basis.
- Allow chance for each pair to talk about their
posters, discuss with them what their likes and
dislikes are, and talk about the food benefits as
well as why they are important nutrition
Conclusion Ask question to insure sufficient - Conclude by asking them if they know what they
understanding of the lesson are having for dinner, or ask them what their
10 minutes favourite dish is.
- Give them homework. Ask them to note down
what they had for dinner for the whole week
and discuss with the class if they were healthy
meals for the next session.
Lesson Evaluation
Did all the students participate individually and in groups effectively?
Were all the students engaged in the activities presented to them?
Did the student have a fair understanding of the different food groups?
Did the students learn to differentiate between bad and healthy food choices?
Did the students interact with one another and formed positive relationship with peers?
18
LESSON: Interpersonal Relationship: peer relationships STAGE: Stage 2, year 4

Friendship
V3 Enjoys a 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 contribution in group activities
IRS2.11 Describes how relationships with a range of people enhance wellbeing
Introduction
- Introduce the topic by telling the class how Paper and pens
10 minutes This lesson shows students the important friends are to maintain
values of friendship and how to - Start the lesson, by getting each student to
make and maintain friends write a name of a person that’s close to them
- After giving them 2- 3 minutes to write the
name of the person, and ask whoever feels
comfortable sharing, to share their peer
relationship with them and how they describe
them
19
Body
• Put the students seats in a circle, then allow
each person to describe how they treat their
35 minutes Activities on friendship to help friends, and how they like to be treated by
students form positive others.
relationships with their peers • After all students have participated, get them Board
to choose a partner that they don’t know much
about them, and allow them to ask each other
questions about their likes and dislikes.
• Ask the class as a whole, to talk about what they
felt when they tell others about themselves, and
whether they found it easy or hard to connect
with one another
• In groups of 3-4, Get the students to list down
what they think the qualities of a good friend
are, and then list them down and rate the
quality’s importance from 1 the lowest to 5 the
highest.
• Then add up all the similar qualities from each
group by writing them to the board, to see which
quality has been rated the most or has the
highest rate.
Conclusion Give them a positive advice to • Conclude the topic by telling them that school is
conclude the lesson a safe place, and here we are all friends. Tell
10 minutes them how everyone is here to help them
(including teachers, principle, students to help
one another etc)
• Give them homework, ask them to write the
good things that they liked about a person that
they met during the week, or a person from the
past.
20
Lesson Evaluation
Did all the students participate individually and in groups?

Were all students engaged effectively and continuously throughout the whole lesson?
Did all students communicate to others equally and effectively?
Did the activities assist students to form positive relationships?
Was there any issues faced when students were getting to know each other’s likes and dislikes?
Did the student maintain interest throughout the activities?
21
LESSON: Growth & Development: Personal Identity: STAGE: Stage 3 , year 5

Maintaining a positive identity
V2 Respects the right of others to hold different values and attitudes from their own
V3 Enjoys a sense of belonging
INS3.3 Acts in ways that enhances the contribution of self and others in a range of cooperative situations
GSS3.9 Explains and demonstrates strategies for dealing with life changes
COS3.1 Communicates confidently in a variety on situations
Introduction • Introduce the topic by sketching or drawing on
the board how we grow, (draw a small, medium Board
and long person on the board) and explain that
10 Minutes The lesson teaches children about we are also different in how we are (shape, size,
personal identity and changes that height, weight etc)
occur in life. • Then ask the students to each list their
personality traits
• Allow students to brainstorm where we get
those personality traits from (school, family,
church)
22
Body
Paper and pens
35 minutes • Each person draws themselves on a paper and
they have to write their name on it. Making
Discuss and engage students in arrows around image and writing the things that
activities that help them to they want to change in themselves. They also
understand and respect have to list their future goals and the
differences and that everyone is differences they find between their culture and
unique. Australian culture.
• After they are done with the drawing and
listing, get all the papers mixed and let each
person get a different paper, and describe the
person whose name is on that paper. The
students will have to give a positive advice on
how to make those changes listed on the paper.
• In groups of 3-4 Allow them to discuss and list

the differences each person have in their
cultural and discuss in class the difference then
promote positive aspects of those differences
Conclusion
Ask students whether there is anything interesting
10 minutes Conclude by talking about the that they would like to share. or if they want to share
students background their feelings on life changes, or their feelings or
mixing with other cultures
Also talk about the various cultures we have in
Australia and how we can experience the culture for
example: having restaurants that have different foods,
for instance Indian, Italian, Chinese, and Thai etc.
23
Lesson Evaluation
Did all the students participate according to plan?

Did the students engage equally and effectively throughout the discussions and activities?
Did the students enhance their knowledge about the differences in cultures?
Did the activities run smoothly? Were they useful?
Did the students communicate and interact positively with their peers?
What could be improved?
Reference
Board of Studies. (2007) Personal Development,Health and Physical Education K-6 Syllabus. Retrieved form
http://vuws.uws.edu.au/webct/urw/lc5116001.tp0/cobaltMainFrame.dowebct
Syllabus
24

16288225vodisho - Pdhpe Lessons

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

16288225vodisho - Pdhpe Lessons

Uploaded by

Copyright:

Available Formats

Valentina Odisho PDHPE 13-4-2011

Name of the Game Zoo animals Stage Early Stage 1

Why is this game important for this stage?

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

Time limit : 10 minutes

Name of the Game Balloon Game Stage: Early Stage 1

Why is this game important for this stage?

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

Equipment and Teaching cues

Large space needed and different coloured balloons.

Name of the Game Freezing game Stage : Stage 1

Why is this game important for this stage?

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

Tape or CD player and variety of appropriate music needed.

This game will run for 15 minutes

Name of the Game Get it first Stage: stage 1

- They will learn to be active listeners

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

Equipment and Teaching cues

Name of the Game: Save the ball Stage: Stage 2

- This game will build team work

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

2 Ball are needed and a large space

Name of the Game Follow the leader Stage: Stage 2

Why is this game important for this stage?

-Students will learn about road safety

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

Why is this game important for this stage?

- It will allow team work

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

Equipment and Teaching cues

Coloured bean bags and hoops required

Name of the Game Throw and catch tag Stage: Stage 3

Why is this game important for this stage?

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

Equipment and Teaching cues

A soft ball is needed

Time limit: 10 minutes

Name of the Invasion Game Net ball Stage: Early stage 1

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

A net ball is needed

Time limit: 30 minutes, and a break in between

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

Allow a break in between the 30 minute game

Name of the Invasion Game Happy soccer Stage: Stage 2

Why is this game important for this stage?

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

Time limit: 30 minutes

Name of the Invasion Game Hit the cones Stage: Stage 3

Time limit: 45 minutes

LESSON: Safe Living: Road safety STAGE: Early Stage one

• Have the students split in pairs and give each

Did all the students participate?

LESSON: Personal Health Choices: Nutrition STAGE: Stage 1, year 2

Related lesson outcomes (PDHPE & other KLAs):

LESSON: Interpersonal Relationship: peer relationships STAGE: Stage 2, year 4

Did all the students participate individually and in groups?

LESSON: Growth & Development: Personal Identity: STAGE: Stage 3 , year 5

• In groups of 3-4 Allow them to discuss and list

Did all the students participate according to plan?

You might also like