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: Musical Partners

Stage: Early Stage 1

Begin the game with every student participating, ensuring that there is an odd number of students, if not the teacher can be involved Start playing the music, whilst the music is playing all the students will be dancing around on their own Once the music stops each student has to find a partner as quickly as they can The students will be asked to perform a certain action with their partner, e.g. back to back, link arms, hold hands etc. The student that is left out stands in the musical musicians corner The students that are out can still dance around in their corner when the music is on but once it stops they have to call out an action for the remaining students to do with their partner Allows students to develop peer relationships as they have to find partners to pair up with Incorporates a range of motions and movements ranging from elements of dance, to frozen movements Students begin developing skills in basic games and activities as well as applying movement They create formations of pairs Creates the element of being aware of the space and people around them Gets the students used to following simple rules when playing games

Why is this game important for this stage?

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

DMES1.2: Identifies some options available when making simple decisions MOES1.4: Demonstrates a general awareness of how basic movement skills apply in play and other introductory movement experiences INES1.3: Relates well to others in work and play situations

Equipment and Teaching cues

CD player or some sort of device to play the music from Quick look for a partner Quick think of an action

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 : Throw the topic Explanation

Stage 1, Year 2

Students stand in a circle with one student in the middle starting out with the ball The student in the middle thinks of a topic, e.g. shapes The ball is passed around, once a student catches the ball they have to think of a concept of that particular topic, e.g. triangle, square etc Whoever breaks the chain goes in the middle and thinks of a new topic

Why is this game important for this stage?

Incorporates different topics that students are learning in class Gets them thinking about what theyre learning in the classroom whilst testing their knowledge Improvisation is used when having to come up with an idea on the spot relating to the topic at hand Skills are being used when throwing to one another, either chest passes or bounce passes, catching the ball Students cooperate with one another as each individual strives to keep the chain going by coming up with a word Communication skills are exercised as they are required to use active listening

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

COS1.1: Communicates appropriately in a variety of ways (students come up with names appropriate and according to the context) DMS1.2: Recalls past experiences in making decisions (going back to what was learnt in class) PSS1.5: Draws on past experiences to solve familiar problems (when working with mathematics, they think back to class and how to solve the problems)

Equipment and Teaching cues

Soft netball Get students to relate to different subjects discussed in class Ensure students come up with different ideas

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: Country Hopping Explanation

Stage: Stage 2, Year 3

One student is chosen to be the caller Alter game according to the number of steps available Each step is given a name according to different countries, Italy, France, America, Germany, Greece and Australia at the bottom step The top step is the neutral area The students hop to the country that is called out, students who are on the wrong step they are eliminated and become part of the caller team When Australia is called (as the bottom step) this gives the callers an opportunity to tag the players to become one of them Enables students to put different locomotor skills into practice with some difficulty going up and down stairs Incorporates elements learnt in class Acts as a kind of obstacle, with the steps creating a degree of difficulty Creates a wider understanding of what has been learnt in class by putting it into practice Locomotor skills are developed through stepping patterns They are able to pivot whilst going up and down the stairs Students benefit from participation by gaining more knowledge about content in class It is important as the students are actively listening and acting on instructions

Why is this game important for this stage?

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

DMS2.2: Makes decisions as an individual and as a group member (in deciding what topic to chose) MOS2.4: Displays a focus on quality of movement in applying movement skills to a variety of familiar and new situations (using the ball, throwing to other players to instigate the next word/phrase or topic) COS2.1: Uses a variety of ways to communicate with and within groups (the leader yelling out what country they have to jump onto as well as what movement they need to use)

Equipment and Teaching cues

Deciding on what class lessons to derive the names for the steps The types of steps and location that can be used Number of steps used to make it easier/harder

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: Heads Explanation

Stage 3, year 5

Players begin inside a square One player is chosen to start the game The player throws the ball at another player The players have to remain inside the square and use their head to prevent the ball from hitting any other part of their body or theyre out, once theyre out they stand outside the square If the ball goes out of the square, the players that are out throw it back in Continues until there is a winner This game incorporates enjoyment for the players along with creating suspense It incorporates forms skills including pivoting, twisting Manipulative skills are involved as the players throw the ball, improvement with aim as they are aiming at the other players Hitting and striking and knowing how to use skills to defend themselves using their head Great team work and encouragement by other team mates, telling each other to look out creating peer relationships

Why is this game important for this stage?

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

INS3.3: Acts in ways that enhance the contribution of self and others in a range of cooperative situations (by dodging and ensuring they dont get out ) MOS3.4: Refines and applies movement skills creatively to a variety of challenging situations (different ways in which to dodge and defend the ball) COS3.3: Communicates confidently in a variety of situations (they encourage other team mates by offering advice etc)

Equipment and Teaching cues Large space

Ensuring the ball used is soft Use soft sponge balls Making sure the players step out when they are hit

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: Side line Ball

Stage: Stage 3

Explanation - The game is divided into two teams - On each team half the players are to stand on the sidelines of the court - Sideline players are not to enter the court - Players inside the court are not allowed to leave the court - The aim of the game is to shoot the basketball in the hoop - Teams can only score by passing it to the side liners before they shot - Inside players are not allowed to take the ball off the side liners - Inside players must catch the ball on a full when receiving it from the sideline. - Players swap every time someone scores Why is this game important for this stage?

The game allows the students to incorporates soccer, netball and basketball Motor skills include pass, catch shoot dribble and pivot Allows for a competitive nature to develop between the players and teams Students are developing skills as they pass or bounce the ball to one another along with aiming and creating open spaces

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

INS3.3: Acts in ways that enhance the contribution of self and others in a range of cooperative situations (aiming for the hoop, passing, cooperating with other team mates to devise strategies, assigning positions) MOS3.4: Refines and applies movement skills creatively to a variety of challenging situations (aim, precise throwing etc)

Equipment and Teaching cues

Basketball Basketball court

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: football chaos Explanation

Stage Stage 2

Students are divided into two teams Mark one team with braids Teacher is to throw ball in the air To score student must run into goal area Students are allowed to throw ball and run in any direction Once player with the ball is touched they must pass it immediately to another player on their team Each team gets three tackles before they need to role the soft ball on the ground towards their goal. It allows the students to use strategies, game plans to score goals Constant moving through spaces, change of direction and speed Creates the element of being aware of the space and people around them Gets the students used to following simple rules when playing games Students begin developing skills in basic games and activities as well as applying movement Permits students to use pivot, dodge skills Students need to keep count to the amount of taps MOES2.4: Displays a focus on quality of movement in applying movement skills to a variety of familiar and new situations. (dodging opposition, rolling the ball, throwing the ball whilst running.) COS2.1 Uses a variety of ways to communicate with and within groups. (allows the students to apply methods of communicating) INS2.3 Makes positive contributions in group activities.(Promotes teamwork and cooperation)

Why is this game important for this stage?

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

Equipment and Teaching cues

8 cones a large soft ball Braids