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Student led learning and assisting students to make conscious decisions

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Student led learning and assisting students to make conscious decisions

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Healthy eating - crunch and sip - being mindful of eating practices

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ES1 - respond with movement to stimuli, eg rhythm, beat, music and words

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ES1 - respond with movement to stimuli, eg rhythm, beat, music and words

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The teacher leads the students in learning a dance to help them understand the notions of rhythm and beat. The teacher demonstrates the moves to the students, and the students initially passively watch and listen, after which the students replicate the moves of the teacher.

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Using role playing to promote Ss involvement and exploring different perspectives 

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Using role playing to promote Ss involvement and exploring different perspectives 

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Eg. bullying scenarios, social awareness, establishing and managing relationships

S3 - selects and uses interpersonal skills to interact respectfully with others to promote inclusion and build connections - PD3-10

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Including rotational stations for activities. Each learning activity has explicit learning intentions for students, providing them with independent learning that is scaffolded and can be differentiated. This could be implemented for both theory and practice lessons. Instead of explicit directed activities, the students guide their learning with the provided space and equipment.

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Present students a problem which allows for a range of responses eg. Obesity levels in Australia are rising each year, how can we encourage a healthy lifestyle?

S2 - distinguishes contextual factors that influence health, safety, wellbeing and participation in physical activity which are controllable and uncontrollable PD3-6

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ES1 - perorm water safety, familiarisation and awareness skills, eg blow bubbles, floating on back, enter and exit the water safely with confidence

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ES1 - perorm water safety, familiarisation and awareness skills, eg blow bubbles, floating on back, enter and exit the water safely with confidence

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Safety and discipline are absolutely key when it comes to kids (and adults) being around the water

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encourage students to think critically.

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Encourage students to work independently - Teacher observation 

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Encourage students to work independently - Teacher observation 

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Movement Skill & Performance teacher gives students rules and materials to interact in a physical sport game with an objective to win. Students must explore ways to use the materials in line with the rules to reach the objective to win the game.  

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Movement Skill & Performance teacher gives students rules and materials to interact in a physical sport game with an objective to win. Students must explore ways to use the materials in line with the rules to reach the objective to win the game.  

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Healthy, Safe & Active Lifestyles                                The teacher asks the students to create a healthy menu for the school canteen. Prior to this students discuss what food options would be appropriate for the menu. The students then individually create a menu.  

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Healthy, Safe & Active Lifestyles                                The teacher asks the students to create a healthy menu for the school canteen. Prior to this students discuss what food options would be appropriate for the menu. The students then individually create a menu.  

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An active learning approach which helps children learn through curiosity and inquiry.
Free exploration permits learning at school to match the ways our students learn naturally at home.

Stage 1 - How do we move our bodies
Practises and demonstrates movement skills and sequences using different body parts
- Students can have free-choice in choosing different equipment to 'move their bodies' e.g. skipping rope, football.  Children can show how they   PDe-4

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Health, Wellbeing & Relationships              practising managing relationships and emotional responses to behaviour and situations can be carried out in a role play where teacher assigns students with a role eg. friend, parent, therapist and students have to respond to situation based on their role and what would be appropriate response 

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Health, Wellbeing & Relationships              practising managing relationships and emotional responses to behaviour and situations can be carried out in a role play where teacher assigns students with a role eg. friend, parent, therapist and students have to respond to situation based on their role and what would be appropriate response 

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ESI - participate in games from a range of cultures, eg local community-endorsed Aboriginal and/or Torres Strait Islander games

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ESI - participate in games from a range of cultures, eg local community-endorsed Aboriginal and/or Torres Strait Islander games

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The knowledge required to participate in activities that are from a range of cultures would benefit from explicit teacher instruction and the teacher's introduction around the cultural symbolism behind these activities. Students would need to understand the cultural underpinnings that have given birth to those activities (e.g. you can't just get kids to "do a dot painting"...they absolutely need to understand the culture behind this)

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Students are given a description / outline of a task with specific performance elements that they must incorporate along with visuals.  Students work in pairs / groups with one student performing the role of the doer and the other student/s performing the role of the observer. The doer will perform the actions outlined in the task and the observers will provide feedback.

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Students are given a description / outline of a task with specific performance elements that they must incorporate along with visuals.  Students work in pairs / groups with one student performing the role of the doer and the other student/s performing the role of the observer. The doer will perform the actions outlined in the task and the observers will provide feedback.

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S2- Health, Well-being and Relationships

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S2- Health, Well-being and Relationships

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Students develop their own social expectations regarding activities and interactions within the classroom

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Students identify personal goals regarding personal and physical development and are guided in creating personalised actions plans. 

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Students identify personal goals regarding personal and physical development and are guided in creating personalised actions plans. 

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Outcomes: PD2-3explains how empathy, inclusion and respect can positively influence relationships

PD2-10demonstrates a range of interpersonal skills that build and enhance relationships and promote inclusion in various situations

·      In pairs students have a doer and observer; teacher writes a role-play scenario on criteria cards: imagine you witnessed an incidence of verbal bullying in the playground and were a “bystander” and reflect on your actions. Doer has the task of writing a diary entry based on the scenario and reads/performs it for the observer; who gives feedback on what alternative strategies they could have employed in order to be an “upstander.”

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ESI - participate in play that promotes engagement with outdoor settings and the natural environment, for example:

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ESI - participate in play that promotes engagement with outdoor settings and the natural environment, for example:

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Enabling students to have the freedom to learn through experience

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Students make pairs and choose what ball skill they want to practice (eg. bouncing, rolling, catching).

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Card on how to peer teach your partner how to do an underarm throw – your partner is the doer – so peer teaching the other partner.

How to cross the road safely - read out instructions to partner who has to then do the action.