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Content descriptor: Perform movement sequences which link fundamental movement skills (VCHPEM098)

Elaboration

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Content Descriptor:  Construct and perform imaginative and original movement sequences in response to stimuli (VCHPEM081)

Background information;
Imitation activities. In this activity children would copy the actions of the kangaroo.

Activity;
1. Watch the video about the jumping kangaroo, discuss about the movement of the kangaroo, and try to imitation the jumping kangaroo.
https://www.youtube.com/watch?v=8BbZTCdB2X4

2. Introduce the simple relay game. The players jump or bound (hop) like kangaroos, keeping their legs together. They hold their arms close to their bodies at waist to chest level and with hands pointing down. They jump in long strides using an up and down motion.

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Content Descriptor: Recognise situations and opportunities to promote their own health, safety and wellbeing (VCHPEP074)

Elaboration: describing actions to stay safe in a range of environments, including home, water, road, nature and outdoors (S)

Activity:
1. Watch this video about "STOP, LOOK, LISTEN AND THINK" https://www.youtube.com/watch?v=rbyKZ_zUGRg
2. Discussion with students about:
- what is the video trying to address?
- what does the Thingle Toodle character do before crossing the road?
- what do we need to do when crossing the road?
3. Work in pairs, students create a poster to inform people what should they do when crossing the road
4. Share in front of whole class about the ideas they used in the poster and what is important when crossing the road.

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Content descriptor: Describe ways to include others to make them feel that they belong

Elaboration: demonstrating appropriate language when encouraging others at home and at school (RS)

Activity

1.

·      Read Pearl Barley and Charlie Parsley and talk about what qualities and actions made Charlie and Pearl good friends – teacher to write down the ideas shared on the board/poster paper

2.

·      In pairs, use the paper provided create a poster about what makes a good friend. Think about actions and qualities – e.g. kind, sharing things with one another.

3.

·      Students to share what they included on their poster. Combine these ideas to create a class poster about what it means to be a good friend

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Content descriptor: Name parts of the body and describe how their body is growing and changing (VCHPEP058)

Elaboration:

1.     Recognising how bodies grown and change over time (RS)

Activity:

1.     Watch Youtube song below and discuss how body changes as you grow

https://www.youtube.com/watch?v=F5DVGXBosIA

2.     Watch video of baby learning to walk

https://www.youtube.com/watch?v=iOlgR4o9lu8

3.     Discuss things body can do now that it couldn’t as a baby

4.     Discuss names for different body parts and trace on picture

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Content descriptor: Name parts of the body and describe how their body is growing and changing (VCHPEP058)
Elaboration:

1. recording and mapping growth on individual and group growth charts or constructing a class height line (RS)

Activity:
Explain that students are going to learn about growing. Have students line up by heights and then have them line up be age. Discuss with students that age and height don't always match up and that everyone grows at their own pace.
As a class, choose a section of the classroom walls and construct a height chart and mark each of the students in their first week of school. Ensure that students are aware it is no better to be short or tall and that the class values all heights. Revisit this activity at the end of the year to show how growing is different for everyone.

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content descriptor: Identify and practise emotional responses that account for own and others’ feelings (VCHPEP076)

elaboration:
1. recognising own emotions and demonstrating positive ways to react in different situations at home and at school (MH, S)

2. predicting how a person or character might be feeling based on the words they use, their facial expressions and body language (S, RS)\

Activity:
1. play a game : children make a group of (number) by holding hands. Children in the wrong number will leave the game. Game finish when only 3 children left.
Can be indoor or outdoor.
2. discussion session:
2.1 ask the 3 children to describe their feelings during the game and when they win
2.2 talk about what happened in the game and what do they feel and what do others may feel including the reason
2.3 talk about how to encourage or comfort others when someone have some negative emotions such as leave the game (upset)
2.4 let the children talk about some moments that they have the particular emotion.

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Content descriptor: Perform fundamental movement skills in different movement situations in indoor, outdoor and aquatic settings

Elaboration:

1. performing locomotor movements using different body parts (AP, RE, FMS)

Activity:
1. Watching a video about children's body movement, and encourage students to follow the movements in the video, and sing and dance. https://www.youtube.com/watch?v=_myZmniNNgk
2. The teacher asks children what body movements the children made in the video (ex, shaking), and the teacher makes that movement for children to model.
3. The teacher initiates an activity. The teacher says movement terms such as jumping, running, and children make that movement.
4. Ask children to share what movements they learned, and make that movement.

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HPE Activity Foundation

Content Descriptor
Practise fundamental movement skills and movement sequences using different body parts and in response to stimuli in indoor, outdoor and aquatic settings (VCHPEM064)

Elaboration
sending, controlling and receiving objects at different levels and in different ways (AP, FMS)

Activity
Design a throlf course (throwing golf) with two different holes that can cater for different abilities. You can use masking tape, paper, and classroom objects to design targets and obstacles.
The object can be scrunched up paper.

1. How can you make the hole easier or more difficult?
2. How can you turn it into a team game?
3. How can you vary different aspects of the game to develop different skills? (object, throwing/rolling rules, targets)
4. What other games cam this lead into discussions about?

https://sportingschools.gov.au/resources-and-pd/schools/playing-for-life-resources/find-a-card/bands-of-learning#F-2

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HPE activity- foundation

Content descriptor
Identify and describe emotional response people may experience in different situations

Extension
Identifying and describing the emotions of people who’s re happy, sad, excited, tired, angry, scared, or confused

Activity
1. Begin by identifying different emotions
2. Get children to create a paper mask with sad/happy on either side. Then play a game with children, asking them how they would feel in particular situations, where children have to hold their mask as to how they would feel. Get children to explain why they would feel like this.

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Content Descriptor: Discuss and interpret health information and messages in the media (VCHPEP094).

Elaboration: investigating how health messages influence health decisions (HBPA, AD, S, FN).

Have a group discussion:
- how do you think the media influence our health decisions?
- how do they succeed or do they fail?
- what would a successful media message look like?
- How do these help in living a healthy lifestyle?

Watch the YouTube video.
https://www.youtube.com/watch?v=V06upKOrrNs

Activity:
In groups of 3, create a short video using iPads or a device with a camera to create a clip that promotes a healthy lifestyle. Once completed, share with class mates/whole school assembly.

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Content Descriptor: Identify and practise emotional responses that account for own and others’ feelings(VCHPEP076)

Elaboration: recognising own emotions and demonstrating positive ways to react in different situations at home and at school (MH, S)

Group discussion
- What are emotions?
- What do these emotions make us do?
- Watch this video https://www.youtube.com/watch?v=akTRWJZMks0
Game:
- Demonstrate different facial expressions for the children to try to guess what the emotion is. After a few rounds, get the children to take turns to portray different emotions for the rest of the class.

- State some scenarios so the students can identify and express what they are feeling. Scenarios such as
1. I have made a new friend today.
2. I have not been asked to join in to play a game at playtime.
3. I won an award at school for being friendly and caring towards my classmates.
4. Nobody understands what I am trying to say.
5. My teacher said that I have worked really hard on my painting and that it will be displayed in the classroom.

Activity: get into groups of threes and create a poster of things to do that would make you feel happy when sad.
- Share with the class

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Content Descriptor:
Use strategies to work in group situations when participating in physical activities (VCHPEM085)

Elaboration: working cooperatively with a partner when practising new skills (RS, FMS)

- Group discussion after watching the video:
-the power of teamwork https://www.youtube.com/watch?v=vtXKQOtNWPg
What is teamwork?
Where can you see teamwork in our life?
Why do we need teamwork?
-Doing activity-Stuck with me
(Students partner up and stand on one side of the gym.  Then they touch/connect their inner feet together.  Without letting their connected feet come apart, they are to walk across to a designated line.  If they come apart they must go back and start over. If students cross the area then they are give a further line to walk to.  As groups are successful, they will be joined to other groups.)
- Sharing thoughts after this activity about teamwork

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Content decriptor:
Describe ways to include others to make them feel that they belong (VCHPEP075)
Elaboration:
identifying and appreciating similarities and differences in people and groups (RS)
Group Discussion:
Observe and discribe  themselves

What makes you similar to your peers

What makes you different/unique

Activity:
Octopus Tag

Children are divided into two groups

Two groups stand in front of each other. Make sure the distance is far enough

Choose two children to stand in the middle and they are the octopus

Teacher gives commands. For example, teachers can say "if you have black hair, you run". If the child fits what the teacher said, the child will run from one side to another

Octopus can run in anytime  and their mission is to tackle others

Once a child is caught, they become the octopus

Share with peers about how do they feel about their similarity and the uniqueness during the game.

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Content Descriptor:
Identify actions that promote health, safety and wellbeing (VCHPEP062)

Elaboration: Understanding the importance of personal hygiene practices, including hand washing, face washing, nose blowing and toilet routines (S)

- Group discussion:
Why is hand hygiene important?
Think about how often you use your hands everyday and what we use our hands for?
When and where is it important to clean my hands?
- watch Soapy-Hero video
https://www.betterhealth.vic.gov.au/soapy-hero

Create a poster/sign/dance/
rhyme for the important steps of washing hands and/or when they should be washed
- To be placed around the classroom/bathroom
/school