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Content description:

Identify and practise emotional responses that account for own and others’ feelings

Elaborations:

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

2. identifying the body’s reaction to a range of situations, including safe and unsafe situations, and comparing the different emotional responses (RS, S)

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

4. understanding how a person’s reaction to a situation can affect others’ feelings (MH, RS, S)

Discussion:
- How do you feel when...?
- If you noticed a person crying, what might they be feeling?
- If you noticed a person laughing, what might they be feeling?
- What things can you do to make another person feel happy/sad/angry?

Activity:
Using emotion cards, such as bear emotion cards have a group discussion about feelings.
Children can select cards they may 'feel' in certain situations.

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HPE foundation level
content description
practise personal and social skills to interact with others (VCHPEP060).
Elaborations

1. discussing how it feels to be included in activities (HBPA, RS, AP)

2. practising personal skills such as expressing needs, wants and feelings, active listening and showing self-discipline to be an effective group member at home and at school (RS)

3. listening and responding to others when participating in physical activities to achieve agreed outcomes (RE, FMS, HBPA, AP)

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Content description

Name parts of the body and describe how their body is growing and changing

Elaborations

1. recognising how bodies grow and change over time (RS)

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

3. identifying and labelling private parts of the body and understanding the contexts in which body parts should be kept private (RS, S)

Activity
- Discuss parts of the body they already know the names of/ draw a human body figure on the whiteboard and ask children what parts they know. Label the body parts.
- Sing a song such as heads, shoulders, knees and toes.
- Discuss difference body parts and their functions. Including 'private parts' and why they are and should be kept private.
- Give children a body part each to colour in, and practice writing the name of it, create a class poster to display in the room.

Questions/Learning experiences
- What have you learnt today?
- Can you spell any new words?

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Content Descriptor:

Develop and use personal, behavioural, social and cognitive skills and strategies to promote a sense of personal identity and wellbeing and to build and manage respectful relationships

Elaborations:

10 Minute mindfulness activity, to calm children after running outside the in the summer heat during lunch.

Activity:
Play clam music get the children to lie down and say this script.

" Find a place where you can sit on a chair, cross legged or lying down comfortably for a few minutes.

Close your eyes when you feel comfortable.

In this short session you will have a chance to practise being present.

Imagine you have a special flashlight, wherever you shine the flashlight that is where your attention goes. Your mind might want to think about other things but see if you can direct it back to wherever the flashlight is shining.

Begin by shining the flashlight on the surface you are sitting on, is it hard or soft?

How does it feel agenst your body?

Now shine your flashlight on your feet as they are resting. Feel your feet as they are resting on the ground. Notice what the bottom of your feet feels like, notice what your toes feel like.

Are your feet warm, cool, tingly, itchy or something else?

Just notice."

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Content Descriptor:
Explore the knowledge, understanding and skills that supports students to build and maintain respectful relationships with others.

Elaborations
Describe factors that can positively influence relationships and personal wellbeing(VCHPEP092)

Activity:
Each student need to point out who is her/his friend, and say three reasons that what make you like your friends, such as, I like Lisa because she is brave, she is kind, she comforted me when I cried, etc.

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Content Descriptor:
-Plan and practise strategies to promote health, safety and wellbeing (VCHPEP108)

Elaboration:
-Proposing and implementing opportunities to increase their physical activity levels at school and at home (HBPA)

Discussion:
-What type of physical activities are considered healthy/unhealthy?
-What do you think of classroom lessons (does it encourage physical activities)?
-How would you make sure that there are physical activities in your classroom?

Activity:
- Plan and discuss on how to improve classroom and lessons to include some sort of physical activities out of HPE.

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Content description:
Use strategies to work in group situations when participating in physical activities

Elaborations:
Working cooperatively with a partner when practicing new skills

Group discussion:

-      How do we work as a group in the classroom?

-      What do you do with your friends to make sure you include everyone in your play

Group game

-      Choose a partner that you do not usually talk to in the class

-      Identify game that students haven’t played before

-      Partner games. Find a group of 2, sit back to back and try and stand up

-      Find a group of 4; tie your hands together, see if you an unravel them without letting go

-      Find a group of 6; make a star shape on the floor with your body

Conclusion

-      Discuss what happened in the groups; what discussions were being had. What was said

-      Explain that in order for the game to work, all groups had to talk together. This is one strategy to work in a group.

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Content Descriptor:
Explore how identities are influenced by people and places (VCHPEP105)

Elaboration.
Identifying how personal qualities contribute to identities (MH)

- Students are encouraged to make a timeline of the significant aspects of their life to date.
- Next to each aspect mentioned, students are to identify where and who was there
- Students to share with a partner a personal trait they used during each point in time
- Discuss in group one significant moment:
---- how have you been influenced since this significant moment?
---- why do you think the place you were at impacted you?
---- what personal qualities did you contribute to this moment?
--- what personal qualities did someone else contribute to this moment?
--- how has your identity changed since this moment?
---- can you think of a time someone may be severely impacted by people and a place in a +/- way?

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Content Descriptor:
Examine the influence of emotional responses on behaviour, relationships and health and wellbeing (VCHPEP110)

Elaboration:
Exploring why emotional responses can be unpredictable (RS, MH)

- Students get into partners are are given a topic to discuss (e.g. going to the moon). They are only able to begin a response  with "yes and..."
- Students in same pairs are given a topic to discuss but only able to begin a response with "yes but..."

Group discussion:
- Which conversation did you find easier/harder?
- Why do you think it was easier/harder?
- What do you think helped you respond to your partner when you said "and"
- What do you think was so challenging about saying "but"
- How can you change the way you communicate with others when the conversation is unpredictable?

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Content Descriptor
Examine the influence of emotional responses on behaviour, relationships and health and wellbeing (VCHPEP110)

Elaboration:
Identify the breath strategies can help people to collaborate with the anger.

- student set on the floor as a circle
- ask each of the student to share an anger moment.
- introduce the breath strategies for student.
- let them try the breath strategies.

Group discussion
- discuss how you feel when you try the breath strategies and share with your peers.
- discuss how you feel when you doing this activity.
- what is the important for us to do this activity.
- explain that in next time when people have anger how you can cooperate with that

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Content Descriptor:
Describe ways to include others to make them feel that they belong (VCHPEP075)

Elaboration:

1. identifying and appreciating similarities and differences in people and groups (RS)

Activity:

The teacher will first read the book Elmer by David McKee. Students then have a class discussion about differences and what this means. Students are then placed in a pair with a friend and given a Venn diagram template. They write their name on one of the outer circles and the other student writes their name on the other outer circle. They first talk about things that are the same about them and write these in the middle circle. Then underneath the circle with their name they write about what makes them different from the other child.

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Content Descriptor:
Explore how identities are influenced by people and places (VCHPEP105)
Elaboration:

1. identifying how personal qualities contribute to identities (MH)

Activity: Warm Fuzzy
Discussion:
- What do you think your strength is?
- What was one personal achievement that you are proud of?
1. Students will sit in a circle.
2. Students will each be given a piece of coloured paper, where students will write their names of the top right hand corner.
3. Students will write their strength or personal achievement on the paper.
4. Students will pass the coloured paper around the circle, and their peers will take turns to write what they think the strengths of their peers are. 5. The activity will conclude when students get their own coloured paper back.

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Content descriptor: Describe physical and social changes that occur as children grow older and discuss how family and community acknowledge these

Elaborations:  describing changes in their physical appearance now compared to when they were younger.

Lesson:
1. Discuss some of the changes that people have gone through physically since they were younger
2. Everyone draw a picture of themselves now and a picture of when they were younger.
3. Annotate the pictures with some of the differences.
4. Discuss people's pictures and some of the differences.

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hContent descriptor: Describe and apply strategies that can be used in
situations that make them feel uncomfortable or unsafe
(VCHPEP090)

Elaborations: indicating on a local map the location of safe places
and people who can help (S)

Lesson:

Bring up the local area on a map.
Discuss what places make us feel safe and identify people who can help us.
Have a brainstorm of all the local places that might make you feel safe (police station, community centre, home, team sport)
Highlight all the areas and spark discussion with partner work of places we feel safe.
Draw and create a list or colourful poster to identify all the places that we feel safe and who we can go to for help.
Follow on activity: Students are to come up with narrative short stories and use the places or people that make us feel safe to solve the problem

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

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

Lesson:
1. Discuss what emotions are and what we know about them so far.
2. Go through definitions of emotions and match together cards of faces showing different emotions and their labels.
- Why did you match these together?
- How do you recognise that emotion?
- Can we all practice making these different faces? (provide a mirror)
- What do we notice about these different faces?
3. Read out some scenarios and ask students to show the face to demonstrate the emotion.
4. Define Body language.
- What does body language tell us?
5. Show some pictures of different types of body language and using the emotion labels, guess how these kids are feelings.
- What do you notice about their features?
- What do you think has caused this child to feel this way?
Show 'Inside Out' clips: Guess how she's feeling?
https://www.youtube.com/watch?v=dOkyKyVFnSs
6. Discussion in pairs: Why is it so important to understand how eachother is feeling? - Share this with the group
- What have we learnt today about emotions?
What's the most important thing you have taken away from today?
Are there any questions?

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HPE- GR 1/2: I LIKE TO MOVE IT! MOVE IT! 

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HPE- GR 1/2: I LIKE TO MOVE IT! MOVE IT! 

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Content Descriptor:
Discuss the bodies reactions to participating in physical activities (VCHPEM083)

Elaborations:
- identifying positive feelings they experience when participating in physical activities (AP, HBPA)

Lesson:

Brainstorming as a group in 1st week of term  about questions such as:

1. Why should we reduce sitting for long periods of time? how does this make us feel? i.e. bored, lose interest, distracted, frustrated etc.

2. What activities do you like to participate in to get your bodies moving?

3. What equipment/ practices do you and your family use/do to ensure that you are safe, i.e. wearing helmets, having brakes on your bike, lights, looking both ways to cross the road, watching out for others.

Based on these questions as a class we would make a list of the TOP 10 activities the children enjoy doing, (i.e. silent ball, simon says, floss, etc) and randomly select 1 at different times of the day if the teacher can see that children are unsettled.

We would also create an "I like to move it! Move it!" alarm so that when the children hear that song they now a quick and fun activity is coming up! to get their bodies moving

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Content descriptor: Recognise situations and opportunities to promote health, safety, and wellbeing (VCHPEP074)

Elaboration: Exploring how eating healthy foods can influence health and wellbeing (FN)

Lesson:
1. Show children pictures of a mix of healthy and unhealthy food.
2. Have children to think why are these food healthy/unhealthy. Then, have children to pair up and share. (Think, pair, share)
3. Have children to draw a chart/ mind map of healthy and unhealthy food.

Possible extensions:
- Importance of healthy eating
- Healthy eating pyramid

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Content Descriptor:
Perform fundamental movement skills in different movement situations in indoor, outdoor and aquatic settings (VCHPEM080).

Elaborations:

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

2. performing fundamental movement skills involving controlling objects with equipment and different parts of the body (FMS, AP, RE)

3. demonstrating balances and describing what helps to maintain stable positions (FMS, RE)

4. demonstrating how to transfer weight from one part of the body to another (RE, FMS)

5. demonstrating fundamental movement and safety skills in water (FMS, S)

Lesson:
Mindfulness (brain breaks) and connection to body and movement is important for all learners; in particular junior classes. This lesson draws from a popular yoga book/video for children to engage with; 'Good Morning Yoga' by Mariam Gates.
1. Set up children inside/or outside (weather dependent) with their own space (including yoga mat).
2. Read the book aloud (and do movements with students) if outside, or if inside play youtube video https://www.youtube.com/watch?v=u-a4iOERMRs .
3. Engage with the text/video and highlight key motions (stabilise core/breathing techniques with students; ensure modelling.
4. After completion get children into pairs/small groups (number dependent) and get them to create their own yoga movement and demonstrate to the class; explaining how to do it and how it makes them feel.

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Describe factors that can positively influence relationships and personal wellbeing (VCHPEP092)

Elaborations:
- predicting and reflecting on how other students might feel in a range of challenging situations, and discussing what they can do to support them (RS)

·- recognising that bullying behaviour can take many forms, in many environments, including physical, social and emotional actions and behaviours (S, RS)

LESSON:

Demonstration using two apples – each child saying words to each apple as the go around the circle.(encouraging one apple, being mean to the other apple)  (see https://www.telegraph.co.uk/education/2016/06/23/teachers-powerful-lesson-on-the-effects-of-bullying--using-two-a/ for example).

*one apple (negative has been tapped and therefore bruised on the inside, and the other is normal. After the demonstration, cut the apples open to see what has happened to each.

Children learning about the power of words – that every word influences the inside of a person and how they feel. OUR WORDS MATTER.
Discuss how we can make a difference and how we can stand up for one another in these situations.

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Content Descriptor:

Examine health messages and how they relate to health decisions and behaviours (VCHPEP077).

Elaboration:

Creating their own positive health message and sharing it with the class (HBPA, S, AD, FN).

Lesson Plan:

1. Watch advertisement from 2007 ‘Go2for5’ health campaign. (https://www.youtube.com/watch?v=BvLKGO3jjzE)

2. In pairs, discuss the effectiveness of the advertisement using the following questions:

-  How effective was this advertisement in grabbing your attention?

-  Does the advertisement have a clear audience?

-  How likely are you to change your eating habits from the advertisement?

-  What would you change about the advertisement to make it more effective?

3. In your pairs, create your own poster to present to the class and share this message.

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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