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Learning through movement - Level 3 & 4
Content Descriptor: Adopt inclusive practices when participating in physical activities

Elaboration: working cooperatively with team members to maintain possession in a game by passing to other players and listening to teammates

Activity: Blanket Ball, a court game where a ball is passed over a net using a blanket and the receiving team must try and keep the ball off the floor. It requires co-operation and communication between team members for success.
Equipment: lightweight balls, blankets/sheets, large outdoor space, net or barrier.
Group students into teams of 4 and have teams practice tossing and catching the ball using their blanket. Line all teams up in a row and practice passing the ball down  the line and back up again. When teams have mastered tossing and catching, have two teams begin playing on the court, first without a net/barrier in between and progress to using the net. Time permitting, or in a subsequent lesson once students are feeling more confident, raise the stakes and have a "Blanket Ball World Cup" knockout competition.
Source: https://www.sportingschools.gov.au/resources-and-pd/schools/playing-for-life-resources/find-a-card/content-descriptions#ACPMP048

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Level 1 & 2

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

Elaboration: creating, following, repeating and altering movement sequences in response to rhythm, music or words (AP, RE)

Activity

As a class the teacher names and demonstrates a limited number of fundamental movement skills for students, and asks them to repeat them. For example, jumping, hopping, leaping, side-sliding, galloping. The teacher plays a song (choose one that varies in rhythm and pace) and calls out for them to do a particular movement at during particular sections of the music. The teacher could invite discussion about how particular movements suit certain parts of the song, about how moving in different ways makes the students feel.

Once students are able to follow the sequence, students can be split into small groups (approx. 5 people) to create their own sequence of movements to a different song. The should include the five movements listed above but could be encouraged to include some creative movements of their own. Students can demonstrate their movement sequence to the class and also teach the class their sequence by calling out the movements.

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Content Descriptor:
Identify and describe emotional responses people may experience in different situations

(VCHPEP061).

Elaborations:
Identifying and describing the emotions of people who are happy, sad, excited, tired, angry, scared or confused (RS, MH)

Activity:
Teacher to show different emojis on the interactive white board, with the question “How are you today?”

Teacher to tell the students how they are feeling and explain why. Use Thumps Up, Thumbs in Middle, Thumbs Down as a visual method (e.g. Happy, Okay, Sad)

Students to turn and talk to partner asking/answering the same question. Those who feel comfortable share their partner’s answer.

Explain that all feelings are okay and normal, it is what we do when we have those feelings that is also important.

Teacher to model folding an A4 piece of paper into quadrants. In each quadrant draw a different facial expression and label the picture.

Students to return to desks to draw their own emojis with labels.

Reflection:

Students to come back and share with whole class their drawings and emotions.

Extension Activity:

“When I am feeling ‘x’ I can…”

For those students who finish early get them to think about what they could do if they are feeling angry or sad – for example talking to friends or an adult, being in a quiet safe place…

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Level 3 and 4               Content Descriptor:Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe Elaboration:recognising physical responses that indicate they are feeling uncomfortable or unsafe (S).                                       The activity is designed for Grade 3 and 4 students to provide students with the opportunity to identify what safety means. Student develop knowledge, understanding and skills to make safe decisions and behave in ways that protect their own safety and that of others.  Student gather in circle and teacher starts the lesson by reading the story of Little Red Riding Hood to activate prior knowledge . Teacher asks the class should Red Riding hood walk alone in the Woods  to visit her Grand- mother and talk to strangers and provide details of their activity? What could Red Riding Hood had done when she had a feeling that something was  not right at her Grandma house?The teacher tells the students that today they will be learning ways of how to keep them safe and situation awareness.How can you define safety? The teacher writes all the good ideas on the board. The teacher provides a few pictures of some safe and unsafe situations and students are to discuss with their partner and explain their answers.The class in then divided into small groups and students are describe what they to design a “ Recognise, React and Report  poster to raise awareness of strategies they could use in an “unsafe situation” The group will present their work in-front on the class and the teacher  will add  a ‘vocabulary word wall’ to assist with future written and assessment tasks on safety. Examples may include: risk, risky, hazard, hazardous, harm, harmful, rules uncomfortable, threat ect….The activity links to critical and creative thinking where students engage in conversation with their peers and develop and poster.

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Level 3 and 4               Content Descriptor:Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe Elaboration:recognising physical responses that indicate they are feeling uncomfortable or unsafe (S).                                       The activity is designed for Grade 3 and 4 students to provide students with the opportunity to identify what safety means. Student develop knowledge, understanding and skills to make safe decisions and behave in ways that protect their own safety and that of others.  Student gather in circle and teacher starts the lesson by reading the story of Little Red Riding Hood to activate prior knowledge . Teacher asks the class should Red Riding hood walk alone in the Woods  to visit her Grand- mother and talk to strangers and provide details of their activity? What could Red Riding Hood had done when she had a feeling that something was  not right at her Grandma house?The teacher tells the students that today they will be learning ways of how to keep them safe and situation awareness.How can you define safety? The teacher writes all the good ideas on the board. The teacher provides a few pictures of some safe and unsafe situations and students are to discuss with their partner and explain their answers.The class in then divided into small groups and students are describe what they to design a “ Recognise, React and Report  poster to raise awareness of strategies they could use in an “unsafe situation” The group will present their work in-front on the class and the teacher  will add  a ‘vocabulary word wall’ to assist with future written and assessment tasks on safety. Examples may include: risk, risky, hazard, hazardous, harm, harmful, rules uncomfortable, threat ect….The activity links to critical and creative thinking where students engage in conversation with their peers and develop and poster.

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Foundation: Name parts of the body and describe how their body is growing and changing (VCHPEP058). Elaboration: recording and mapping growth on individual and group growth charts or constructing a class height line (RS). 

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Foundation: Name parts of the body and describe how their body is growing and changing (VCHPEP058). Elaboration: recording and mapping growth on individual and group growth charts or constructing a class height line (RS). 

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This activity involves the Foundation students sitting in a circle and introducing the topic to the students and talking about timelines of human life cycle (growth and changing bodies). Place a range of pictures of different stages/ages of life - 2 pictures of each (Baby, toddler, child, adolescent/ teenager, adult, elderly) in the centre. Critically discuss each stage and encourage students to be involved in describing the characteristics of each stage of life, detailing the growth of changes seen in pictures or witnessed referring to people we know at home (eg baby sibling, older sibling, parents, grandparents, students in high school, etc). Students are visualising these changes through seeing the pictures and referring to prior knowledge. After the discussion is completed, students will receive a page of pictures (all life stages) that they will need to add to a timeline to place in order the stages of growth. This activity links cross curriculum with literacy learning via new language and terminology for different stages eg: teenager/ adolescent, elderly, etc. Fine motor skills with cutting an pasting.

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Levels 5 and 6: Plan and practise strategies to promote health, safety and wellbeing (VCHPEP108). Elaboration: Comparing product labels on food items (FN). Investigating sugar content in drinks. This activity focuses on health literacy and critical inquiry, and integrates mathematics.The class will break into groups and be given a selection of packaged drinks (reduced-fat milk, full-cream milk, soy milk, Golden Circle fruit punch, Red Bull energy drink, Mount Franklin water, Powerade Sports Drink, Coke). Without looking at the nutrition panels, students will attempt to rank each drink from lowest to highest sugar content.	Students will then read the nutrition panels and calculate the sugar content for a 250mL serve of each product, recording their results in a table. The relevant number of sugar cubes will then be placed by students in a 250mL cup in front of each drink.	Students will then use their results to accurately rank each drink from lowest to highest sugar content, comparing their results with their predictions and engaging in critical discussion questions in groups and then sharing responses in a class plenary. Example questions to promote critical discussion: Which results were surprising and why? Discuss the name and appearance of each product. Do any convey messages of health or otherwise? In what way? Can you find anything on the labelling of these products that might be misleading in regard to messages they convey? If so, explain why? Do you think all sugars are the same? Why or why not? 

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Levels 5 and 6: Plan and practise strategies to promote health, safety and wellbeing (VCHPEP108). Elaboration: Comparing product labels on food items (FN). Investigating sugar content in drinks. This activity focuses on health literacy and critical inquiry, and integrates mathematics.The class will break into groups and be given a selection of packaged drinks (reduced-fat milk, full-cream milk, soy milk, Golden Circle fruit punch, Red Bull energy drink, Mount Franklin water, Powerade Sports Drink, Coke). Without looking at the nutrition panels, students will attempt to rank each drink from lowest to highest sugar content.	Students will then read the nutrition panels and calculate the sugar content for a 250mL serve of each product, recording their results in a table. The relevant number of sugar cubes will then be placed by students in a 250mL cup in front of each drink.	Students will then use their results to accurately rank each drink from lowest to highest sugar content, comparing their results with their predictions and engaging in critical discussion questions in groups and then sharing responses in a class plenary. Example questions to promote critical discussion: Which results were surprising and why? Discuss the name and appearance of each product. Do any convey messages of health or otherwise? In what way? Can you find anything on the labelling of these products that might be misleading in regard to messages they convey? If so, explain why? Do you think all sugars are the same? Why or why not? 