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Content Description

- Practice the skills required to include others and make friends with peers, teachers and other adults

Elaborations

1. discussing what it means to be friendly and make a list of the qualities of a friend

2. role playing a range of scenarios such as saying hello to a new student in your class or thanking an adult for helping you

3. describing how it feels when talking with teachers and other adults

Intro:
discuss what a friend is and what makes a good friend as a class. Brainstorm ideas on the board. students receive a 'find a friend' sheet which they need to find someone who likes the same things as themselves.

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Content description
Investigate how celebrating similarities and differences can strengthen communities
Elaborations

1. proposing strategies to help others understand points of view that differ from their own and to encourage further discussion about individual and cultural similarities and differences in order to tackle racism (RS)

2. exploring and celebrating how cultures differ in behaviours, beliefs and values (RS, MH, FN)

Mini lesson
Intro: Show students short clip called "All That We Share" (https://youtu.be/jD8tjhVO1Tc), a Danish video designed to break down stigmas in people from all backgrounds.
Activity
Your class (or group of people) need to be split into groups. These groups can be based on anything from age, to cultural background, to religion, to gender. Anything that could be seen as different, or perhaps has a stigma attached, as the aim of this activity is to break down those stigmas. The amount of people in each group will be determined by the size of the whole group and the basis of the groups. Each group must stand towards the outside of the room. If you are worried about breaking the students into groups, it can be done as a whole class with everyone standing in a circle. The next step is to ask a series of  yes/no questions tailored to the group of people you are asking (Teacher must have a prepared questionnaire, e.g. were both your parents born in Australia? Do you like chocolate?). You must explain to your group of people that if they answer yes to the question being asked, they must head to the middle of the room. When the next question is asked, they will either remain in the centre if they still answer yes, or go back to their corner/circle if they answer no.
Conclusion
To finish the lesson have a discussion with the group about what they have learnt from the activity.

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

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
Mini Lesson:
Students as a group estimate how tall they think they are (in units of choice i.e. mm, cm, m), this is recorded by teacher on whiteboard in a format such as a table.
Main activity:
* In pairs, students will use a piece of string (or the likes) to measure their partner. Students may like to lay on the ground or stand to do this. They then need to either cut or mark the string at the required length of their height.
* Students then use the string to measure how long (tall) it is along a large scale such as a oversized ruler or tape measure. Teacher may need to assist.
* Recording measurements (teacher may  need to assist with some) on the chart previously done with estimations.

REFLECTION
* Re-group and work through the estimations and actual measurements, ask students how tall they might be in one year, or how tall they may have been one year ago.
* Students can go home and ask parents/carers how tall they were when they were born - this may assist in putting perspective in how much they have grown since birth.

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Communicating and interacting for health and wellbeing

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Content descriptor:
1.  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)

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

Activity:
1. Students will be taught the hoedown throwdown dance, thinking about the different movements and the changes in body movements in the process.
2. Students will work together in pairs/small groups to learn the dance moves.
3. Music will be played to support dancing.
4. Students will perform their dance!
5. A reflection will be held about the various moves - what was enjoyable, difficult, etc.

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Content Descriptor

1. Practise and refine fundamental movement skills in different movement situations in indoor, outdoor and aquatic settings (VCHPEM097)

Elaboration:

1. performing fundamental movement skills to demonstrate weight transference in different physical activities (RE, FMS, AP)

Activity:
1. Students are taught/ perform the Nut Bush dance.

2. In groups of 3/4 students work together to choreograph their own movements that they can incorporate into the dance. For example adding arm actions or changing the sequence of the
movements.

3. Reflection:
Group discussion on how dancing made them feel and the benefits of social line dancing, eg: not requiring a partner to participate.

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content descriptor:
Discuss the body’s reactions to participating in physical activities (VCHPEM083)

Elaboration:

1. participating in activities of different intensity and comparing the body’s reactions (AP, HBPA, FMS)

Activity:
-In the class, the teacher encourages students to do three movement activities.

-The first activity is to do the yoga. Students can stand on a circle and one student gives a yoga post and others stimulate it.

-The second activity is to divide students into pineapple group, apple group and strawberry group. When the teacher gives instructions about one of the group, the group of students run and others just stay.

-The third activity is to play basketball. Students can learn how to hold and dribble the ball, and even shoot the ball.

-In the end of the class, students can discuss with their peers which activity was the most difficult for themselves. And what's their feelings about the three of the activities

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

Elaboration:

1. performing routines incorporating different jumping techniques and connecting movements (AP, RE, FMS)

2. demonstrating fundamental movement skills in correct sequence to complete a movement task or challenge (FMS, AP)

3. performing tumbling routines using rolling actions, incline, weight transfer, flight and balances (FMS, RE)

Activity:
- review fundamental movements to warm up
- students stand in a circle
- the teacher do a movement first, the next students need to copy this movement then do a new one.
- the last students will copy all the movement that have done before in right order and give a new movement.
- everyone do all movements together.

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Content descriptor:
Investigate how emotional responses vary in family situations and in friendship groups (VCHPEP093)

Elaboration:

1. recognising own emotional responses and levels of their response in different situations, including home and at school (RS, MH)

2. analysing scenarios and identifying possible triggers and warning signs to predict emotional responses (MH, RS)

Activity:
Discussion: Describe a time when you have felt:
- excited
- frustrated
- relieved
- nervous
- happy
-surprised
- lonely
- embarassed
- proud
Students are then given a range of scenarios and are asked to describe how they would feel in each situation using the words we have discussed.
Examples of scenarios:
- your puppy licks you and leaps on you when you get home
- you broke your grandmother's favourite cup
- you can't get back to sleep in the middle of the night
- you're starting a new school
- you scored the winning goal in the netball final

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

Elaboration:

1. Performing routines incorporating different jumping techniques and connecting movements (AP, RE, FMS)

2. Demonstrating fundamental movement skills in correct sequence to complete a movement task or challenge (FMS, AP)

Warm up:
Students do a ‘Go Noodle’. This is an interactive website which has various dance videos. Students copy the dancers on the screen in front of them. After, students and teacher have a quick discussion of the fundamental movement skills involved (if they haven’t learnt this before take the time to explain to the students what fundamental movement skills are)- using the ‘Go Noodle’ to give examples.

Activity:
In small groups, students create their own movement sequences (dance routines) using the fundamental movement skills discussed. As there isn’t a lot of time, limit students to the number of moves you’d like them to include.

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

Elaboration:
Grouping foods into categories such as food groups and ‘always’ and ‘sometimes’ foods (FN)

Activity:
Create a ‘vegetable person’ using real vegetables or pictures of vegetables. Help children use toothpicks to make their vegetable person stand up and be three dimensional. If using real vegetables, encourage children to eat their vegetable person for morning or afternoon tea.

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

Elaboration:

1. exploring how people feel when they are included and excluded from groups and activities (RS, AP, MH)

2. demonstrating appropriate language when encouraging others at home and at school (RS)

-Watch the youtube video Sesame Street 'Come and Play' https://www.youtube.com/watch?v=LaTKfMJ3jd0&list=PL-VkjAX1VUVjlmLwzPESNqBCij9FjZ-nb
-Discuss what we saw in video, ask children if they have ever been the child left out, how does it feel etc.
-Identify ways in the video the children promoted inclusion (saying hey, my name is... come and play)
-Ask students to sit with a partner, ask eachother what they like to play or do in the playground, find something in common you could do together.
-Make a poster, highlight steps to including others, strategies to include others in games, promoting good friendships

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Content descriptor:
Practise personal and social skills to interact with others (VCHPEP060)

Elaboration:
Respond to stories about characters who have been excluded from a group and discuss how the character could deal with the situation (RS)

- Read the story, 'Strictly No Elephants' by Lisa Matchev.
- Discuss how the boy in the story might be feeling when he is excluded from the pet club.
- Brainstorm some reactions the boy could have had when he was excluded. Decide which of these reactions would be appropriate and what students might do if they were excluded.
- Students draw a picture of what they would do if they were being excluded.
- Discuss the role students have in including others both at school, and outside of school.

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

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

~ Read a picture book with children (can be any book where characters display different emotions but for this example you could use the book 'The Way I Feel' by Janan Cain)

~Discuss with children about what emotions the characters are showing.
~ Pair up with a partner- use facial expressions to convey an emotion- can your partner guess what your feeling?
~ Make a poster with different emotions- what they look like/ sound like, etc.

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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