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Part A - WARM UP GAMES PROFORMA PDHPE (students are to use one part A proforma for each of the 4 games,

s, one page for each one) Name of the Game: Dancing Chairs/ Musical chairs Stage: Early Stage 1 Explanation: Teacher asks a group of student to make a circle using chairs (the number of the chair is one less than the number of students). Next, the teacher tells the children to walk around the circle while allows them to listen to music. Suddenly, the teacher stops the cassette; and students immediately find their chairs. Then, one chair is taken out of the circle; and the game continues in this way until there is only one child left. The aim of this game is to let students move their body for awhile after sitting in class. Why is this game important for this stage? Children can communicate and respond to simple instructions and rules given by the teacher when they follow the instructions. Children understand the values of participating in physical activities Children have fun in competing in the game.

What are the PDHPE skills involved in this game? How? COES1.1 Communication skills with the teacher by following the teachers instructions MOES1.4 Children develop the moving skills by dancing along the music INES1.3 They can observe the classroom and playground rules

Equipment and Teaching cues - A cassette player / CD player with some songs to dance or moving with; - Chairs

Part A - WARM UP GAMES PROFORMA PDHPE (students are to use one part A proforma for each of the 4 games, one page for each one) Name of the Game : The Wind blows Stage: Stage 1 Explanation: Teacher asks a group of students to form a circle. The game starts as the teacher says the wind blows, the wind blows and students reply as blow what? Blow what? Next, the teacher answers: blows those who wear yellow tops!" Those who wear the yellow shirts must run to find other friends who swap their positions in the circle. The slowest student in swapping positions then takes the role of the teacher. The game continues. The purpose of this game is to break the ice of the class and allows students to be more open to the others. Why is this game important for this stage? - Students recognise differences and similarities of personal backgrounds. - Students practice agility and acumen reflection. - Students establish friendship in a group.

What are the PDHPE skills involved in this game? How? - GDES1.9 Students learn to recognise, identify and describe personal identities and backgrounds by observing appearances such as clothing DMES1.2 Students learn to make quick decision by recognising the description made by their friends. COES1.1 Students contribute the movement to express their feeling by following their classmates request attention

Equipment and Teaching cues - No equipment necessary except for a whistle to draw

Part A - WARM UP GAMES PROFORMA PDHPE (students are to use one part A proforma for each of the 4 games, one page for each one) Name of the Game: Trains are looking for treasures Stage: Stage 2 Explanation: A class of 30 students needs to be divided into 5 groups. Students in each group line up to make a train; and their eyes are covered with handkerchiefs, except the last student in the line who is a captain. Their aim is to find a particular object such as a book, a hat, a bottle, or a bag in 30m. Before the game starts, each group should discuss their instructions to drive the train. For example, the train will go straight when the last person taps 2 times on the right shoulder of the student in the front. Or the train turns left when the captain taps on the left shoulder... The signals are transmitter to the first person in the line in the exact manner. Then the captain directs the movement of the train. The winner group is the first train to find out the treasure. Why is this game important for this stage? Children learn how to work in a team, e.g trust their friends. Children focus the target. Children practise the agility.

What are the PDHPE skills involved in this game? How? - IRS2.11: They can develop communication with group mates. - PSS2.4: They know how to identify some cues to achieve a goal. - GSS2.8: They can show the cooperation leading to success in game

Equipment and Teaching cues : - Book, bags, bottle, hat - Handkerchiefs

Part A - WARM UP GAMES PROFORMA PDHPE (students are to use one part A proforma for each of the 4 games, one page for each one) Name of the Game: Steal the flag Stage: Stage 3

Explanation: Students are divided into 4 equal groups standing opposite to one another and behind the marked line. Each member of a team has to choose one number. There is a flag standing in a small loop at the centre. When the teacher calls aloud directly or indirectly a number in each group (or two number or whole group), the person who has that number most forward run quickly to fetch the flag and run back to their team. So, one mark is rewarded for the fastest runner. Otherwise, the team can lose one mark before touching the team line if the runner gets the tag of the same number person of opposite. The winner is the team who gain the expected score. *Teacher can call out the chosen number by doing the sum or subtraction (2+1, 6-3) Why is this game important for this stage? Children learn and build up teamwork skills to get the score. Children learn decision making to against the advance of enemy or defence. Children concentrate on listening to what the teacher says and learn the numeracy. What are the PDHPE skills involved in this game? How? - DMS3.2: Children apply decision-making processes when choosing a recreational pursuit. - GSS3.8: Children need to combine a series of skills in the game, e.g run, pass, or catch. - IRS3.11: Children can identify their roles and responsibilities in groups, e.g. team, class

Equipment and Teaching cues: A small loop A flag

Part B - INVASION GAMES PROFORMA PDHPE (students are to use one part B proforma for each of the 2 invasion game, one page/game, 1 game S 2 + 1 game S 3 +Name of the Invasion Game: Bingoroo Game Stage: 2

Explanation: There are two teams. Team 1 is in the right side to a small pitch, and team 2 is to the left side. There are 5 coned hats at the back side of two teams. Their aim is to kick a softball to down all 5 coned hats at the back. Soccer rules are used to dribble the ball among team members in this game. Flipping a coin helps decide which team to start first. The winner will be the team who has all 5 cone hats first in the goal. They can change soft ball to soccer ball or basketball after 15 minutes. Why is this game important for this stage? - Students can develop soccer skills: dribbling, turning, passing the ball. - They can come up with different strategies to knock down cone hats with decision making. - Students can also learn to follow the rules of a soccer game.

What are the PDHPE skills involved in this game? How? INS2.3 they need to work independently or with group members (e.g. positive support among team mates) to get the target. DMS2.2 they need to decide how the other students will control the ball, e.g. alone or to be given to their team mates MOS2.4 they need to know soccer skills such as dribbling, turning, passing and shooting the ball to knock down all cone hats.

Equipment and Teaching cues: - Soft ball, basketball, soccer ball - A suitable pitch for students in year 3-4.

Part B - INVASION GAMES PROFORMA PDHPE (students are to use one part B proforma for each of the 2 invasion game, one page/game, 1 game S 2 + 1 game S 3 Name of the Invasion Game: Netball game Stage:3

Explanation: Students are divided into 2 groups. Group 1 is the attacker and group 2 is the defender. They stand opposite to each other in a basketball court. Teams need to dribble the basketball to the opposite ring (using the basketball rules). However, at the scoring range, the ball needs to be shoot into the net without dribbling and bouncing so that point can be awarded: 3 points for at the line of the scoring area; while 2 points for in this circle. After 30 minutes, the team who has the most score is the winner. Why is this game important for this stage? Children learn the skill of dribbling a basketball. They learn how to work in a team. They learn targeting skill by shooting the ball into the net.

What are the PDHPE skills involved in this game? How? DMS3.2 Students learn how to control the ball: alone or to be given to their team mates. COS2.1 Students learn where and in what position they should be if the ball needs to be transferred to other team members. MOS3.4 Students use their basketball and netball skills to aim the ball to shoot the ball in the net.

Equipment and Teaching cues: - A basketball and a basketball court

K-6 PDHPE BLANK LESSON PLAN PROFORMA Part C Assignment 1 (students are to use one part C proforma for each of the four lessons to be planned) LESSON: 1/5 ( Creating Friendship) STAGE: Early State 1 Related lesson outcomes (PDHPE & other KLAs): INES1.3: Relates well to work and play situation IRES1.11: Identifies how individuals care for each other COES1.1: Express feeling, needs and wants in appropriate ways V1: Refers to a sense of their own worth and belonging V2: Respects the right of others to hold different values and attitudes from their own

Part & Timing Introduction 10 minutes

Content (WHAT) The purpose is to get students to enjoy class, and to know each other. Also, this helps students to know the boundaries of rights and responsibilities in friendship.

Teaching & learning strategies (HOW) Teacher asks students write their names on a white board; and asks them some questions to introduce them. Teacher reads a story related to friendship (for example: A true friend or two goats); and asks some simple questions about the story. After that, he/she explain the topic today for the class.

Resources A story book, white board a

Body

Building up the friendship in a small class, such as making friend, creating peers expression, rights and responsibilities inside and outside class.

30 minutes

Firstly, students work in pairs out to complete some activities such as building houses, or colouring a picture related to that story. Then, teacher asks students how the feeling when working with friend; and learns how express person emotion by showing face expression cards. Teacher explains the reason why it is necessary to make friends, and be a good friend to others. Students now work in a small group to play Delivery Happy Ball game. Teacher tells to class know to share toys or expression with other friends after finish the game.

A picture about two children playing. The game Delivery Friend Ball is needed to divide the class into 4 small groups standing lining up. The first student at each line passes the ball over the head to the next, and until to the last, who holds the balloon run forward put the ball in a basket. The winner is team who completes first.

Conclusion

Students know to share, respect, support, and accept other people

5 minutes

Teacher discusses in class how many friends do you make today? What do you do to make friends? What do you do when you see friends feeling happy or sad?

Lesson Evaluation: - Do students enjoy activities? - How well do students work in pairs, or in groups? Does it help improve the friendship in students, e.g. atmosphere of trust and support each other in classroom?

K-6 PDHPE BLANK LESSON PLAN PROFORMA Part C Assignment 1 (students are to use one part C proforma for each of the four lessons to be planned) LESSON: 1/6 ( Body parts) STAGE: Stage 1, Year 2

Related lesson outcomes (PDHPE & other KLAs): ALS1.6: Participates in physical activity, recognise that it can be both enjoyable and important for health. GDS1.9: Describes the characteristics that make them both similar to others and unique. MOS1.4: Demonstrates maturing performance of basic movement and compositional skills in a variety of predictable situations V2: Respects the rights of others to hold different values and attitudes from their own Part & Timing Introduction 10 minutes Content (WHAT) The purpose of this lesson is to describe human body parts and their functions. Teaching & learning strategies (HOW) Teacher asks students list three main human body parts: Head, Body, and Leg. Then, he/she asks two volunteer to go to white board to draw it. One volunteer is covered the eyes and draw human body with the instruction of friend. Resources Interactive white board

Body

Describe in detail parts of a body and their functions.

30 minutes -

Firstly, teacher divides the class into three groups; and asks them to identify some body parts they know. Ask students the position of these body parts, and complete the drawing the body before. Then, the teacher explains the function of each part of the body. After that, each student will colour parts of body Next, each group will participate Words and Picture matching activity to remember the name and positions of body parts. Do Clap your hands activity. Remind students to go home and to care their body.

Prepare worksheet of human body, picture cards of body for matching game

Conclusion

Students start getting to know and take more care their body parts.

Prepare a cassette and the song If you are happy

5 minutes

Lesson Evaluation: - Do students enjoy activities? - Are parents providing opportunities for their children to take care of themselves?

K-6 PDHPE BLANK LESSON PLAN PROFORMA Part C Assignment 1 (students are to use one part C proforma for each of the four lessons to be planned) LESSON: 3/6 (Road signs and symbol) STAGE: Related lesson outcomes (PDHPE & other KLAs): INS2.3: Makes positive contributions in group activities. SLS2.13: Discusses how safe practices promote personal wellbeing. COS2.1: Uses a variety of ways to communicate with and within groups. V4: Increasingly accepts responsibility for personal and community health Part & Timing Introduction 10 minutes Content (WHAT) The purpose of this lesson is to introduce warning signs and symbols of road safety Stage 2, Year 4

Teaching & learning strategies (HOW) - Teacher asks some question about safety in class, at home environment to review which students have learned the two last lessons. - Then, the teacher introduces the lesson today about warning signs and symbols in road safety through asking the class what road safety is and writing on the white board,

Resources A white board

Body

Introduce road signs

30 minutes -

Conclusion 5 minutes Students understand the importance of road safety, warning signs. -

Teacher asks 4-5 volunteer students to do play Prepare road sign role about crossing the road at different situations, pictures, customs for for example at the school crossing, following the play-role. instructions of a guide, and obeying safety road signs Then, teacher divides the class into 3 small groups to discuss the consequences if the signs are not being followed or when people do not notice traffic; and what they should do to avoid the bad outcomes. Next, the teacher builds up the groups ideas by explaining more about road signs, meanings and rules. The teacher lets the class do match the picture of signs with the meaning given. Playing the game Traffic light Homework: Students will be asked to do a warning sign and bring them in for next class. The whole class line up in 3 lines and following the teachers instructions: - Cross hands means a red light to stop - Hand up means a green light to run fast - Hand down means a yellow

light to run slow. The teacher does slowly these steps and increase gradually the speed. The teams do wrong steps would be losers. Lesson Evaluation: Do all students get pleasure from this lesson? - Do all the students have sufficient opportunities to contribute in class discussion? - Do students understand and remember the signs and their rights to be safe?

K-6 PDHPE BLANK LESSON PLAN PROFORMA Part C Assignment 1 (students are to use one part C proforma for each of the four lessons to be planned) LESSON: 2/5 (wellbeing living) STAGE: Stage 3, Year 5 Related lesson outcomes (PDHPE & other KLAs): DMS3.2: Makes informed decisions and accepts responsibility for consequences. PSS3.5: Suggests, considers and selects appropriate alternatives when resolving problems. ALS3.6: Shows how to maintain and improve the quality of an active lifestyle. PHS3.12: Explains the consequences of personal lifestyle choices. V4:Increasingly accepts responsibility for personal and community health V5: willing participates in regular physical activity Part & Timing Introduction 10 minutes Content (WHAT) The purpose of this lesson is to revise nutritional information and to know the role of physical activities. Teaching & learning strategies (HOW) Teacher asks students to divide into 3 small groups and get them to draw and list 4 levels of a nutrition pyramid. Resources Prepare 3 pieces cardboards paper.

Body 30 minutes

Nutrition: health and unhealthy foods Living well: do regular physical activities

Teacher explains the game Academic and asks them to keep doing in their group. After that, students start to play this game. The teacher discusses and explains the right answers. Next, the teacher gives each group one scenario and asks them to solve the problems; such as obesity prevention, illness prevention, or nutritional deficiency. Then, the teacher provides the opportunities for share and report to class their experience how they solve that problem. Finally, the teacher explains more and develops how to get a healthy life through doing regular physical activities, and having a balance diet. The teacher asks students to tell their classmates what physical activities they usually do after school; and encourage them to keep doing them. Homework: the teacher asks students to do searching for the advantages of physical activities toward healthy life.

Prepare nutrition food, balanced eating habit questions. When teacher asks a question, the group get 1 point to answer correct answer. The winner is the group who has the highest score.

Conclusion 5 minutes

Students start to understand the important of healthy lifestyle.

Prepare hand outs of advantages of physical activities questions.

Lesson Evaluation: - Do students enjoy and get information from the game? - Do the students cooperate and accept opinion of group-mates? - Do students have opportunities to solve problem at home? - Do students remember to complete their homework?

APPENDIX- Part B: Bingoroo Game

APPENDIX- Part B: Net ball