Pdhpe Wiki - Warm Up Games

16540314-Sarah Alicia Hall
Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for
each one)
Name of the Game: Musical Animals Stage: Early stage One (ES1)
Explanation:
Musical Animals is game involving dance, movement and listening skills. A boundary in first created with four witches hats in an
undercover area. All students are to create a circle within the boundary. When the music begins to play they have to move around the circle
pretending to be any animal they like, however when the music stops they have to freeze on the spot no matter what position they are in. The
teacher simply uses a CD player to stop and start music. The aim of this game is to increase listings skills as well as explore the ways the
body can be portrayed through movement.
Why is this game important for this stage?

• This game is important for this stage as it develops loco motor skills as children have the opportunity to hop, gallop or walk for
example when pretending to be their animals.
• GSES1.8, Demonstrates fundamental movement skills while playing with and sharing equipment. This game offers the opportunity
for children to share space and also allows for the Development of locomotor skills such as walking, step patters as well as jumping
and leaping. This game allows for skills such as how to balance, walk, or run at a safe speed within a specific boundary.
• DAES1.7, Moves in response to various stimuli. Children are provided with the stimuli of music and instructed to act out an animal
before it stops. This encourages children to be aware of various stimuli and tests their listening skills.
What are the PDHPE skills involved in this game? How?

• Outcome: DMES1.2, identifies some options available when making simple decisions
• Indicators:
• Responds to simple instructions and rules.
• Plays simple response games.
• Outcome: MOES1.4, demonstrates a general awareness of how basic movement skills apply in play and other introductory
movement experiences.
• Indicators:
• Walks, runs, slides at different speeds.
• Maintains stillness of head and trunk when balancing.
• Outcome: INES1.3, relates well to others in work and play situations.
• Indicators:
1
• Works happily with class peers.

• Uses self control to deal with anger or excitement.
Equipment and Teaching cues:

Equipment needed:
• Four witches hats
• CD player
• CD or tape with a variation of music
Teaching cues:
• Teacher arranges witches hats in a square formation.
• Children are asked to create one circle inside this boundary.
• Teacher informs children of instructions and demonstrates different actions that could be made for specific animals.
• Teacher informs students of which way the circle is moving.
• Teacher turns on music, children begin to move.
• Teacher stops music, children are to freeze in action.
• Teacher changes direction that circle is going and continues to stop and start music accordingly.
• Once activity is complete children are asked to be seated in their circle staying inside the boundary.
2
each one)
Name of the Game: Stretch says Stage: ES1

Explanation:
The leader says is a game where by the teacher stands at the front of the area created, children are spread out in front. This game involves a
number of bodily stretches instructed by the teacher and students are to follow all directions and actions that the teacher does only however
when they state the phrase “stretch says”. So for example the teacher would state “stretch says, stretch and reach for your left foot” and
displays the action. They then continue with this until the teacher tells them to do a stretch without using the words “stretch says”. All
students who continued to do the stretch are out and have to step aside into an area marked by cones and do 10 sit-ups, once the sit-ups are
complete they can re-join the activity.
- This game is important for this stage as it addresses elements of movement as it focuses on directions that are instructed by the
teacher such as “stretch up, forward down or to the side”.
- GYES1.10, performs basic movement patterns to show actions of the whole body. When the teacher performs a stretch after saying
“the leader says” the children are provided with an opportunity to move their whole bodies.
- IRES1.11, demonstrates active listening skills, questioning and recalling of information when interacting with others. Children are
provided with the opportunity to test their listening skills and see how attentive they can be.

• Outcome: DMES1.2, identifies some options available when making simply decisions.
• Indicators:
• Generates a number of possible solutions to a problem (deciding whether to copy the teacher).
• Outcome: INES1.3, relates well to other in work and play situations.
• Indicators:
• Observes classroom and playground rules.
• Works happily with class peers.
• Uses self control to deal with anger or excitement.
• Outcome: MOES1.4, Demonstrates a general awareness of how basic movement skills apply in play and other introductory
movement experiences.
3
• Indicators:
• Stretches and curls the body at levels (high and low).

Equipment:
• Eight witches hats (used to make a space in which children are to stay within)
• Stretching sheet that lists a variety of stretches on it to ensure students are stretching all muscles of the body.
• whistle
Cues:
• Create boundary with cones in order to keep children within a specific area
• Teacher instructs children of movements and does movements with children.
• If child performs or listens wrong, teacher ensures they leave the space and do 10 sit-ups before returning.
• When the whistle is sounded the game ends and children are to be seated where they are.
4
each one)
Name of the Game: Human link Stage: 1

Explanation:
A larger space is created using witches hats. All children line up along one side of the square and the teacher is to select two students to be
the “human link”. These students come into the centre of the square linking arms, as the teacher each provides them with a bean bag. On the
word “go” students standing on the line are to try and make it across to the other side of the boundary without being tagged by the link using
beanbags. When tagged they too join the human link and are provided with a bean bag. The aim of this game is to promote interaction,
movement, communication and decision making within a group.

- IRS1.11, identifies the ways in which they can communicate, cooperate and care for others. This game is important for this stage as it
encourages peer relationships to develop as it is a team based activity, in that children have to work together in order to reach the
goal. These relationships develop and assist communication skills allowing children to learn from one another.
- This game is important to this stage as it builds on decision making skills and cooperation, as students learn to cooperate with one
another in order to tag as many people as possible.
- GYS1.10, follows a simple sequence that that links basic movement patterns. Students learn to draw on imagination to select
different movement patters that they can make it order to tag the other team.

• Outcome: COS1.1, Communicates appropriately in a variety of ways.
• Indicators:
• Uses correct vocabulary for body movements.
• Responds to simple instructions and rules.
• Outcome: DMS1.2, recalls past experiences in making decisions.
• indicators:
• Predicts consequences of options in order to make a decision, eg which way to run so that more people r
tagged.
• Outcome: INS1.3, develops positive relationships with peers and other people.
• Indicators:
• Uses positive talk to encourage others
• Listens and responds to others
5
• displays cooperation in group activities, eg taking turns

• develops friendships with peers

Equipment:
• Bean bags
• 8-10 witches hats in order to mark a clear boundary.
• whistle
Teaching cues:
• Teacher uses witches hats to create a large boundary that can be altered if needed. boundary is square
• Children are asked to line up along one side of the boundary
• Teacher selects two students randomly who form a link (by linking arms).
• Teacher provides them with a bean bag each which they will use to tag others.
• Once students are tagged they to join the link. Until all students are tagged.
• Boundary can be altered to be either larger or smaller at any point to create a challenge for students.
• Once challenge is complete a whistle is sounded and children are instructed to bring bean bags back to the box and be seated in a
circle.
6
each one)
Name of the Game: Wake the farmer Stage:1

Explanation :
This game involves marking a large perimeter with cones to create a boundary. Five students volunteer to be wizards and the rest farmers.
Wizards are the students who tap the farmer with their wand placing them in a deep sleep. Farmers that have been taped have to roll onto
their back and place their legs and arms up in the air. Farmers that have been taped cannot be released from their deep sleep unless another
farmer wakes him by tapping them twice. The aim of this game is to encourage team work skills, and communication. Children have to
work together in order to try and keep farmers alive.

- GYS1.10, follows a simple sequence that that links basic movement patterns. The idea that children have to follow a pattern of
wizards running and tagging farmers allows for basic movement patterns to be developed such as running, and walking.
- This game is important for this stage as it assists in development of locomotor skills such as running and walking as well as
travelling on different body parts. This can be seen when farmers have to lie on their back, this encourages different elements of
movement to be addressed such as position, level and direction.
- IRS1.11, identifies that ways in which they communicate, cooperate and care for others. This encourages them to be understanding
of one another as well as helpful. This game demonstrates ways to help, encourage and care for others.

• Outcome: COS1.1, expresses feelings needs and wants in appropriate ways
• Indicators:
• Expresses themself through movement. ( This can be seen as children are able to make decisions on their own
as to who they will release from the deep sleep.
• Outcome: INS1.3, relates well to others in work and play situations.
• Indicators:
• Displays cooperation in group activities.
• Listens and responds to others
• develops friendships with peers
• Outcome: DMS1.2, recalls past experiences in making decisions.
• indicators:
7
• Predicts consequences of options in order to make a decision. “e.g. The consequence of trying to free a
farmer”.

Equipment:
• 10 cones in order to make a large boundary
Cues:
• Teacher creates boundary using 10 cones that is of decent size.
• Teacher instructs students to line up against one side of boundary, where 5 students volunteer to be in or be (wizards).
• Students are asked to spread themselves out inside the boundary.
• On the whistle students begin to move.
• As the game progresses and all farmers a nearly in a deep sleep a whistle is sounded in order to indicate that the game is finishing.
• Students are asked to take a seat where they are.
8
each one)
Name of the Game: football Touch Stage: 2

Explanation:
Bean bag touch involves making a large boundary out of cones to create a space. There are two teams (team 1 and 2) that sit opposite one
another at either ends of boundary. There is a football placed in the middle of the court and a hoola hoop either side that both have sashes in
them. Each student in each team is given a number 1-15. When the number is called the student with that number is to run to a hoola hoop
tuck the sash into the back of their pants and race for the football. The team that gets the football has to try to get back to their place whilst
the team without has to try and steal their tag.

- GDS2.9, Describes life changes and associated feelings. This game is important for this stage as it allows children to identify their
own strengths and limitations, as well as value their own unique abilities to participate even if they aren’t the one to capture the
football.
- GSS2.8, participates and uses equipment in a variety of games and modified sports. This outcome is significant to this stage as it
demonstrates fun ways of practicing skills, such as how to hold a football. It also demonstrates efficient ways of using equipment
while working cooperatively with others.
- This game also benefits and influences participation as all children are given a number therefore all must participate, as well as
increasing abilities to follow and use rules, tactics and strategies.
• Outcome: DMS2.2, makes decisions as an individual and as a group member .
• Indicator:
• Considers feelings and needs of others in making decisions. Child may firstly think about which hoop the
member of the other team may go for before making a decision. This influences the processes of decision
making, and thinking of others.
• Discusses advantages and disadvantages of options with friends when making decisions. Children may discuss
as a team which hoola hoop is the best option for themselves as well as the team. This may increase their
chances of winning as well as their communication skills.
• Outcome: INS2.3, makes positive contributions in group activities.
• Indicator:
• Develops friendships and support networks with a range of people. This activity involves team work and
9
support, hence there is a good opportunity for friendships to develop.

• Displays tolerance in relation to individual differences, e.g. ability levels. Children learn to develop patience in
regards to other student’s skill or fitness levels.
• Outcome: PSS2.5, uses a range of problem solving strategies.
• Indicator:
• Analyses problem situations. The problem is this situation is being the first to get the football, children learn to
analyse the situation through watching other children participate and making a decision when their turn arrives.
• Performs a simple movement sequence given particular limitations, e.g. restricted use of space. A boundary is
created in this game, there for children learn to move quickly in a limited space.
• Identifies what needs to be done to achieve a goal. The students become aware that the goal is to be back
where u started holding the football, and to achieve this goal they must be their opponent through making a
decision as to which hoop they will run too.

Equipment:
• Football
• hoola hoops
• sashes
• 10 cones in order to create a space
• whistle
Cues:
• Teacher creates large space or boundary using cones and arranges Hoola hoops, sashes and a football in appropriate positions.
• Students are asked to all line up against one side of the boundary where they are provided with the number 1 or 2.
• Students who are given the number two are to move to the other side of the boundary (2 teams are created).
• The teacher then moves to each team providing each student with a number from 1-15 and are informed of rules and instructions as
to the collection of the ball and sash when their number is called.
• Teacher records points for each team (how many people get back to their place without having their tag removed).
• Once every student has participated the teacher sounds a whistle indicating that the game has ended.
• The teacher informs students that all equipment needs to be placed back where it was first located and they need to be seated in their
groups and listening.
10
each one)
Name of the Game: Mouse Run Stage:2

Explanation:
This game is played in hall and involves two teams. A boundary is created. Each team lines up behind one another at opposite ends of the
hall with their legs apart standing close in order to make a tunnel underneath. A tennis ball is given to the last member of both lines and as a
“mouse” on the whistle has to crawl underneath the tunnel of legs made by students, placing them at the front of the line. Once at the front
of the line the tennis ball must be handed back to the end of the line before the next mouse can enter the tunnel. This continues until the
whole tunnel reaches the other side of the hall. The first tunnel to reach the other side wins.

- GDS2.9, describes life changes and associated feelings. This is important as students learn to identify their own strengths and
limitations, as well as demonstrating sensitivity to the needs, rights feelings and efforts of others.
- IRS2.11, describes how relationships with a range of people enhance wellbeing. This game is important for this stage as children
demonstrate communication skills that enhance relationships, e.g. listening showing care, and negotiating.
- This game is important to this stage as it enhances non-locomotor skills such as stretching, bending and twisting as well as creating
positional awareness as all students have to be positioned in a particular way in order for the game to work.
11

• Outcome: DMS2.2, makes decisions as an individual and as a group member.
• Indicator:
• Considers individual strengths and limitations when allocating group roles, e.g. positions. Children will
become aware of personal strengths as well as other students abilities.
• Assists the group to achieve consensus in group goal setting. Children have the ability to discuss as a team
how they are going to achieve this goal and encourage each other to work together using strategy to achieve the
goal.
• Indicator:
• Helps others to achieve set tasks. Students learn to help and encourage other students to achieve goals.
• Develops friendships and support networks with a range of people. This activity encourages communication
which encourages friendship.
• Displays tolerance in relation to individual differences, e.g. ability levels.
• Discusses personal strategies to deal with difficult situations. Teams learn to discuss as a group how they are
going to achieve this goal.
• Indicator:
• identifies what needs to be done to achieve a goal.
Equipment:
• Tennis ball
• Whistle
• Cones
Cues:
• Teacher creates large boundary in hall to ensure safety of students using cones.
• Teacher asks students to line up against one side of boundary.
• Teacher separates students into two teams by providing each student with either the colour blue or red, red team moves to the other
side of the boundary not in line with blue team.
• Students are asked to form a line in their team and separate their legs making a tunnel so the mouse can run through.
• Teacher provides students with a tennis ball which is to be passed to each mouse before then can enter the tunnel.
• The teacher will blow the whistle indicating to students that the game has begun.
• Once a team has reached the other side of the hall another whistle is sounded indicating there is a winner.
12
• Once both teams have reached the other side of wall or boundary they are asked to sit in their lines quietly.
each one)
Name of the Game: Instruction Stage:3

Explanation:
This game Involves making a large square boundary out of witches hats on an oval. All children are to line up at one end of the boundary
whilst the teacher is on the other end. This game involves six instructions “up, down, Push-ups, Sit-ups, stop and go”. On the whistle
students are to run toward the teacher until the teacher announces the word “stop” and then maybe the sentence “down, pushups, up and go”
the children have them compleatled the pushups until the teacher may again say “stop” and then “down, situps and go”. This continues until
the whole class reaches the other end of the oval.

• AlS3.6, shows how to maintain and improve the quality of an active lifestyle. Through this the students can compare activities that
people do to stay fit, such as running, pushups and sit-ups.
• GSS3.8, applies movement skills in games and sports that require communication, cooperation, decision making and observation of
rules. This game Allows children to participate in and combine strategies, teamwork, movement, skill and fair play. Children may
work out that the faster they run on the word go the closer they will be to the end. Children also learn a lot about movement and a
series of skills that can be used regularly.
• Through this activity children develop locomotor skills by having to stop, start, run, accelerate and decelerate.
13

• Outcome: DMS3.2, makes informed decisions and accepts responsibility for consequences.
• Indicator:
• Evaluates personal decisions. Example, Children evaluate the situation of running, and doing pushups and why
it may be beneficial to them.
• Strives to achieve a relevant personal target. The teacher has not provided a number as to how many pushups
or sit-ups have to be done. This encourages children to set personal targets, for example maybe 5 pushups each
time they are asked to perform an exercise.
• Outcome: INS3.3, acts in ways that enhance the contribution of self and others in a range of cooperative situations.
• Indicator:
• Demonstrates actions that support the rights and feelings of others. Children may encourage one another in
this activity or compete with one another as to how many pushups they can do.
• Expresses and acts appropriately on concern for others. Children may begin to help one another if some
children are struggling, by showing them how to perform certain exercises.
• Outcome: PSS3.5, suggests, considers and selects appropriate alternatives when resolving problems.
• Indicator
• Devises a plan for more active uses of the playground. Children learn about various ways in which they can
create their own games in order to make better use of the playground.

Equipment:
• whistle
• cones, in order to make a boundary
Cues:
• Teacher creates very large boundary using cones.
• All children are instructed to line up against one end of the boundary whilst the teacher is at the other.
• On the word “go” students are to run toward the teacher until the teacher instructs directions of “stop” etc.
• Teacher continues with this instruction until all students reach the other side where they are located. Once students have all reached
other side a whistle is sounded.
• Teacher then instructs students to be seated making a circle.
14
each one)
Name of the Game: What next Stage:3

Explanation :
This game involves making a large circle out of the class in an outdoor environment. The teacher is to stand in the middle of the circle with a
soft ball form of ball and pass it to children randomly calling instructions as to what to do when the ball comes there way. For example The
teacher faces a student and calls “catch it”, the child catches the ball and passes it back. The teacher may then face another student and say
“Avoid it”, in this circumstance the child would have to dodge the ball.
15

- GSS3.8, Applies movement skills in games and sports that require communication, cooperation, decision making and observation of
rules. This game is important as it enforces strategy in order to catch or throw the ball as well as incorporates movement and skills
such as catching and passing.
- IRS3.11, describes roles and responsibilities in developing and maintaining positive relationships. This game is important for this
stage as it allows children to identify their role and responsibility within a group or class activity. For example the student role in this
game is to catch the ball and follow instruction, where as their responsibility is to be considerate of others and their abilities and not
judge.
- This game is also important for this stage as it develops manipulative skills for throwing, in regards to accuracy and distance. As well
as recognising personal ability and building self esteem.
• Outcome: DMS3.2, makes informed decisions and accepts responsibilities for consequences
• Indicator:
• Strives to achieve a relevant personal target. This game encourages student to challenge their own abilities
such as ball catching skills or passing skills, and achieve personal goals, for example: being able to catch a ball
on first go.
• Outcome: INS3.3, acts in ways that enhance the contribution of self and others in a range of cooperative situations.
• Indicator:
• Demonstrates actions that support the rights and feelings of others, e.g. encouragement and consideration. This
can be seen within this game in that children learn to encourage one another to catch or hit the ball, but also
show consideration for those students who may be struggling.
• Outcome: MOS3.4, refines and applies movement skills creatively to a variety of challenging situations.
• Indicator:
• Adapts throwing action to cater for different types of equipment, e.g. accuracy and speed. This game allows
for a variation of throwing techniques to be developed which will benefit children in other sport activities.
Equipment:
• Hats, as game is played in an outdoor environment
• a soft ball (preferably the size of a soccer ball)
• cones
• whistle
Cues:
• Teacher creates a square boundary using cones.
16
• Students are then instructed to make a circle within the boundary and informed of the rules or structure of the game.
• Teacher blows whistle to indicate game has begun.
• Teacher uses instruction and throws ball to every student providing different instructions for each student.
• Once every student has been provided with a turn a whistle is blown and students are asked to take a seat in the places as the game
has finished.
Part B - INVASION GAMES – PROFORMA – PDHPE (students are to use one part B proforma for each of the four invasion game,
one page/game, 2 games S 2 + 2 games S 3
Name of the Invasion Game: Space invasion Stage2

Explanation:
Children are divided into two teams which are distinguished by coloured sashes that they wear across their chests. There is a boundary
created with witches hats. This game involves passing the netball between the teams in order to make their way up the field to reach their
team “space”. Children however are not allowed to move once they have the ball and have to pass it to other team members. In order to
score a point for their team the ball has to be passed to a student who is in the “safe space, and caught on first go”. Children are allowed to
intercept the other team in order to gain the ball for their own team.
- GSS2.8, participates and uses equipment in a variety of games and modified sports. This game is important to this stage as children
have to ability to demonstrate fun ways of practicing skills, e.g. passing and throwing as well as running. This game also allows
children to understand how cooperation and encouragement lead to success in games.
- GDS2.9, describes life changes and associated feelings. This game is important to this stage as it allows children to identify their
own strengths and limitations as well as value their own unique abilities.
- This game is important for this stage as it develops manipulative skills such as chest passes, catching n and over arm throwing. It
also builds upon locomotor skills such as running, side stepping, jumping and landing as well as creating spatial awareness.
17

• Outcome: DMS2.2, makes decisions as individuals and as a group member.
• Indicator:
• Assists the group to achieve goal consensus in group goal setting. The teams have to work together and form
strategies in order to achieve the goal or get a point for their team.
• Considers feeling and needs of others in making decisions. This game allows this as children are able to
make decisions as to who they should pass the ball to as well as include those students who may have not been
passed the ball yet.
• Outcome: INS2.3, makes positive group contributions in group activities.
• Indicator:
• Works independently or in a group to devise a simply game. This game encourages group work and group
participation.
• Develops friendships and support networks with a range of people. Children are provided with the
experience to socialise with all peers rather than forming cliques.
• Displays tolerance in relation to individual differences, e.g. ability levels. This can be seen if a team member
drops the ball, children learn to be tolerant and respectful one peer mistakes.
• Outcome: MOS2.4, displays a focus of quality of movement in applying movement skills to a variety of familiar and new
situations.
• Indicator:
• Throws over arm proficiently. This skill is exercised when children have to pass the ball from one another in
order to reach the goal.
• Indicator:
• Analyses problem situations. Children are provided with the opportunity to solve the problem of how they
will reach their “team space” in order to achieve points.
• Performs a simply movement sequence given particular limitations, e.g. restricted use of space. Children are
restricted to the area inside the witches hats, this creates senses of spatial awareness. This also teaches children
how to use specific amounts of space affectively.
• Identifies what needs to be done in order to achieve a goal. Children realise that in order to achieve a goal or
get team points they have to work together and devise strategies within a group.
18
Equipment and Teaching cues

Equipment:
• Net ball
• 10-15 Witches hats
• Whistle
Cues:
• Teacher arranges witches hats to create a boundary for children to play/learn it. Children must stay within boundary.
• Children are asked to sit on grass where they are separated into two teams.
• Children are separated into two teams by providing them with either the number 1 or 2.
• Children are asked to move to their side of the field/boundary.
• Teacher provides ball to a team member (who will start).
• Teacher blows whistle. Children begin playing.
• Teacher makes space smaller after 15 minutes challenging children to play within a smaller boundary. Teacher also
adds a second ball.
• Once game is finished teacher blows whistle and provides instruction to collect witches hats and take a seat in their
groups/teams.
Name of the Invasion Game: Pirates Gold Stage: 2

Explanation: This game involves students being separated into two teams one either side of the boundary, One team being the red and the
other is the blue pirates, each provided with colour sashes. The space in divided in half one being blue land and the other red land. There
are two, one on each team ground, these hoops are filled with tennis balls. The aim of this game is for either team to invade the other side
stealing tennis balls or “gold” and taking them back to their own land. If however a blue member is caught on red land and tagged they are
frozen until tapped again by their own team member. Only one ball can be taken per person per time and once students are on their own
land they are safe.
19

- GSS2.8, participates and uses equipment in a variety of games and modified sports. This is important for this stage as children are
able to recognise how cooperation and encouragement lead to success in games.
- GDS2.9, describes life changes and associated feelings. This is important for this stage as children learn to identify their own
strengths and limitations as well as value their own unique abilities.
- This game is important for this stage as it allows children to develop strategies and team work skills. Children also learn how
working as a team can have a positive influence on the outcome of the game

• Indicator:
• Works independently or in a group to devise a simple game. Children can work by themselves or together in
order to get the tennis balls or “gold” from the other team.
• Develops friendships and support networks with a range of people. Children have the opportunity to work as
a team in order to get as many tennis balls as possible.
• Displays tolerance in relation to individual differences, e.g. ability levels. Children learn that if someone gets
tagged it’s not a problem, and they simply have to develop a strategy in order to help them.
• Outcome: DMS2.2, makes decisions as an individual and as a group member.
• Indicator:
• Assists the group to achieve consensus in group goal setting. This task requires group work and team effort
in order to get as many tennis balls as possible.
• Considers feelings and needs of others in making decisions. Before deciding to get another ball a child may
decided to release someone from their frozen position instead, therefore considering individual feelings.
• Indicator:
• Analyses problem situations. Children are able to see the problems in getting the “gold” back to their side
and devise strategies in order to get it.
• Performs a simple movement sequence given particular imitations, e.g. restricted use of space. This can be
seen through the use of cones as a boundary is created.
• Identifies what needs to be done to achieve a goal. Children are able to identify the situation and work out
what needs to be done as a team in order to achieve that goal.
20
Equipment:
• Tennis balls
• Hoola Hoops
• Sashes
• whistle
Cues:
• Teacher creates large boundary using cones, and places hoola Hoops and tennis balls in appropriate positions.
• Teacher instructs children to line up along one side of the boundary.
• Teacher provides children with a sash either red or blue and students are to separate into two Teams red up one end of the boundary
and blue at the other.
• On the whistle children are to follow gaming instructions and try to invade the other Teams space by steeling “gold” or tennis balls
for their own hoops.
• After 15 minutes the teacher makes alterations to the game by decreasing the space and moves cones closer to one another.
• Teacher blows whistle again and students begin to play in space that has been minimised.
• On the third whistle students are advised to take a seat where they are and balls are counted to distinguish the winning team.
Name of the Invasion Game: Football frenzy Stage 3
21
Explanation :
Children are divided into teams A and B and are distinguished by coloured sashes that they wear across their chests. There is a square
boundary created with cones. This game involves passing the football between the teams in order to make their way up the field to reach
their team “Zone”. Children however are not allowed to score a goal in the “zone” unless all players in their team have had the ball passed
to them, when tagged by another team member must stop and pass the ball. Opposing teams may intercept the ball at any time and head for
their zone.
- GSS3.8, applies movement skills in games and sports that require communication, cooperation, decision making and observation of
rules. This game is important for this stage as children combine a series of skills for use in a game, e.g. run, catch and pass.
Children also learn to develop strategies for effective teamwork.
- IRS3.11, describes roles and responsibilities in developing and maintaining positive relationships. This game is important for this
stage as children learn to identify their roles and responsibilities within groups, e.g. team, friends or class.
- This game is important for this stage as it develops communication skills such as, listening skills, recognising and articulating
feelings as well as supporting others.
• Indicator:
• Evaluates personal decisions. Children learn to evaluate their own moves and decisions as they have to work
out which way they decided to pass the ball and to who.
• Accepts responsibility for their decisions. Children learn to accept the decisions they have made, for
example they may have passed the ball to a person and it was captured by the other team. This child then takes
responsibility for their decision.
• Outcome: INS3.3, acts in ways that enhance the contribution of self and others in a range of cooperative ways.
• Indicator:
• Expresses and acts appropriately on concern for others. This can be seen when children learn to work as a
team as every student in each team must touch the ball before a goal can be scored.
• Indicator:
• Adapts throwing action to cater for different types of equipment for distance, accuracy and speed. Children
learn through this game how to aim and throw a football in order to reach a target.
• Outcome: PSS3.5, Suggests, considers and selects appropriate alternatives when resolving problems.
• Indicator:
• Selects the most appropriate alternatives when resolving problems. Children learn to make decisions in order
22
to solve the “problem” of scoring a goal. They learn to develop strategy as well as use team work.

Equipment:
• whistle
• Cones
• sashes
Cues:
• Teacher creates large boundary using cones as well as a zone at the end where goals are scored. Children must simply catch the ball
in this zone to get a goal.
• Children are to line up one side of the boundary and are separated into two teams each given the letter A or B.
• Students are provided with blue (team A) or red sashes (team B).
• Teacher instructs children in team A to spread themselves out inside the boundary as well as team B.
• Teacher provides one team with the football to begin.
• On the whistle, children begin passing the ball within their teams ensuring that the ball
• This continues as the teacher records goals.
• After 15 minutes the teacher changes the boundary space decreasing it, in order to teach children to become spatially aware.
• After 30 minutes a whistle in sounded this indicates the end of the game children are to take a seat where they are awaiting further
instructions.
23
Name of the Invasion Game: Ball count Stage3

Explanation:
This game involves separating into groups of 6, and making a circle formation with a decent distance between each person. Each player
has a hoola hoop placed behind them and in the middle of the circle is 6 soccer balls placed with a circle of cones. The aim of this game is
when on the whistle students are to run and dribble a ball back to their own hoop, once they have a ball in their own hoop they are then
going to try and steal a ball from someone elses hoop as well as guarding their own hoop. First person to have three balls in their hoop
wins with scores being recorded.
- ALS3.6, shows how to maintain and improve the quality of an active lifestyle. This game is important for this stage as it allows
children to devise strategies that can be used to achieve personal and lifestyle goals, e.g. children learn how to dribble a soccer ball
which may be a personal goal.
- GSS3.8, participates in games and sports that require communication, cooperation decision making and observation of rules. This
game is important for this stage as Children get the opportunity to participate in games and sports combining strategy, teamwork,
movement skill and fair play.
- This game is important for this stage as it enhances manipulative skills such as dribbling, attacking and defending. Children also
develop locomotor skills such as accelerating and decelerating.
• Indicator:
• Evaluates personal decisions. This game enhances personal decision making skills as students have to decide
which hoop they will take a ball from without losing their own.
• Strives to achieve a relevant personal target, e.g. improves soccer skills. Children are provided with the
opportunity to improve their dribbling and soccer skills.
• Outcome: INS3.3, acts in ways that enhance the contributions of self and others in a range of cooperative situations.
• Indicator:
• Demonstrates actions that support the rights and feelings of others, e.g. fair play. Children learn to play
fairly with one another as every student begins with only one ball. Students also learn to cooperate within a
limited space.
24
• Indicator:
• Varies running patterns to cater for sprinting, distance running, side stepping, dodging and defensive
marking. Children learn how to run as well as dribble a soccer ball at the same time. Children also learn how
to protect their own space and ball from other students, using defensive marking strategies.
• Outcome: PSS3.5, suggests, considers and selects appropriate alternatives when resolving problems.
• Indicator:
• Selects the most appropriate solution to a given problem. Students learn to devise strategies in order to be
the first person to have three balls in their hoop.

Equipment:
• Soccer balls
• Cones
• whistle
• Hoola Hoops
Cues:
• Teacher organises 5 seperate sections and sets up hoola Hoops and cones in appropriate locations.
• Teacher arranges soccer balls in middle of each group.
• Students are asked to make a line and are provided with a number from 1-5.
• Teacher directs students with where each number will be heading.
• Students are now organised into 5 groups each with their own hoola hoop behind them.
• On the whistle students are to begin the game trying to get 3 balls using attack and defence skills.
• After 15 minutes Teacher blows whistle, children stop.
• Teacher adds 2 more soccer balls into the middle of each group.
• On the whistle children are to begin playing again.
• On the third whistle students are to stop, place all balls back in the middle of each section and be seated where they are.
• Scores are counted.
25
Part C- Lesson plans
LESSON: lesson 2/5 “be safe with signs” STAGE: ES1. Kindergarten
Related lesson outcomes (PDHPE & other KLAs):
WES1.9 engages in writing texts with the intention of conveying an idea or message.
TES1.1 Communicates with peers and known adults in informal situations and structured activities dealing briefly with familiar topics.
INES1.3 relates well to others in work and play situations.
PSES1.5 Seeks help as needed when faced with simple problems.
DMES1.2 Identifies some options available when making simple decisions.
IRES1.11 Identifies how individuals care for each other.
SLES1.13 demonstrates and emerging awareness of the concepts of safe and unsafe living.
Part & Timing Content (WHAT) Teaching & learning strategies (HOW) Resources
Introduction The purpose of this lesson if for • Orientation- Teacher will be at the front of the class Interactive whiteboard
students to begin to learn about road • Students as a class will discuss road safety writing
10 minutes safety practices and no why it it on the board, and discussing why it is important. 1 large piece of
important to know about road safety. • Students as a class will mind map on cardboard cardboard
what road safety involves placing their hand up
when they have an idea ( for example, wearing a
helmet, looking before crossing the road, or holding
a parents hand when crossing). This cardboard will
be hung on the classroom wall for further reference
for children.
26
Body Road safety- Pedestrian and road • Students will form groups of two at their tables and -Cardboard
signs. be given a sheet a butchers paper. They will be
asked to draw every road sign they can think of that -Scissors
they have seen on the road.
• Teacher will then gain student attention by clapping -Coffee tins
three times and as going around the room each
group is to tell the class what road signs they could -Sand
think of or they drew.
30 minutes • Teacher has at this point made cut out of 5 -Coloured pencils and
important signs and stuck them to the board with led pencils
tape however nothing is drawn inside them.
• Teacher discusses with class that each group will be -Hats ( for children
provided with these 5 cut outs and are to draw on encase is used as an
them what the sign looks like and which sign they outdoor activity)
think it is. If students wish to make a different sign
they are provided extra cardboard. -Tape
• Once the signs are drawn and coloured in tape them
in groups onto gift wrap card board tubes using
coffee cans filled with sand to place them into,
( prepared in advance) creating an upright road
sign.
• Place the student’s signs around the classroom or
outside (preferably) and arrange in appropriate
positions, making a road course.
• Practice walking with students around the course
asking and discussing with them what should be
done when each sign is reached.
• Once course if complete children are to be seated in
a group and discuss why it is important that road
signs are used, and why they are a positive for road
safety. Teacher is to encourage class discussion as
next lesson these signs will be used to learn how to
cross the road safely using “stop look and listen”.
27
Conclusion Start thinking about why these road • Students are to head back to their desks where - Teacher
signs are important. individually they will work on a handout. prepared a
• The teacher will hand out a worksheet called “What worksheet “what
5 Minutes road signs did I learn about today”, this worksheet road signs did I
will have pictures of all the signs learnt with a learn about
blank line next to them where students are to fill out today”
what the sign is.
• Homework: Students will be asked for next lesson
to bring in 5 pictures of road signs that are different
from the ones we used today as next lesson we will
be briefly discussing other signs that may be
encountered on the road, followed by learning
about how to cross a road safely as pedestrians.
Lesson Evaluation:
- Did every student have the opportunity to participate and discuss or voice their opinions? How could this be enhanced for next lesson?
- Were their enough resources for the whole class, did anyone miss out on cut outs or other equipment? It is a good idea to prepare prior to
the lesson? How could this be improved for next lesson?
- Did the students work well together in groups of two in their tables? Should groups be made larger, How effective was this strategy?
- Were the cut outs a successful activity, were students able to distinguish between road signs? How much help was needed per group?
how could this be made more time effective?
- Will students remember to bring 5 road signs that are different for next lesson? If not how could this be improved so they do remember?
- Was the movement from group work to performing the road sign activity as a class smooth was their much chaos? How could this be
improved for the next class activity?
- Has this learning experience overall provided the students with a better understanding of the different road signs they may encounter and
how to respond to them? Has this improved their safety knowledge? how could this be further enhanced for next class?
28
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 “Friendships” STAGE: 1, Year 1

TS1.1 Communicates with an increasing range of people for a variety of purposes on both familiar and introduced topics in
spontaneous and structured classroom activities
COS1.1 communicates appropriately in a variety of ways
INS1.3 develops positive relationships with peers and other people
GDS1.9 Describes the characteristics that make them both similar to others and unique.
WS1.9 Plans, reviews and produces a small range of simple literary and factual texts for a variety of purposes on familiar topics
For known readers.
IRS1.11 identifies the ways in which they communicate, cooperate and care for others.
Introduction The purpose of this lesson is to build - Orientation- teacher will be at the front of the class. - Book: “I need a
upon peer relationships creating a - The teacher will read a friendship story by Sherry friend” by
classroom community that is caring Kafka “I need a friend”. sherry Kafka.
as well as enforcing the importance - After the story is complete the teacher will discuss
10 mins of social skills and why it is the importance of friendship and getting to no other
important to relate well toward one people. Asking the class questions such as “why do
another. you like having friends?”.
29
Body Peer relationships- getting to know • Students will form groups of 5 and discuss different - Book: “my
each other places that we can meet friends. The teacher friend and I” by
provides each group with a piece of butcher’s paper Lisa Jahn
where they will write down all their ideas as a Clough.
group. - Butchers paper
• With the students in groups, each group is to have a (pencils).
30 min volunteer that will speak on behalf of their group - Worksheet
sharing their ideas of different places that we can “Getting to no
meet friends. you”.
• Teacher will then discuss that school is a great
location to meet new friends, discussing why
friends are important and how we can keep
friendships, as well as different ways we can get to
know each other.
• Teacher asks students to move quietly to their desks
where a sheet is provided called “Getting to know
you”. Students are to fill in this sheet that has 6
questions such as where do I like to play with my
friends. What do me and my friends both like, as
well as questions such as why they like to have
friends. Children also get to draw a picture of
themselves in the box provided.
• The teacher then invites students once they have
completed their paper to come back into the middle
of the floor quietly and asks for volunteers who
would like to share their information with the class,
volunteers gets to sit on the teachers chair and read
their ideas.
• After 2 of the children have shared their
information the teacher discusses the things the
children had in common with one another and how
friendships may be formed. Teacher discusses the
idea that we are all equal although we may like
different things. Teacher then discusses the idea
30
that liking different things may sometimes cause

conflict in friendship but this doesn’t mean we can’t
be friends.
• Teacher proceeds to read a story called “my friend
and I” by Lisa Jahn, Clough.
• Teacher asks the class questions such as “how do
you think that made the new friend feel? And
“when do you like to play with your friends” in
relation to the book.
• Teacher concludes speaking and discussing what
“getting along” means.
Conclusion Start thinking about who we how we • Teacher discusses the idea that although we may
are all different but may share like different things we all have something in
similarities. common and should show care toward one another.
5 minutes • Homework:
• Students are to make a cut out of bodies at home on
cardboard and make it look like themselves and
their friends and something they like to do together
using different materials such as fabric or yarn.
They are to bring this in for next lesson as we will
be discussing and explaining why different types of
people are important and the different types of
things we like to do together.
31
Lesson Evaluation:
• Did all students have the opportunity to relate themselves to another person and what they have in common? If not how can we improve
this for next lesson in order to ensure positive friendships are being developed?
• Were resources sufficient for this activity? Did all students have the opportunity to participate in the “getting to know you activity”?
• Did students cooperate and work with one another during this lesson in order to learn more about one another? How can we enhance
these social skills further for the following lesson?
• Was the choice of activities affective? Did children learn effectively about how to build and maintain friendships?
• Did students have a clear understanding of what a friendship or peer relationship was?
• Is the homework relevant to this topic, will this assist students in self identity in order to form friendships? What alternatives could have
been used?
• Has this overall learning experience allowed children to grasp the concept of peer relationships and how they are important?
32
LESSON: “Who Am I” ¼ STAGE: 2, year 4

COS2.1 uses a variety of ways to communicate with and within groups.
INS2.3 makes positive contributions in group activities.
GDS2.9 Describes life changes and associated feelings.
IRS2.11 describes how relationships with a range of people enhance wellbeing.
TS2.1 Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety
of topics across the curriculum.
TS2.2 Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for
Different situations.
Introduction The purpose of this lesson is to allow • Orientation- teacher will be at the front of the class. - Interactive
children to understand value and • Students will discuss as a class why it is ok to be whiteboard
explain that individuals develop different, and how as people we all grow and
differently as well as value their own develop in a variety of ways both physically and
10 minutes unique abilities and respects those of emotionally.
others. • Teacher will discuss the appearance of people and
how we all have different body parts (such as noses,
ears or hair).
• Teacher encourages discussion as to how we are
different, asking for ideas and writing them on the
board as students answer. (Brainstorm).
33
Body Personal identity- Who am I and who • Students will form 3 groups and quickly discuss - Scissors
are the people around me. how they as a group share different interests as well - Head outlines
as how they are different physically. - pencils
• Teacher will distribute between groups a head - glue
outline to each student informing the children that
they are going to play the “funny face activity”. All
head outlines have been divided with lines
horizontally into three sections.
• The teacher should then demonstrate how to draw
the funny face they want on their head outline by
placing the “eyes” above the top line, nose in the
middle of the two lines, and mouth below the
bottom line.
• Students are informed they can draw any face they
please as well as add other things such as ears or
hair is they want.
• After these drawings have been finished have each
child cut along the horizontal lines creating 3
pieces.
• Inform each group that they are to separate these
three pieces into piles, the first pile being eyes, the
second, noses and the last mouths.
• Children as a group then randomly take a piece
from pile one, two and three placing them together
on a piece of butcher’s paper provided and gluing
them in order to make a completely new funny face.
• After children share their funny faces with each
other teacher discusses the idea that every
individual has a personal identity and that students
have made multiple personal identities as we speak.
– No one should be judged on their personal
identity.
34
Conclusion Start thinking about our similarities. • Children are asked to have a look around the room
and see if they can find a person or multiple people
that may have some personal identity that is the
5 minutes same, e.g. same hair colour or same eye colour.
Children are asked to quietly form small groups of
these similarities.
• While children are in these groups the teacher
discusses that although we may have many
differences we also have things in common as can
be seen by these groups. No one should be teased or
bullied because of their personal identity.
• Homework: Children are provided with a worksheet
that asks questions such as “what colour are your
eyes”, what colour is your hair are you a boy or girl
etc”. – This helps children identify their own
personal identity and will be used in the next lesson
as the idea of valuing own unique abilities and traits
will be discussed.
Lesson Evaluation:
• Did all students have the opportunity to participate in the group work activity? How can this be enhanced for further class activities?
• Was there a sufficient amount of resources available for all students to participate, is preparing earlier an effective strategy?
• Did the groups work well together and accept the opinions about their faces from other peers?
• Has this learning experience informed students that every individual has a different personal identity and it’s ok to be different from
others?
• Did students gain a solid understanding of what personal identity was?
• Will students complete homework, how can this be encouraged for further lessons?
• Were students paying attention at all times? Were they disruptive and unsettled or was the activity affective?
• Have students learned to accept who they are as a person from this activity?
35
LESSON: “Healthy Eating” 4/6 STAGE: 3, Year 6

COS3.1, communicates confidently in a variety of situations.
DMS3.2 makes informed decisions and accepts responsibility for consequences.
INS3.3 acts in ways that enhance the contribution of self and others in a range of cooperative situations.
ALS3.6 shows how to maintain and improve the quality of an active lifestyle.
GDS3.9 explains and demonstrates strategies for dealing with life changes.
PHS3.12 explains the consequences of personal lifestyle choices.
TS3.1 Communicates effectively for a range of purposes and with a variety of audiences to express well developed, well organised ideas dealing
with more challenging topic.
TS3.2 Interacts productively and with autonomy in pairs and groups of various sizes and composition, uses effective oral presentation skills and
strategies and listens attentively.
Introduction The purpose of this lesson is to • Orientation: teacher stands at the front of the class. - 1 sheet of
analyse personal food intake to • Students will discuss as a class what “making a butchers paper
identify the balance of choice made. healthy choice” is in regards to eating healthy. E.g.
Children learn to identify the affects choosing between a packet of chips or an apple.
10 minutes of their decisions. • Teacher makes a mind map with healthy eating
placed in the centre. Children are asked to put their
hands up and name all the foods which they think
36
are healthy, the teacher writes this on the mind map

(butchers paper). This mind map will be placed on a
wall so children can view on a regular basis.
Body Nutrition: Making healthy choices. • Students will make 4 groups and discuss the - 30 papers plates
factors that they think influence the health choices
they make, e.g. family, friends, siblings etc. (this - 4 pieces of
follows on from the previous lesson in regards to butcher’s paper
how other people influence body image and food
intake. - Variation of
• As a group, answers are placed on a piece of food magazines,
butcher’s paper and when asked one student from or old recipe
30 minutes each group is to volunteer their group answers. magazines.
• Teacher discusses these group answers and suggests
ways that we can make these healthy choices - scissors
ourselves without being influenced by others and
choosing healthy foods to consume. - glue
• Teacher shows students on interactive whiteboard
the healthy food pie chart explaining why there are - Interactive
a range of categories that foods may be placed into. whiteboard.
• Teacher provides every student with a paper plate
and in their groups students are to make their own
healthy food pie chart using food magazines and
cutting out pictures of their favourite foods and
sticking them on their plates in their correct food
pie chart sections.
• Once this activity is complete teacher then discuses
the importance of each food group, and what a
healthy food choice would be.
• Teacher then discusses the nutrients that are apart
of these food groups. E.g. calcium. Teacher
discusses the importance of eating from each food
37
group.
Conclusion Analyses personal food intake- lunch - While children are still in groups teacher asks them - Pre made
boxes daily for a weak. to share their pie chart with the person sitting next worksheet
to them and compare foods they both placed in “active lifestyle”
5 minutes category. Teacher then discusses why eating these
foods helps to develop on active lifestyle.
- Homework: Students are provided with a worksheet
“Active lifestyle” where they are to write at home
activities they like doing as well as sports they may
currently do. Next lesson we will be comparing
activities people do to stay fit and why they choose
them.
38
Lesson Evaluation
- Did all students understand the concept of health eating and making healthy choices in order to maintain a balanced diet? How can this be
further enhanced in the next lesson?
- Did students cooperate and work well in a group?
- Did students get to express their opinions and ideas?
- Was brainstorming on butcher’s paper effective? Did all students get to participate? How could this be improved?
- Did students understand what the “healthy food pie chart” was? How could this be further discussed next lesson?
- Has this learning experience allowed students to learn about healthy eating and making healthy decisions?
- Was their sufficient resources? Should all students have been handed a healthy pie chart to take home?
39
APPENDIX
References:
- Board of studies New South Whales. (2001). Personal development, health and physical education k-6 syllabus. Retrieved April
2nd, 2011, from http://www.boardofstudies.nsw.edu.au.
Warm up game diagrams:
Musical statues: ES1, Game 1

Cones
Circular motion students move in
Teacher
40
Stretch says: ES1, Game 2
Area where students are following instructions
Cones
ld
Teacher
Line where students would stand before trying to

Human Link: Stage 1, game 1. reach other side
Two students with bean bags
Cones
41
Wake the farmer: Stage 1, Game 1

Cones located on each side of boundary
Boundary where children will be playing
Teacher
Football touch: Stage 2, Game 1.

Team 1
Hoola Hoops
Team 2
42
Stage 2, Game 2.
Mouse run
Children creating line and forming tunnel with legs.
Teacher
Stage 3, Game 1:
Instruction
Students line up here
Boundary that is created
Teacher
43
Stage 3, Game 2
What next.
Teacher
44

Pdhpe Wiki - Warm Up Games

Enviado por

Dados do documento

Descrição original:

Título original

Direitos autorais

Formatos disponíveis

Compartilhar este documento

Compartilhar ou incorporar documento

Opções de compartilhamento

Você considera este documento útil?

Este conteúdo é inapropriado?

Direitos autorais:

Formatos disponíveis

Pdhpe Wiki - Warm Up Games

Enviado por

Direitos autorais:

Formatos disponíveis

16540314-Sarah Alicia Hall

Why is this game important for this stage?

What are the PDHPE skills involved in this game? How?

• Works happily with class peers.

Equipment and Teaching cues:

Name of the Game: Stretch says Stage: ES1

What are the PDHPE skills involved in this game? How?

Equipment and Teaching cues:

Name of the Game: Human link Stage: 1

Why is this game important for this stage?

What are the PDHPE skills involved in this game? How?

• displays cooperation in group activities, eg taking turns

Equipment and Teaching cues:

Name of the Game: Wake the farmer Stage:1

Why is this game important for this stage?

What are the PDHPE skills involved in this game? How?

Equipment and Teaching cues:

Name of the Game: football Touch Stage: 2

Why is this game important for this stage?

support, hence there is a good opportunity for friendships to develop.

Equipment and Teaching cues:

Name of the Game: Mouse Run Stage:2

Why is this game important for this stage?

What are the PDHPE skills involved in this game? How?

Name of the Game: Instruction Stage:3

Why is this game important for this stage?

What are the PDHPE skills involved in this game? How?

Equipment and Teaching cues:

Name of the Game: What next Stage:3

Why is this game important for this stage?

Name of the Invasion Game: Space invasion Stage2

What are the PDHPE skills involved in this game? How?

Equipment and Teaching cues

Name of the Invasion Game: Pirates Gold Stage: 2

Why is this game important for this stage?

What are the PDHPE skills involved in this game? How?

Equipment and Teaching cues:

Name of the Invasion Game: Football frenzy Stage 3

Equipment and Teaching cues:

Name of the Invasion Game: Ball count Stage3

Equipment and Teaching cues:

Part C- Lesson plans

INES1.3 relates well to others in work and play situations.

PSES1.5 Seeks help as needed when faced with simple problems.

DMES1.2 Identifies some options available when making simple decisions.

IRES1.11 Identifies how individuals care for each other.

LESSON: 1/5 “Friendships” STAGE: 1, Year 1

COS1.1 communicates appropriately in a variety of ways

INS1.3 develops positive relationships with peers and other people

that liking different things may sometimes cause

LESSON: “Who Am I” ¼ STAGE: 2, year 4

COS2.1 uses a variety of ways to communicate with and within groups.

INS2.3 makes positive contributions in group activities.

GDS2.9 Describes life changes and associated feelings.

IRS2.11 describes how relationships with a range of people enhance wellbeing.

LESSON: “Healthy Eating” 4/6 STAGE: 3, Year 6

COS3.1, communicates confidently in a variety of situations.

DMS3.2 makes informed decisions and accepts responsibility for consequences.

PHS3.12 explains the consequences of personal lifestyle choices.

are healthy, the teacher writes this on the mind map

Warm up game diagrams:

Musical statues: ES1, Game 1