Health Pe - Annotated Resources

Human Body Series. (2015). Sleep.
[online] Available at:

https://classroom.kidshealth.org/classroom/3to5/body/functions/sleep.pdf [Accessed 2 Apr. 2017].
The activity My Sleep Log could be used
ideally between year 3 to 4 but the
My Sleep Log activities could be modified to be used right
up to year 6. Students within these year
levels must be able to identify, plan and
practise strategies to help improve health
and wellbeing.
Equipment/ Resources:
Pencil
Task sheet (attached)
Outcomes achieved (Physical, Social, Emotional and Cognitive):
Cognitive: Students will gain an understanding about sleeping patterns, how much sleep is
required for their age and how this can be effected through daily activities. Through
creating a log of their nightly sleeping patterns they will be able to identify what their
average hours sleeping is and evidently create strategies to help improve their own
sleeping patterns.
Links to ACARA (connections to strand/sub- Cross-curricular links (where applicable)

strands)
Year 3/4- Identify and practise strategies to

promote health, safety and wellbeing
(ACPPS036)
Year 5/6- Plan and practise strategies to

promote health, safety and wellbeing
Modifications to activity (relating to course concepts: MIP, safety, diversity, inclusivity,

etc.)
To make this activity more applicable and challenging for the years 5 and 6 data could be
recorded for two weeks or even a month.
Students could display the data that they have gathered in a form of a graph (incorporate
in to a mathematics lesson?)
Pecentral.org. (2017). PEC: Lesson Plans for Physical Education. [online] Available at:
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=132702#.WODNOI9OLIU [Accessed 2 Apr. 2017].
Critical Analysis
Activity: Age Group & Justification:
The resource suggests that this activity would be
suitable to years 3 to 5. I disagree thinking that this
concept could be used from as young as year 1 and
Food Group Fitness be used through till year 7 as it is a fun, interactive
http://www.pecentral.org/lessonideas/ way of testing knowledge on the different food
groups. Of course this may be a new concept for
ViewLesson.asp?ID=132702#.WNdd8YOKP8 younger students and it may need to be simplified
but older children will still engage with this activity
as it will refresh their knowledge as well as allowing
the teacher to know what level their students are at.
Food labelled cards

5 Hula hoops with a matching coloured cone
(Grains=orange, Protein=purple, Vegetables=green, Fruit=red,

Dairy=blue –The colours match the colours on the My Food Plate and
would be beneficial to keep consistent but this is not a necessity)

Physical: Students will also be given the opportunity to be physical as they run into the centre to get the
labelled food cards. They will also undertake physical activities while they wait that relate to the 5 components
of fitness this will help improve their physical fitness regarding their muscular strength and endurance, cardio-
vascular endurance, flexibility and speed.
Cognitive: Students will gain an understanding of the 5 food groups (Grains, protein, vegetables, fruit and
dairy) and what foods belong to each section.
Social: Students will be working in groups to be able to complete the task, this allows them to work
cooperatively, negotiate and take turns.
Emotional: Students will feel successful as they are able to correctly identify foods that belong in their
particular category, giving them more confidence to make informed healthy choices when it comes to food
selection.
Links to ACARA (connections to strand/sub-strands) Cross-curricular links (where applicable)
Year 1/2- Explore actions that help make the classroom
a healthy, safe and active place Asia and Australia’s engagement with Asia could be
incorporated within older year levels by adding
Year 3/4-Identify and practise strategies to promote unknown foods from different counties to allow
health, safety and wellbeing (ACPPS036) children to use their cognitive ability to try and
identify the correct category that the food belongs.
Apply innovative and creative thinking in solving
movement challenges
Modifications to activity (relating to course concepts: MIP, safety, diversity, inclusivity, etc.)
This could be a lead in activity, students could have little too no knowledge on the My Food Plate and this
would give the teacher a good indication of how much their students know about nutrition.
Would be good to introduce sometimes food (ice-cream, chocolate, chips) in the middle to make sure that
students understand that it is not a part of the My Food Plate, (could be an explicit teaching point after the
activity is conducted).
Introducing foods that they may not be aware of (Tofu) could in force a more cognitive thought process and
problem solving ability.
After they have completed the activity each group could state what their food group was and what foods they
had gathered. If any of these are incorrect this could start a whole class discussion based on what it is and
where it goes in regards to the My Food Plate, then it should be placed in its rightful position.
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=132702#.WODNOI9OLIU [Accessed 2 Apr. 2017].
I believe this would be a suitable activity
to be conducted with year levels 4 to 12
as these year levels students must be
It’s your choice able to identify, plan and practise
strategies to promote health and
wellbeing. Within the older years, 7 +,
they must be able to evaluate health
information from a range of sources to
enable them to help make healthy
decisions.
Packaged foods/drinks
Fresh foods

Physical: Students will be able to Physically see what is in the food that they regularly eat.
Cognitive/Emotional: Students are able to understand the difference between packaged

and fresh produce. They will have a further understanding of the effects that additives
and preservatives found within packaged foods have on a person’s body and mind. They
will make connections between their own thoughts and feeling towards the food they
consume and have knowledge to make informed eating choices.
Social: Students will have the opportunity to work individually, in groups as well as
participate in whole class discussions.

strands)
Year 3/4- Identify and practise strategies to
promote health, safety and wellbeing (ACPPS036) Aboriginal and Torres Strait Islander
histories and cultures and
Year 5/6- Plan and practise strategies to promote
Asia and Australia’s engagement with
health, safety and wellbeing
Asia could be applicable if the activity
Year 7/8- Evaluate health information and was modified to allow children to bring
communicate their own and others’ health concerns in packaged and fresh food that relate
(ACPPS076) to their culture or background.
Year 9/10- Critically analyse and apply health
information from a range of sources to health
decisions and situations (ACPPS095)
Modifications to activity (relating to course concepts: MIP, safety, diversity, inclusivity,
etc.)
EXTENSION: Have them prepare a shopping list for their parents – depending on the age
use this list to find/create a recipe – this could also be implemented in a food practical as
a part of food and hospitality.
Mustafa, S. (2015). The Importance of Physical Activity. [online] YouTube. Available at:
https://www.youtube.com/watch?v=94Q5hPE9Al0 [Accessed 29 Mar. 2017].
Critical Analysis
I think this is a perfect introductory resource for
year levels 4-12. It has many interesting facts,
statistics and educational points regarding
The importance of Physical Activities physical education and personal health benefits.
(YouTube clip)
Some of the terminology is more appropriate for
older students although I think that as young as
year 4 will be able to engage with the resource
but they may just need extra help (teacher to
read it out loud or discuss some of the
language).
Interactive whiteboard
YouTube video

Cognitive: Students will become aware of the benefits of physical education on their bodies. They will
understand that the health benefits can be divided into three main sub strands these being neurological
benefits, academic benefits and health benefits.
Emotional: After watching the resource children will have essential knowledge on the benefits of daily
physical activities and will be able to recognise the responsibilities that they have to their own body to
ensure that they live a healthy life.

Year 3/4- Identify and practise strategies to promote health,
safety and wellbeing (ACPPS036)
Year 5/6- Explore how participation in outdoor activities

supports personal and community health and wellbeing and
creates connections to natural and built environments
(ACPPS059)
Year 7/8- Evaluate health information and communicate

their own and others’ health concerns (ACPPS076)
This modification would be regarded to the activities you use after watching the resource.
Resource:
Rockwell, L. (1999). Good enough to eat. 1st ed. New York: Scholastic.
Critical Analysis
This is a very useful source that could be used
from years 3 to 4, or even higher if there
Good enough to eat: A kids guide to nutrition by Lizzy knowledge on nutritional requirements isn’t at
Rockwell the recommended level.
This book would bring a lot of new content for

year levels 3 and 4 but is a fantastic book to
keep referring too as the topic continues.
The book: Good enough to eat: A kids guide to nutrition

Cognitive: This interactive book allows students to fully understand the nutrients, vitamins and minerals
that their body needs on a daily basis. Children will understand the importance of food and how it allows
their body to grow, think, breath, move, fight germs and live. Children will understand that the body uses
nutrients in different ways. They will also become aware of the nutrients and what foods it can be found
within.
Emotional: Children will make connections between the food discussed within the book and the ones that
they eat in everyday life. They will develop confidence in making healthier eating choices and sharing their
knowledge with friends and family.
 Year 3/4- Identify and practise strategies to promote
health, safety and wellbeing (ACPPS036)
Discuss and interpret health information and messages in

the media and internet (ACPPS039)
-examining health messages from different sources and

exploring choices, behaviours and outcomes conveyed in
these messages
 -investigating how health messages influence health
decisions
This modification would be regarded to the activities you use after watching the resource.
This could include worksheets and group/class discussions. Each lesson the class could look at a different
food group and refer back to the specific page in the book.
The book also includes hands on experiments and recipes that are age appropriate for children to make
and taste. This could be a fantastic follow on lesson.
Physical activity and health. (n.d.). [online] Available at:
http://www.goforyourlife.vic.gov.au/hav/admin.nsf/Images/Switch_to_Activity_Curriculum_Lesson_1.pd
f/$File/Switch_to_Activity_Curriculum_Lesson_1.pdf [Accessed 2 Apr. 2017].
Huff and Puff

Critical Analysis
This activity would be appropriate for many year
levels but I would recommend it being used
from years 3-6. Within this age group students
Huff and Puff should be able to participate in physical,
outdoor games that allow them to make
connections to the theory they are learning in
class and enhance their fitness.
-A range of different activities will need to be well planned – adequate equipment for each will be needed
-Task sheets/ pencils
Cognitive: Children will be able to understand the difference between moderate intensity and vigorous
intensity physical education based on their breathing patterns during a range of different activities.
Physical: Students will engage in many physical activities both of moderate intensity and vigorous
intensity. These activities will help students develop fundamental skills such as throwing, catching, running
and kicking. The Huff and Puff activity will also help test, improve and give knowledge of cardio-vascular
endurance as well as the speed of the children.
Year 3/4- Participate in outdoor games and activities to
examine how participation promotes a connection between
the community, natural and built environments, and health
and wellbeing (ACPPS041)
Year 5/6- Participate in physical activities designed to

enhance fitness, and discuss the impact regular
participation can have on health and wellbeing
(ACPMP064)
Pre work will need to be completed on why exercise is important, what happens to your body during
exercise, why your heart rate increases (to get oxygen to the working muscles) and why huffing and
puffing correlates to vigorous intensity. Follow up questions after the activity could include “Why did your
heart rate not get as high during moderate activities compared to the vigorous?”
This could be done in groups, one member does the activity and one member records OR to maximise
individual participation (MIP) all students can undertake each activities but the teacher then must allow
enough time for children to adequately record and rest between activities (all students heart rate must go
down to resting before another activity can start) – teachers might chose to extend the task out and do a
different activity each day for 2 weeks.
After understanding moderate and vigorous activities teachers could give students the second task sheet
(Physical activity: Self-monitoring chart) to be able to visually see how much exercise they do.
Resource:
Abc.net.au. (2009). Behind the News - 08/09/2009: Kids Ads. [online] Available at:
http://www.abc.net.au/btn/story/s2675510.htm [Accessed 24 Mar. 2017].
Critical Analysis
This resource could be used from years 3-7 as it
is easy to understand and interesting source for
children to engage with. Children of these age
BTN : Kids Ads groups should be presented with different
media related health issues that they are able to
recognise, discuss and interpret. Of course
teachers will have to adjust the follow up
activity they create depending on the age group.
Interactive white board
Access to the Behind the News episode: Kids Ads
Notebook and pen
Cognitive: Children are able to identify that fast food is commonly associated with obesity. They will begin
to understand that the media has a lot of control on what people see in regards to promoting fast foods
and that different forms of media (TV ads, Facebook) influence the eating choices of adults and children.
Social: Children will have the opportunity to voice their opinion to classmates regarding banning fast food
ads whilst appreciating and understanding the opinions of other students.
Emotional: This BTN resource allows children to understand why advertising on television is beneficial to
the company but also recognise why it has a significate effect on the health of a person, through this they
are able to discuss their own feelings and concepts regarding the matter.

 Year 3/4- Discuss and interpret health information and
messages in the media and internet (ACPPS039)
Year 5/6- Recognise how media and important people in

the community influence personal attitudes, beliefs,
decisions and behaviours (ACPPS057)
After watching this episode I believe that this would lead in to a fantastic writing opportunity. Students
could be able to write a persuasion text where they have the opportunity to persuade the readers as to why fast
food should or should not be allowed to continue advertising through the media.
Another activity could include strategies to promote heathy, nutritious food such as creating a television
advertisement that would persuade young children to eat healthy – this would fit in nicely this the years 3-4 content
descriptor: Identify and practise strategies to promote health, safety and wellbeing (ACPPS036)
Resource:
Peplus.wordpress.com. (n.d.). Minor Games | PE Plus. [online] Available at:
https://peplus.wordpress.com/category/minor-games/ [Accessed 28 Mar. 2017].
Critical Analysis
Year levels 5 + would be ideal for this game as

Two-Ball Soccer students need to be aware of the skills and rules
involved in soccer. Students must also have a
good spatial awareness to be able to maintain a
safe environment.
Cones 2 Soccer Balls
Coloured bibs
Physical: Children are able to physically work as a team to incorporate and extend their already explicitly
learnt soccer skills, including dribbling, passing and controlling the ball. This game allows them the
opportunity to improve their coordination, agility, cardio-vascular endurance and power through the
specific actions required throughout the game.
Cognitive: Students will reinforce their knowledge on the rules of soccer and develop their listening and
attention skills as their teacher introduces the game and the safety aspects. With the use of two balls and
a large amount of students participating each student will learn to continuously scan the field for potential
hazards and make effective decisions regarding rules and safety.
Social: Students will be working in large groups to be able successfully play the fun and interactive game.
Whilst playing students will have to work cooperatively, negotiate, take turns and share the ball around.
They must take precautions for their own safety and the safety of others. Students may even need to step
up and take on a leadership position, to help encourage and motivate fellow peers.
Emotional: Students will develop confidence in using a range of skills within a group situation and further
understand the importance of fair play.

Year 5/6- Practise specialised movement skills and apply
them in a variety of movement sequences and situations
(ACPMP061)
Participate positively in groups and teams by encouraging

others and negotiating roles and responsibilities
(ACPMP067)
Demonstrate ethical behaviour and fair play that aligns with

rules when participating in a range of physical activities
(ACPMP069)
Having the two balls being played at the same time increases maximum individual participation as more
students are involved in the play at any particular time. This would be the same idea as having two games
of ordinary soccer going.
Of course safety is a big issue with this game as all children need to be aware of their surroundings
including where both the balls and fellow students are. If too many children are playing the one game it
may be unsafe and ideally the teacher should start another game (could be with one ball or the two) or
the teacher could expand the area out allowing more room for each student.
Fantastic game to play after students have learnt the required skills, the rules and played a ‘normal’ game
of soccer.
An idea to incorporate inclusivity is to incorporate a rule that at least 5 students (Maybe more or less
depending on the number if students in each team and the size of the playing area) must touch the ball
before a point can be scored.
Lynch, C. (n.d.). Cone Soccer. [online] PE Plus. Available at:

https://peplus.wordpress.com/2011/08/25/cone-soccer/ [Accessed 2 Apr. 2017].
Critical Analysis
Appropriate year levels for this activity could be
from year 3 up. Within these year levels students
Cone Soccer would have already been explicitly taught basic
https://peplus.wordpress.com/2011/08/25/cone- soccer skills and should be given the opportunity to
soccer/ practise these specialised movement skills in a
variety of activities and games.
One cone per player
Two soft balls or two soccer balls
Physical: Students will be able to incorporate spatial awareness, agility and gross motor skills in attempt to
stop their cone from being knocked over. Soccer specific skills such as controlling the ball and kicking will
be incorporated in order to knock over fellow classmate’s cones.
Cognitive: Students will be aware of the rules of the game and will understand that they must use fair play
if their cone does get knocked. This activity will also allow students to develop listening and watching
skills to identify where the ball is coming from, they must then recognise different trajectories that allow
them to possibly hit someone else’s cone.
Social: Students will be able to successfully play individually although they will be surrounded by fellow
classmates who will be attempting to knock over their cone.

strands)
Year 5/6- Practise specialised movement skills and

apply them in a variety of movement sequences and
situations (ACPMP061)
Year 7/8- Practise and apply personal and social

skills when undertaking a range of roles in physical
activities (ACPMP086)
Could start will all students in the playing area instead of excluding 5 students and then when a student’s
cone gets knocked they step out of the playing area and compete a physical activity for instance a lap of
the court or 10 star jumps.
In regards to safety students will have to be a reasonable distance away from one and other, I think to
maintain good distance students should grab their cone and find a spot. Once they have found a spot they
should all extend their arms, if any of the student’s arms touch they are too close and will have to find a
more suitable spot.
For younger years teachers may choose to start with one ball but for older students (year 7’s) teachers
may choose to have 3 balls being played at a time (this depends on the ability of the children).
Resource:
Priceless-teaching-strategies.com. (2017). Fun Physical Education Games.. [online] Available at:

http://www.priceless-teaching-strategies.com/physical-education-games.html [Accessed 2 Apr. 2017].
Critical Analysis
The Oyster Shell activity could be used as early
as Reception and could go through till year 7. It
The Oyster Shell is a simple and effective, low organisational
http://www.priceless-teaching- game that doesn’t require any explicit teaching
strategies.com/physical-education-games.html of skills. Although I do believe that younger
children will more likely be more engaged than
older years.
Bean bag (or teacher could randomly call out a team)
Physical: As students engage with this low organisational game they will further improve their physical
fitness by consistently completing fast, direct, sprints. This therefore is an activity that will help improve
their power and strength within their lower body whilst developing their agility through dodging and
weaving the opposition.
Social: Students will be given the opportunity to be a part of a group but will all play an individual role. This
will allow students to improve their social skills through discussing team tactics and possible strategies all
whilst being physically active.
Emotional: Students will be able to recognise the importance of their own behaviour and effort whilst
participating in the activity. Students that show evasive behaviour and put in a lack of effort tend to not
try their best and continuously be the first tagged.

Year 5/6- Propose and apply movement concepts and
strategies with and without equipment (ACPMP063)
Year 7/8- Practise and apply personal and social skills

when undertaking a range of roles in physical activities
(ACPMP086)
Safety will have to be identified by the teacher before starting the game, this can just be touched on when
discussing the rules by stating that when you tag (or capture) a member of the opposite team it must be
lightly (but hard enough for them to feel it) and from the shoulders down.
I feel as though maximum individual participation is being met in this game as all students are either
running to capture the other group or are running away from them! There is no sitting out if you get
tagged, you just wait for that round (no longer than a minute) to be finished before you start playing
again.
Brilliant low organisational game!

Resource:
Teaching Ideas. (2015). Games. [online] Available at: http://www.teachingideas.co.uk/subjects/games
[Accessed 29 Mar. 2017].
Critical Analysis
This game would be suitable for years 3-7 based
on the shooting aspect of the task although, it
Line Basketball could be manipulated for younger years
(discussed below). Children of these year levels
http://www.teachingideas.co.uk/subjects/games should be able to practise and refine
fundamental movement skills in a variety of
movement sequences and situations whilst
participating positively in a group environment.
2 Basketballs
Basketball court with 2 rings
Physical: Students will use gross motor skills and hand eye coordination to further develop and refine the
fundamental movement skills of basketball including running, throwing, catching and shooting.
Social: Students will be able to effectively work as a team to physically pass down the ball but to also be
supporting and encouraging of others abilities and efforts.
Cognitive: Students will reinforce the actions and knowledge already learnt to be able to effectively complete the
task. They will further develop listening and watching skills to identify where the ball is coming from and how far
away it is.
Emotional: Students gain a positive attitude towards the activities when the start to develop confidence in
executing the specific skills in front to other students. Supporting ad encouraging peers also help to increase a
student’s feelings towards the task.
Year 3/4 - Practise and refine fundamental movement skills in a
variety of movement sequences and situations (ACPMP043)
Apply basic rules and scoring systems, and demonstrate fair play
when participating in physical activities (ACPMP050)
Year 5/6- Participate positively in groups and teams by

encouraging others and negotiating roles and responsibilities
(ACPMP067)
Perfect follow up game after students have explicitly learnt the skills involved (throwing, catching, shooting) and
ideal lead in game to a game of basketball or netball.
Modifications could include getting the students to attempt different types of passes for instance bounce passes
or lobs or instead of shooting from outside the key teachers should determine a point suitable for the student’s
ability within the class.
To maximise individuals participation you could have 2 games going at once or could have 4 balls in the centre,
the teacher will call the first number (i.e., 2) and then once they start passing immediately call the second number
(i.e., 10) therefore we have two members from each team in the centre and evidently the other players will
become more focused and involved. (Teacher only has to wait until one set of balls is back in the centre before
calling the next number)
For younger years teachers may choose to take out the shooting element and whoever passes the ball to the end
of the line first gets the point.
Resource:
BreakAppz. (2014). Top 5 Minor Games. [online] Available at: http://breakappz.com/top-5-minor-
games/ [Accessed 2 Apr. 2017].
Critical Analysis
Year levels 3 + would be ideal for this game.
Students would already have the basic
War Ball knowledge of the dodgeball rules. Students of
these age groups would have (or be developing)
spatial awareness, this helps to maintain a safe
environment.
Three soft balls (maybe more depending on class size and numbers)
Physical: Students will be able to incorporate agility and gross motor skills in attempt to out run, jump
dodge and weave around incoming balls and other students. This game of war ball will allow students to
also incorporate speed in their running and power in their throwing.
Cognitive: Students will be aware of the rules of the game and will understand that the rules must be used
as a means of fair play. Students must be able to recognise different trajectories that allow them to run
away from the opposing ball in a quick but safe manner.
Social: Students will be able to successfully play individually but in a group environment, students may
wish to pair up with friends to try and get more students ‘out’. It is important that students use spatial
awareness to scan the area for safety risks to themselves and others.
Year 3/4- Practise and apply movement concepts and

strategies with and without equipment (ACPMP045)
Apply basic rules and scoring systems, and

demonstrate fair play when participating in physical
activities (ACPMP050)
It is important to implement rules to ensure the safety of all children, this can include; once you have
possession of the ball you are only allowed to take one step (no running with the ball) also when trying to
get other students out it is only applies if it hits their shoulders or below –any hits to the head will mean a
1 minute sit out for whoever through the ball.
To maximise individual participation you could use the same rules as normal dodge ball in regards to
getting back in, therefore the first person to get out, gets in next. Or using the method given in the
resource you could give them a side line activity while they wait, this could be as simple as throwing and
catching a dodge ball with a partner.
If class size is a large you could introduce more soft balls or extend the playing area.
Resource:
YouTube. (2017). Physed Minor Games - BEAN BAG SCRAMBLE. [online] Available at:
https://www.youtube.com/watch?v=aWxFHlQ3IGU [Accessed 2 Apr. 2017].
Critical Analysis
Year levels 2-5 would be ideal for this game as it
is a fun game that doesn’t require any prior
Bean Bag Scramble knowledge or skills. Students within this age
https://www.youtube.com/watch?v=aWxFHlQ3IGU group should be given the opportunity to
participate positively in groups when engaging in
physical activities.
30+ Bean bags (could use tennis balls)

Hula hoops (1 per team)
Physical: Students will be required to use speed to run into the center (or to other groups) to get the bean
bags. Hand eye coordination is also a factor in this game as students tend to pick up a bean bag as they are
on the move meaning their pick up must be quick and direct.
Social: Children will be able to work as a team to gather as many bean bags as possible before the time
runs out. This will endeavour the students to cooperate, negotiate, create strategies and take turns.
Emotional: Student must respect and value other members of their team and encourage and motivate
each other to enhance all students’ engagement with the task.
Cognitive: All students play the same role in the game just at different times but have to know that only
one person per team can run at a time or potential dangerous situations may occur. Students must
continuously scan for safety when they are running to avoid collision.
Year 5/6 - Participate positively in groups and teams

by encouraging others and negotiating roles and
responsibilities (ACPMP067)
To maximise individual participation, teachers could add another group (e.g., make it 5 groups of 4 instead
of 4 groups of 5). They could also allow 2 people from each group to run at once – could make a rule that
these two people can’t go steal the bean bags from the same group at the same time.
Another idea to MIP is to attach an activity on the back of each the bean bag (or make each coloured bean
bag a specific activity) so every time a new bean bag gets placed in the pile the students that are not
running have to complete the new activity.
Resource:
Yulung - Traditional Indigenous games. (2017). [online] Available at:
http://www.ausport.gov.au/__data/assets/pdf_file/0017/402191/SP_31864_TIG_resource_FIN
AL.pdf [Accessed 28 Mar. 2017].
Critical Analysis
I believe that this game would be applicable to
Gitja all age groups. It is important that all students
are culturally competent and therefore why all
http://www.ausport.gov.au/__data/assets/pdf_file students must learn about different cultures
/0017/402191/SP_31864_TIG_resource_FINAL.pdf beliefs, interests and ways of life. This is a fun,
interactive and meaningful way for them to do
so.
No equipment needed.
Cognitive: Students will become aware of the backgrounds of particular traditional Aboriginal games. They
will understand the rules and how to maintain safety whilst playing.
Physical: After having an understanding of the game and its importance students will become immersed in
the games of Aboriginal culture. They will be required to use the fitness components, agility to effectively
dodge and weave under arms and around players and speed as the Gitja must run fast to catch the person
that has eaten his food.
Emotional: Through this activity students will make connections between their prior knowledge, thoughts
and feelings towards the Indigenous culture. Students will gain an understanding and compare differences
between their own culture and the Aboriginal culture.
Social: Students will play successfully within a group where they are all required to cooperate,
communicate, negotiate and take turns all whilst caring for others safety.
3-4 Participate in physical activities from their own

and other cultures (ACPMP108)
Aboriginal and Torres Strait Islander histories
5-6 Participate in physical activities from their own and cultures.
and others’ cultures, and examine how involvement
creates community connections and intercultural
understanding (ACPMP066)
Safety: Make sure that when the students holding hands try to block out Gitja by bending down that
he/she has not already started to make his/her way under their arms.
When Gitja finally gets the person that has eaten his food he is to only lightly touch them below the
shoulders, no pushing!
To maximise participation there could be two Gitja’s or perhaps 2 people running away from him. People
in the circle could also walk around slowly in their circle, this could make it a little more challenging for the
people diving under arms.
Resource:
Elyse, K. (2017). Traditional Indigenous Games. [online] YouTube. Available at:
https://www.youtube.com/watch?v=f8BW8E2_lEE [Accessed 29 Mar. 2017].
Critical Analysis
This resource would be fantastic to use with any
age group as it gives great detail on traditional
Kai Wed (Ball song) games played within the Aboriginal culture.
https://www.youtube.com/watch?v=f8BW8E2_lEE Having watched this YouTube video children will
be given the opportunity to become immersed
within activities from cultures other than their
own.
Beach ball

Cognitive: Students will develop listening and watching skills through watching the resource. Through
watching they will also gain an understanding of traditional Aboriginal games; where they were played and
what equipment they were played with.
Physical: This cultural game allows students to improve coordination to be able to get under the ball and
continuously push it back up but also power to get height on the ball.
Social: This is a social environment where students play together and sing. They are required to cooperate
and take turns by sharing the ball around the group. Students must show patience and understanding of
students that skills may not be as adequate as the rest.
Emotional: Through this activity students will make connections between their prior knowledge, thoughts
and feelings towards the Indigenous culture. They will also be able to make connections from the video to
the activity allowing them to gain respect and value other cultures.
3-4 Participate in physical activities from their own

and other cultures (ACPMP108)
Aboriginal and Torres Strait Islander histories
5-6 Participate in physical activities from their own and cultures.
and others’ cultures, and examine how involvement
creates community connections and intercultural
understanding (ACPMP066)
To maximise individual participation for this game teachers should look at the size of the games being
played. Lots of student’s means that there is a substantial amount standing around doing nothing, this can
be avoided by making groups smaller in size 5-6 students would be perfect or incorporating more than one
ball.
All students will traditionally sing “the ball song” as they play.
For students to truly understand the game it would be of great benefit for them to watch this short
YouTube clip before plays as it explains where it originated from, who played it and what they equipment
they traditionally used to play it with. (This link also gives examples of other games that could be played)
Abc.net.au. (2009). Behind the News - 08/09/2009: Kids Ads. [online] Available at:
http://www.abc.net.au/btn/story/s2675510.htm [Accessed 24 Mar. 2017].
BreakAppz. (2014). Top 5 Minor Games. [online] Available at: http://breakappz.com/top-5-minor-

games/ [Accessed 2 Apr. 2017].
Elyse, K. (2017). Traditional Indigenous Games. [online] YouTube. Available at:

https://www.youtube.com/watch?v=f8BW8E2_lEE [Accessed 29 Mar. 2017].
Human Body Series. (2015). Sleep. [online] Available at:

https://classroom.kidshealth.org/classroom/3to5/body/functions/sleep.pdf [Accessed 2 Apr. 2017].
Mustafa, S. (2015). The Importance of Physical Activity. [online] YouTube. Available at:
https://www.youtube.com/watch?v=94Q5hPE9Al0 [Accessed 29 Mar. 2017].
Lynch, C. (n.d.). Cone Soccer. [online] PE Plus. Available at:

https://peplus.wordpress.com/2011/08/25/cone-soccer/ [Accessed 2 Apr. 2017].
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=132702#.WODNOI9OLIU [Accessed 2
Apr. 2017].
Peplus.wordpress.com. (n.d.). Minor Games | PE Plus. [online] Available at:

https://peplus.wordpress.com/category/minor-games/ [Accessed 28 Mar. 2017].
Physical activity and health. (n.d.). [online] Available at:

http://www.goforyourlife.vic.gov.au/hav/admin.nsf/Images/Switch_to_Activity_Curriculum_Lesson_
1.pdf/$File/Switch_to_Activity_Curriculum_Lesson_1.pdf [Accessed 2 Apr. 2017].
Priceless-teaching-strategies.com. (2017). Fun Physical Education Games.. [online] Available at:

http://www.priceless-teaching-strategies.com/physical-education-games.html [Accessed 2 Apr.
2017].
Rockwell, L. (1999). Good enough to eat. 1st ed. New York: Scholastic.
Teaching Ideas. (2015). Games. [online] Available at:

http://www.teachingideas.co.uk/subjects/games [Accessed 29 Mar. 2017].
YouTube. (2017). Physed Minor Games - BEAN BAG SCRAMBLE. [online] Available at:
https://www.youtube.com/watch?v=aWxFHlQ3IGU [Accessed 2 Apr. 2017].
Yulung - Traditional Indigenous games. (2017). [online] Available at:

http://www.ausport.gov.au/__data/assets/pdf_file/0017/402191/SP_31864_TIG_resource_FINAL.p
df [Accessed 28 Mar. 2017].

Health Pe - Annotated Resources

Hochgeladen von

Dokumentinformationen

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Health Pe - Annotated Resources

Hochgeladen von

Copyright:

Verfügbare Formate

Human Body Series. (2015). Sleep.

[online] Available at:

Outcomes achieved (Physical, Social, Emotional and Cognitive):

Links to ACARA (connections to strand/sub- Cross-curricular links (where applicable)

Year 3/4- Identify and practise strategies to

Year 5/6- Plan and practise strategies to

Modifications to activity (relating to course concepts: MIP, safety, diversity, inclusivity,

Food labelled cards

(Grains=orange, Protein=purple, Vegetables=green, Fruit=red,

Outcomes achieved (Physical, Social, Emotional and Cognitive):

Outcomes achieved (Physical, Social, Emotional and Cognitive):

Cognitive/Emotional: Students are able to understand the difference between packaged

Links to ACARA (connections to strand/sub- Cross-curricular links (where applicable)

Outcomes achieved (Physical, Social, Emotional and Cognitive):

Links to ACARA (connections to strand/sub-strands) Cross-curricular links (where applicable)

Year 5/6- Explore how participation in outdoor activities

Year 7/8- Evaluate health information and communicate

This book would bring a lot of new content for

The book: Good enough to eat: A kids guide to nutrition

Outcomes achieved (Physical, Social, Emotional and Cognitive):

Discuss and interpret health information and messages in

-examining health messages from different sources and

Huff and Puff

Outcomes achieved (Physical, Social, Emotional and Cognitive):

Year 5/6- Participate in physical activities designed to

Links to ACARA (connections to strand/sub-strands) Cross-curricular links (where applicable)

Year 5/6- Recognise how media and important people in

Year levels 5 + would be ideal for this game as

Links to ACARA (connections to strand/sub-strands) Cross-curricular links (where applicable)

Participate positively in groups and teams by encouraging

Demonstrate ethical behaviour and fair play that aligns with

Lynch, C. (n.d.). Cone Soccer. [online] PE Plus. Available at:

Outcomes achieved (Physical, Social, Emotional and Cognitive):

Links to ACARA (connections to strand/sub- Cross-curricular links (where applicable)

Year 5/6- Practise specialised movement skills and

Year 7/8- Practise and apply personal and social

Priceless-teaching-strategies.com. (2017). Fun Physical Education Games.. [online] Available at:

Links to ACARA (connections to strand/sub-strands) Cross-curricular links (where applicable)

Year 7/8- Practise and apply personal and social skills

Brilliant low organisational game!

Year 5/6- Participate positively in groups and teams by

Outcomes achieved (Physical, Social, Emotional and Cognitive):

Links to ACARA (connections to strand/sub-strands) Cross-curricular links (where applicable)

Year 3/4- Practise and apply movement concepts and

Apply basic rules and scoring systems, and

30+ Bean bags (could use tennis balls)

Outcomes achieved (Physical, Social, Emotional and Cognitive):

Links to ACARA (connections to strand/sub-strands) Cross-curricular links (where applicable)

Year 5/6 - Participate positively in groups and teams

Outcomes achieved (Physical, Social, Emotional and Cognitive):

Links to ACARA (connections to strand/sub-strands) Cross-curricular links (where applicable)

3-4 Participate in physical activities from their own

Outcomes achieved (Physical, Social, Emotional and Cognitive):

3-4 Participate in physical activities from their own

BreakAppz. (2014). Top 5 Minor Games. [online] Available at: http://breakappz.com/top-5-minor-

Elyse, K. (2017). Traditional Indigenous Games. [online] YouTube. Available at:

Human Body Series. (2015). Sleep. [online] Available at:

Lynch, C. (n.d.). Cone Soccer. [online] PE Plus. Available at:

Peplus.wordpress.com. (n.d.). Minor Games | PE Plus. [online] Available at:

Physical activity and health. (n.d.). [online] Available at:

Priceless-teaching-strategies.com. (2017). Fun Physical Education Games.. [online] Available at:

Teaching Ideas. (2015). Games. [online] Available at:

Yulung - Traditional Indigenous games. (2017). [online] Available at: