Curriculum

The domain of Health and Physical Education provides students with knowledge, skills and behaviours to enable them to achieve a degree of autonomy in developing and maintaining their physical, mental, social and emotional health. This domain focuses on the importance of a healthy lifestyle and physical activity in the lives of individuals and groups in our society. A healthy, physically active lifestyle is conducive to more effective participation in all that society has to offer and greater levels of success within and beyond school. This requires students to develop the knowledge, skills and behaviours that enable them to: • maintain good health and live a healthy lifestyle • understand the role of physical activity in ensuring good health • engage in physical activity. Through the provision of health knowledge, this domain develops an understanding of the importance of personal and community actions in promoting health and knowledge about the factors that promote and protect the physical, social, mental and emotional health of individuals, families and communities. Using techniques such as role-play or simulation games, students are provided with opportunities to practise and reflect on the usefulness of these strategies. They investigate personal behaviours and community actions that may contribute to the health of specific groups. They learn to analyse the links between diet and current community health issues, and consider special dietary needs, and ways of improving their own diet. They research patterns of food consumption in Australia and investigate factors that influence food choice, such as changes in family life. At Level 6, students demonstrate proficiency in the execution of manipulative and movement skills during complex activities. They demonstrate advanced skills in selected physical activities. They use training methods to improve their fitness level, and participate in sports, games, recreational and leisure activities that maintain regular participation in moderate to vigorous physical activity. They employ and devise skills and strategies to counter tactical challenges in games situations. They assume responsibility for conduct of aspects of a sporting competition in which roles are shared and display appropriate sporting behaviour. ** Health knowledge and promotion ** At Level 6, students identify and describe a range of social and cultural factors that influence the development of personal identity and values. They identify and explain the rights and responsibilities associated with developing greater independence, including those related to sexual matters and sexual relationships. They describe mental health issues relevant to young people. They compare and evaluate perceptions of challenge, risk and safety. They demonstrate understanding of appropriate assertiveness and resilience strategies. They analyse the positive and negative health outcomes of a range of personal behaviours and community actions. They identify the health services and products provided by government and non-government bodies and analyse how these can be used to support the health needs of young people. They identify and describe strategies that address current trends in the nutritional status of Australians. They analyse and evaluate the factors that affect food consumption in Australia. VELS: Health Knowledge and Promotion, Level 6 Activity: Morning Activities Aims: They use training methods to improve their fitness level, and participate in sports, games, recreational and leisure activities that maintain regular participation in moderate to vigorous physical activity. Time:  || Teachers || Students || VELS || Equipment || 9:10 – 9:15 ||   Ask the students questions to evaluate their prior knowledge on the topic of Nutrition, Healthy Eating, and a Healthy Lifestyle. These questions may include; “How many serves of fruit and vegetables should we be eating a day?” and “How much exercise/physical activity should we be doing a week to keep fit and healthy?”. ||  Students are to raise their hand if they think that they know the answer, and wait to be asked by a teacher before answering. ||  This is to get prior knowledge of what they have learnt in the other VELS levels in this domain. ||   ||  9:15 – 9:20  ||   Break the students off into 5 groups. Do this by asking the boys to line up from tallest to shortest and then numbering them off 1 through to 5, repeat this process with the girls. By doing this you should get fairly even teams of boys and girls and also similar heights between the 5 teams. Once numbered off allocate locations for the teams to congregate so that it easy to distinguish between the 5 separate teams. Hand out different colour bands for each team. ||  Students are to quickly work out who are the tallest and the shortest people in the group and then line up so that they can be numbered off into their groups for the activities. Students are to remember their numbers and when asked move to the designated areas and wait to receive their coloured bands. Students are to wear their bands so that they are in a visible spot. ||   ||   5 Different coloured bands, minimum of 10 bands for each colour. || 9:20 – 9:30  ||   While the communications activity is being done divide the oval into two halves using cones. Make sure that the boundaries are roughly like a soccer ground (rectangular). Have one half set up with a set of goals at each end, and then repeat for the other half (so that two games can be played at the same time). If the weather is against us, then try and use a netball court and only play one game at a time. ||   ||    ||    ||  9:30 – 10:30  ||   Speed Ball – Here are the rules for speed ball although some of these rules we will play it by ear depending on the the teams and students ability.
 * Health and Physical Education **
 * Movement and physical activity **

Explain the rules to the students briefly, make sure not to spend to much time on this as you are likely to lose the students attention. - 5 teams, 10 students in each team (depending on numbers) - 4 minute halves. - Scoring is 6 points for a goal that is kicked - 3 points for a goal that is thrown - 1 point for a behind (misses the goals but goes in between point cones.

Rules: -Half of the teams players are forwards and half are defenders. The Forwards for the first half are defenders for the second half. -Can't pick up a rolling ball with your hands. -Can only have up to 3 steps with the ball in your hands. - A goal can be kicked or Thrown - No contact! (similar rules to basketball) - 2 kick max per player. eg. can only touch the ball twice with your feet before someone else must touch it. - 3 seconds holding the ball if in a still position. - Must shoot from outside a "D" around the goals.

Explain the draw to the students, it is wise to use a portable whiteboard as a visual cue so that the students can look at it and know when it is their turn. The draw is round 1: team 1 vs team 2, team 3 vs team 4, team 5 bye

round 2: 1 vs 3, 2 vs 5, 4 bye

round 3: 1 vs 5, 2 vs 4, 3 bye

round 4: 1 vs 4, 3 vs 5, 2 bye

round 5: 2 vs 3, 4 vs 5, 1 bye

If there is time we will have a final between the top two ranked teams. As there will be at least one team sitting out per round, allocate that team a job, e.g. Scoring, Reporting, and choosing the most valuable player from each team and also the most improved. ||  The students are to sit quietly in their groups and listen to the rules. If the students are to have any questions then they are required to put up their hand and wait to be asked before asking the questions. Students will need to pay attention to understand when their team will be playing and on what side of the oval. Students then are to participate in the activities and show a competent level of competition but with good sportsmanship. The students sitting out are still to participate in the game by scoring and being allocated other jobs to do. ||  Participate in sports, games, recreational and leisure activities that maintain regular participation in moderate to vigorous physical activity. ||  Soccer Ball, Cones (enough to be able to create a boundary), portable soccer goals, whistle’s, white board and markers, clip board, paper, and pens. ||  ||   If the games finish up early have a backup game that gets all involved, like bombardment, have two halves. Line cones up at the back of each half. The aim for each team is to knock the opposition cones over in the process trying to knock out players by hitting them on the full, to make it easier to hit the cones. If a ball is caught on the full by the opposite team then the thrower is out and a person from the catcher team, that has been knocked out, gets to come back into the game. ||  Students are to participate in the game and show enthusiasm and good sportsmanship. ||   ||   Soft Balls, Cones. || 10:30 – 10:40  ||   Collect all the colour bands from the students. Tell the students where they are to meet you after recess has finish. Wait for the bell to go, once the bell has gone let the students quietly go and get their play lunch and head out to recess. ||   ||    ||    ||  VELS: Health Knowledge and Promotion, Level 6 Activity: Middle Periods Activities Aims: They compare and evaluate perceptions of challenge, risk and safety. They demonstrate understanding of appropriate assertiveness and resilience strategies. They analyse the positive and negative health outcomes of a range of personal behaviours and community actions. Time:  || Teachers || Students || VELS || Equipment || 11:15 – 11:45 ||   Line up all students in 1 line, take 1/3 of them and keep them up at the pizza oven covered area. Take the other 2/3 to a room close by. ||  Students are to line up in pairs in a straight line. ||   ||    ||   ||   Pizza’s: The 1/3 at the pizza oven explain to them that we are going to be making home made pizza’s and then cooking them in the pizza oven to cook. Explain that the pizza’s that you get from the pizza stores are usually made with processed meats and lots of greasy cheese, which eating to much of will be bad for your body and not very nutritious. Explain that the pizza’s that you are going to be making are an easy and great alternative to the pizza’s from the shops and that they can still be very tasty. Split the 1/3 into pairs, these are the pairs that they will be sharing a pizza with. Have the food pre prepared, chopped and placed in bowls. Set up an assembly line across the tables so that the students can move along it and choose the toppings that they want in order and in turn. Have one or two people observing so that the students don’t get to much topping, as the ingredients must span over 25 pairs of students. ||  The students in their pairs are to get a pizza base between them, they are to decide between them what toppings they are to have on them and which ones would be the healthier options. ||  They learn to analyse the links between diet and current community health issues, and consider special dietary needs, and ways of improving their own diet. ||  Ingredients: - Juice Orange Juice 8 ltrs Apple Juice 4 ltrs Tropical/Breakfast Juice 4 ltrs Black-current Juice 4 ltrs 50 Plactic Cups

- Food Apples Bananas Watermelon (seedless) Oranges Navel Pineapple (whole) Rock Melon (whole) Tomato Paste x6 Jars Pineapple (tinned) x 2 Ham 700g Capsicum 700g Mushrooms 200g Cheese Shredded 1kg Salami 700g Olives 500g Pizza Bases x 50 Knives, bowls, chopping boards. ||  ||   The 2/3 that were taken to a room will need to be divided into smaller groups, do this by lining them up at the door as they walk in divide them into their groups. The students may not be with all their friends, but this is done deliberately so they learn to interact with others in a team rather than just their comfortable peer group. Explain to the groups that they will be making a video. This video is to promote some form of a Healthy Lifestyle. Students can chose to promote healthy eating, e.g. Nutrition, or Exercising, e.g the benefits of playing a certain sport. Explain to the students that movie needs to grab the attention of someone watching it and that it is aimed toward the same age group as they are. Give the groups time to plan their activities. Go around the room to make sure the students are on track, but also to help them out and observe the ones that seem to have the leadership ability and the ones that are not really contributing; this can be useful when assessing the students. ||  Students are to participate in their groups regardless of whether they are with their peer groups or not. The students within their groups are to come up with a short ad that promotes one of the areas of health. ||   ||    ||  11:45 – 12:15  ||   Swap the groups over, send the next 1/3 out to the pizza oven area. Choose this 1/3 by selecting a couple of groups, as it does need to be exactly a 1/3 of the students. Get the 1/3 that has just come in into smaller groups again and explain the activities that the others are doing. And get them to start their movie. ||   ||    ||    ||  12:15 – 12:45  ||   Send the last group out to make their pizza’s and the group who just finished their pizza’s can come back into the classroom and continue on with their movie. ||   ||    ||    ||   ||   Once the groups have finished record their advertisement/movie on a handy cam. ||  The students are to perform their movie in their groups, with each member having a certain role. ||  Using techniques such as role-play or simulation games, students are provided with opportunities to practise and reflect on the usefulness of these strategies. ||  Handy Cam  || 12:45 – 12:55 ||   Once all the ads have been captured on film, sit the students down in one large group. Talk to them about the messages that they were trying to get across in their ad. Ask them how they did that and get them to explain why they think that their ad would catch the attention of people their own age. Talk to the students about how they think the media influences food choices for young people and whether the media has influenced them and in what way. Talk to them about what it is about certain ads that catch’s their attention, etc. Ask them to give you examples of how they think they would be able to change the media, and in what way that would help in promoting healthy eating. ||  The students are to have knowledgeable input on the topics they are asked to answer they are to participate and have a sensible conversation. The students are to think about the influence that the media has had on themselves. ||  They investigate personal behaviours and community actions that may contribute to the health of specific groups. They analyse and evaluate the factors that affect food consumption in Australia. ||   ||   ||   Wait for the bell to go and then send the students off to lunch. ||   ||    ||    ||  VELS: Health Knowledge and Promotion, Level 6 Activity: Middle Periods Activities Aims: They use training methods to improve their fitness level, and participate in sports, games, recreational and leisure activities that maintain regular participation in moderate to vigorous physical activity. They employ and devise skills and strategies to counter tactical challenges in games situations. They assume responsibility for conduct of aspects of a sporting competition in which roles are shared and display appropriate sporting behaviour. Time:  || Teachers || Students || VELS || Equipment || 1:45 – 2:45 ||   Circuit: Activity 1: Extreme Relay In groups of 4, one student is blindfolded. Running towards a bucket containing water, making their way through an obstacle course, with their group helping them along the way. Once students make it to the bucket they are required to fill their empty container and make their way back to the finish. Emptying their container of water to be measured to see which team has the most amount of water. 5mins- each student to get a go. Activity 2: UNO Fitness Each student receives an UNO card. They are to perform an activity based on the card.

Red Cards = push ups Yellow Cards = squats Blue Cards = curl ups Green Cards= star jumps),    Skip Card = skip one lap around the oval/court     Reverse Card = jog/walk one lap backward around oval/ court Draw two Cards = draw two cards from the regular UNO deck and perform the activities corresponds to the card colour and number of the card Wild Draw 4 Card = draw four cards from the UNO deck and do all four activities.    Activity 3:    Skipping (long Ropes)    In teams long rope skipping Figure 8. Bouncing/ throwing ball while skipping. Making up own routines to the music.     ||   The students are to participate in groups, they are to work as a team and get along with others.     All students are to participate in the activity.     Students are to think of different skipping styles and demonstrate them.     When performing long rope skipping they are to work towards a target and set a record.      ||   Participate in sports, games, recreational and leisure activities that maintain regular participation in moderate to vigorous physical activity. Participate in sports, games, recreational and leisure activities that maintain regular participation in moderate to vigorous physical activity. ||  Blinfolds, enough for the whole group, Buckets, Water, Things to create an obstacle course, e.g. cricket bat, chairs, tables, stumps, etc. Deck of Uno Cards. Skipping Ropes, Long and Short. || 2:45 – 3:15 || In a class room, separate the students into groups of 5. Ask the students a list of questions. Appendix A.  || The students in their teams are going to work together to write down the answers to the questions ask. || ||  || ||  Thank the students for their cooperation and ask them to verbally evaluate the day. Ask them to give you hints on what they would change or what they liked. Give out some gifts and say good afternoon. || The students for our benefits are to verbally evaluate the day and give us any constructive criticism that they may have. || ||  || Reference: Victorian Curriculum and Assessment Authority. (2008). //Victorian Essential Learning Standards: Physical, Personal and Social Learning Strand, Health and Physical Education.// VCAA, VIC. Available: http://vels.vcaa.vic.edu.au/hpe/downloads.html [Accessed on: 27th of October, 2009].