1. .Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one Part A proforma for each of the 4 games; one page for each one)
Name of the Game: Shape Soup (15 minutes) Stage: Early Stage One
Explanation :
Students pair up to create different shapes with their bodies. The students stand within a pre-determined area called the “pot.” The teacher is making
a “shape soup” and will call out the name of a shape needed for the soup e.g. triangle. Students attempt, in pairs, to make the shape with their bodies
and hold it until the teacher “stirs the soup” (blows a whistle). Students must run around in the “pot” until the teacher calls out the name of a new
shape. Students find new partners and the game continues. Modification: increase the number of students working together/create teams.
Why is this game important for this stage?
Games and Sport
• Non-locomotor skills: stretching/bending/twisting, swinging body parts and balancing.
• Playing the game: cooperation, formations of pairs, signals e.g. listening for the whistle.
• Locomotor skills: walking and running around inside the “pot”.
What are the PDHPE skills involved in this game? How?
• MOES1.4 (Moving) –Demonstrates a general awareness of how basic movement skills apply in play and other introductory movement
experiences. Maintains stillness of head and trunk when balancing, stretches and curls the body at levels (high and low).
• PSES1.5 (Problem Solving) – Seeks help as needed when faced with simple problems.
Recognises when a partner needs help in making a shape and offers help to make the shape together.
• INES1.3 (Interacting) – Relates well to others in work and play situations.
Learns to share personal and imposed space when working together with partners to form shapes and being aware of others when the soup is
being stirred to avoid collisions. Works happily with peers in a team environment to help each other out.
Equipment:
No equipment is needed. Can be played in the classroom if space is limited but is best played on a basketball court because of the large, well defined
area for running around.
Teaching cues:
• Demonstration what different shapes look like and how the shapes can be made with body parts.

2. • “What does a square, circle, triangle etc look like?”
• “ When the soup gets stirred be aware of others so you don’t crash into them”
• “Find a new partner”
• “Hold onto your shape”
• “Run with eyes up so you can see where you are going and who is around you”
• Directional cues: “arms straight, knees bent, backs arched, legs wide etc”
• Encouragement: “good teamwork, nice effort with your shapes, that’s fast running, don’t give up – try to make the shape another way”

3. Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one Part A proforma for each of the 4 games; one page for each one)
Name of the Game: Action Trains (15 minutes) Stage: One, year Two
Explanation :
The class is divided into two “trains” led by “train-drivers”. There are four “train stations”. Trains start on different stations and cannot move until all
passengers are in a single file line behind their train- driver. Train-drivers pick a moving action (e.g. skip) and lead their train to another station. If a
passenger falls over the train must stop until they get up. When a train arrives at a station the train-driver runs to the end of the train and the next
passenger in line becomes a train-driver who must pick a different moving action and lead the train. Every passenger has a turn leading. First train with
all passengers sitting down at a station wins. Modification: more/less trains.
Why is this game important for this stage?
Games and Sport
• Locomotor skills: walking, running, jumping, leaping etc.
• Minor games: imaginative games, miming and imitating.
• Playing the game: cooperation, fair play and safety in play as the train must stop if someone falls down.
What are the PDHPE skills involved in this game? How?
• PSSI.5 (Problem Solving) – Draws on past experiences to solve familiar problems.
Follows basic safety procedures by the trains stopping when people fall over so they do not get trampled on. Learns that if the train does not
stop people can get even more hurt.
• MOS1.4 (Moving) – Demonstrates maturing performance of basic movement and compositional skills in a variety of predictable situations.
Students will, at some stage of the game, hop on preferred and non-preferred foot. They will also need to repeated this sequence to move.
• INS1.3 (Interacting) – Develops positive relationships with peers and other people.
Displays cooperation in the group activity by taking turns at being the “train driver”. Demonstrates ways of encouraging and caring for others
when a teammate falls over and needs help or encouragement to continue.
• DMS1.2 (Decision Making) – Recalls past experiences in making decisions.
Each new “train driver” must use a different action movement for their train than the previous “train driver”. This requires a recollection of a
past experience and it will directly influence what the new “train driver” will decide to use as their own action movement.

4. Equipment:
No equipment is necessary. An open space with clearly defined areas for the train stations such as a basket ball court is perfect for playing inside. On an
outside playing field markers can be used but are not essential.
Teaching cues:
• “Where are the train stations? “
• “Show me how you hold on to the shoulders of the person in front of you”
• “Train drivers need a big, clear voice so everyone on the train knows what action to do”
• “If anyone falls over their teammates must help them up and call out to the train driver to stop the train”
• “ The train can’t move unless everyone is holding onto shoulders”
• “Train drivers be aware of where the other trains are so you don’t crash your train into another one”
• “Remember to switch train drivers and to change the action movement at every train station”
• Encouragement: “good teamwork, nice straight lines, very clear directions”

5. Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one Part A proforma for each of the 4 games; one page for each one)
Name of the Game: Rain clouds (15 minutes) Stage: Two, year Four
Explanation:
Pairs of “rain clouds” hold hands. The “wind” (teacher) blows the clouds around by calling out directions (North, East, South, West). Clouds avoid
bumping into each other. Clouds who bump into each other must join hands to create a bigger cloud. The wind can call: “thunderstorm” to make
students stamp feet, “lightning” to make students wiggle their bodies, “hailstorm” to make students jump up and down, or “rain dance” which means
clouds must copy a simple dance routine demonstrated by the teacher. The game ends when all the clouds have joined up into one big cloud.
Why is this game important for this stage?
Games and Sport:
• Games: spatial awareness, creating space and positional awareness is necessary for avoiding bumping into other clouds.
• Non-locomotor Skills: stretch/bend/twist/jump when doing the motions for “thunderstorm”, “lightning”, “hailstorm”.
• Playing the Game: teamwork is needed to avoid bumping into other clouds. Rules/tactics/strategies must also be used for success.
What are the PDHPE skills involved in this game? How?
• PSS2.5 (Problem Solving) – Uses a range of problem-solving strategies.
Performs a simple movement sequence given particular limitations due to restricted use of space and varied levels and tempo depending of
the instructions of the “wind” and the size of the area the game is played in.
• INS2.3 (Interacting) – Makes positive contributions in group activities.
By interacting with peers the students are able to bond together and develop new friendships and support networks with a range of people
which they may otherwise not have the opportunity to connect with.
• MOS2.4 (Moving) – Displays a focus on quality of movement in applying movement skills to a variety of familiar and new situations.
During the “rain dance” students must practice and reproduce a simple teacher-devised dance which will be new to them and draw on existing
movement skills such as the various actions of jumping, stomping, wiggling, dancing, running. The dance will be new but the movements will be
familiar and the student can therefore focus on the quality of the movements within the dance.

6. Equipment:
No equipment is needed, just a large area for the “clouds” to blow around in.
Teaching cues :
• Show the students which direction is North, South, East, and West before questioning them:
• “Which direction do you go for North? South? East? West?”
• Demonstrate the movement actions: “this is how you do hail/thunder/lightning/rain dance”
• “Try to avoid bumping into the other clouds”
• “Don’t let go of your hands”
• Encouragement: “what loud thunder”, “Who can wiggle their lightning faster?”, “Those big jumps must mean a big hailstorm!”,
“Well done clouds who have kept holding hands while moving around”

7. Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one Part A proforma for each of the 4 games; one page for each one)
Name of the Game: Sticky bodies (15 minutes) Stage: Three, year Six
Explanation :
Students move randomly within a designated space. At anytime the teacher can call out a new way of moving within the space e.g. hop. One student is
the “body catcher”. When the teacher calls out “sticky.....” followed by the name of a body part students must stop moving about and stick matching
body parts together. This is a cue for the “body catcher” to catch (tag) unstuck bodies. Once students stick their body parts together they are safe and
cannot be caught. Students caught by a “body catcher” become one. Game continues until all students have become “body catchers”. Students start
the game with a coloured shirt to be removed when they become “body catchers”.
Why is this game important for this stage?
Games and Sport
• Locomotor Skills – running variations, accelerate, decelerate, stop, start and dodging when trying to avoid the “body catchers” or catch the
“sticky bodies”.
• Playing the Game – rules/tactics/strategies.
• Games – this game can be classified as a minor game which is also a tag game and it requires spatial awareness.
What are the PDHPE skills involved in this game? How?
• INS3.3 (Interacting) – Acts in ways that enhance the contribution of self and others in a range of cooperative situations.
Students must combine strategy, teamwork, movement, skill, and fair play by working with team mates to either attack or avoid/dodge
depending on whether the student is a “body catcher” or a “sticky body”. This requires a contribution to the game and a positive experience
can occur as a result of cooperating and interacting with peers.
• PSS3.5 (Problem Solving) – Suggests, considers and selects appropriate alternatives when resolving problems.
Selects the most appropriate solution to a given problem. The problem for the “sticky bodies” is to avoid being caught before they are able to
stick to another body, and the problem for the “body catchers” is to stop the “sticky bodies” from sticking together and being safe.
• MOS3.4 (Moving) – Refines and applies movement skills creatively to a variety of challenging solutions.
Varies running patterns to cater for sprinting, side stepping, dodging and defensive marking. These are all essential elements in the game of
“sticky bodies” because the students can run around and move in any direction.

8. Equipment:
Tags or coloured shirts are preferred in order to tell who is a “sticky body” or “body catcher” but they are not necessary because the students could
modify their own clothing e.g. school hats on verse school hats off, or socks pulled up verse socks rolled down.
Teaching cues:
• “Body catchers – no grabbing the “sticky bodies”, tap on back/remove tag only”
• “Body catchers – work together as a team to keep the “sticky bodies” apart”
• “Remember to use big voices and call out if you need a partner to stick to”
• “Be aware of where other “sticky bodies” are at all times so you can stick together fast”
• Encouragement: “Good catching strategies team “body catchers”, “Well done to all the sticky bodies left in the game – you have moved very
quickly to avoid being caught”, “Don’t worry about getting caught, there are no winners or losers in this game – lets all just have fun”

9. Part B - INVASION GAMES – PROFORMA – PDHPE (students are to use one Part B proforma for each of the 2 invasion games; one page per game; 1 game S 2 + 1 game S 3)
Name of the Invasion Game: Freeze Ball (30 minutes) Stage: Two, year Four
Explanation:
There are two teams. Teams score points by getting the ball across the other teams’ back line whilst defending their own back line. Back lines can be
defended by blocking or catching the ball. There are no set positions. Players cannot travel with the ball, they must stand on the spot and throw or
bounce the ball to a teammate (like netball). There are six hoops called “freezing buttons” scattered across the playing field. Any player who throws a
ball inside a hoop gets to stand on the “freezing button” (stand inside the hoop) and freeze the game. Everyone must freeze like a statue to allow the
player within a “freezing button” a free kick towards (or across) a back line. Players can only “unfreeze” and move once the kicked ball bounces on
the ground. The ball can only be kicked by the player on a “freezing button”. A ball thrown over the back line scores one point whilst a ball kicked
over the back line from a “freezing button” scores ten points. The team with the most points at the end wins.
Why is this game important for this stage?
Games and Sport:
• Locomotion Skills: running/sprinting around the field, dodging, side stepping.
• Manipulative Skills: throwing the ball using overarm, chest pass, shoulder pass, 2 hand over head pass, fielding/catching, kicking stationary
ball.
• Playing the Game: teamwork, competition, rules/tactics/strategies.
What are the PDHPE skills involved in this game? How?
• DMS2.2 (Decision Making) – Makes decisions as an individual and as a group member.
The teams must decide on a strategy, whether they will try to get the ball to a “freeze button” or to throw it across the back line - assist the
group to achieve consensus in group goal setting. Each individual must decide if they will follow the team strategy of if going against it, at that
point in time, will be more advantageous. They must also decide who to throw the ball to or where to kick the ball when the game is frozen.
• MOS2.4 (Moving) – Displays a focus on quality of movement in applying movement skills to a variety of familiar and new situation.
Throws overarm proficiently. A variety of pass styles and movements are required to participate and to help score points and move the ball
around the field.
• PSS2.5 (Problem Solving) – Uses a range of problem-solving strategies.
Analyses problem situations when using defence or attack strategies. Performs a simple movement sequence given particular limitations e.g.
the restricted use of space when kicking within the “freeze button” area.

10. Equipment:
One soccer ball, six hoops, coloured shirts
Teaching cues:
• “aim your kick carefully”
• “use the side of your foot to kick the ball”
• “follow through”
• “look for gaps”
• “big voices, call out for the ball”
• “not moving with the ball”
• “don’t bunch up – spread out around the whole field”
• Encouragement: “that’s a strong throw”, “great teamwork”, “good defence”, “well done for spotting a gap”

11. Part B - INVASION GAMES – PROFORMA – PDHPE (students are to use one Part B proforma for each of the 2 invasion games; one page per game; 1 game S 2 + 1 game S 3)
Name of the Invasion Game: Pirates (30 minutes) Stage: Three, year Six
Explanation:
The class is divided into two enemy pirate teams who live on separate islands. The semi-circle areas at either end of the basketball court are the
islands. Each island has four “treasure chests” (netballs) on it, separated by an “ocean”. Teams have four sharks each swimming in the ocean - they
are trained to attack (tag) enemy pirates. The sharks should wear coloured shirts tucked into their pants to look like a fin so there is no confusion over
who is a shark and who is a pirate. Two hoops are placed in the middle of the ocean, these are “pirate ships” – there is one for each Pirate team and
pirates can only board their own ship.
The game starts with all the pirates standing on their islands. Pirates must attempt to “swim” (walk or run) from their island to their pirate ship in the
middle of the ocean without getting attacked (tagged) by a shark. Sharks can roam anywhere in the ocean between the two pirate islands but they
cannot go onto the islands or attack pirates once they have made it aboard a pirate ship because islands and pirate ships are safe. An area outside of
the basketball court, on either side, is designated as a hospital island to be used by pirates who get attacked by sharks. There is one hospital island for
each of the pirate teams and each hospital island has a healing ball (tennis ball) which cannot be removed from the island. Once a pirate gets
attacked by a shark he must go to the hospital island and bounce the healing ball ten times in order be healed. After the tenth bounce the healed
pirate must jump back into the ocean and continue playing. A pirate ship cannot move until it has three pirates inside it. Once a pirate ship is full the
pirates can move the ship (hoop) to the opposite island, steal one treasure chest and sail the ship back to their own island to deposit the treasure
chest. A pirate ship cannot be stopped by sharks or enemy pirates from stealing a treasure chest. Once they have deposited a stolen treasure chest
onto their own island the pirate ship crew must abandon their pirate ship to allow a new pirate crew to sail the ship. Only swimming pirates can
board a ship – pirates on the island cannot just jump into the ship once it docks with a treasure chest! The game continues until either one team has
all of the treasure chests on their island, or the time runs out. If time runs out the pirate team with the most treasure chests wins the game. This
game can be modified to make it more challenging by having more sharks in the ocean/more treasure chests on the islands, or it can be made easier
by having more pirate ships in the ocean/less treasure chests on the islands.
Why is this game important for this stage?
Games and Sport
• Games: spatial awareness, tactics/strategies/team positions. Minor games: territorial games, tag games – this game is a combination of many
elements.
• Locomotor Skills: running variations, accelerate, decelerate, stop, start and dodging are all necessary to avoid getting attacked by a shark
• Playing the Game: teamwork, competition, fair play, rules/tactics/strategies. Teams must work together to steer the ships and must form a
team strategy to get past the sharks. The game can only work if everyone plays by the rules and does not cheat.

12. What are the PDHPE skills involved in this game? How?
• MOS3.4 (Moving) – Refines and applies movement skills creatively to a variety of challenging situations:
Varies running patterns to cater for sprinting, distance running, side stepping, dodging and defensive marking to avoid the sharks and make it
to the pirate ship.
• PSS3.5 (Problem Solving) – Suggests, considers and selects appropriate alternatives when resolving problems:
Selects the most appropriate solution to a given problem. When attempting to make it to the pirate ship ends with a shark attack the
individual is forced to reflect on the situation and try an alternative strategy next time. Communication with teammates is needed.
• COS3.1 (Communicating) – Communicates confidently in a variety of situations:
The students must use negotiation skills in this group activity to decide who will be a shark or pirate, who will distract the sharks, who will try
to make it to the pirate ship. They are doing more than just playing an invasion game, they are communicating a fantasy pirate story through
movement.
Equipment:
Four netballs, two tennis balls, coloured shirts, two hoops (make sure the hoops match the coloured shirts for easy identification)
Teaching cues:
• “Big voices, talk to each other”
• “Be aware of where the sharks are”
• “The pirate ships can’t move without three pirates in them”
• “Keep eyes on the handball when bouncing – distractions will make you lose control”
• Encouragement: “Good defence sharks”, “Good attack pirates”, “I see fast bounces with the healing balls”, “Great communication”

13. 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: Road Lesson 1/3 STAGE: Early Stage One
Related lesson outcomes (PDHPE & other KLAs):
• SLES1.13 (Safe Living) – Demonstrates an emerging awareness of the concepts of safe and unsafe living.
• IRES1.11 (Interpersonal Relationships) – Identifies how individuals care for each other.
• DMES1.2 (Decision Making) – Identifies some options available when making simple decisions.
• COES1.2 (Communicating) – Expresses feelings, needs and wants in appropriate ways.
• V4 (Values) – Increasingly accepts responsibility for personal and community health.
• VAES1.2 (Creative Arts KLA) - Experiments with a range of media in selected forms.
Part & Timing Content (WHAT) Teaching & learning strategies (HOW) Resources
Introduction The purpose of this lesson is for • Orientation – Teacher will be at the front of the • 1 large sheet of
students to begin to learn about class. colourful
road safety and, in particular, the • Students will discuss what “road safety” means cardboard
10 mins importance of holding an adult’s and what “pedestrian safety” means. • Permanent
hand when crossing the road. • Teacher will help students make a link between marker
“road safety” and “pedestrian safety” by • Blue-tack
stressing the importance of holding an adult’s
hand when crossing the road.
• Teacher will write the words “Pedestrian
Safety” on the top of a large sheet of
cardboard and “hold an adult’s hand” at the
bottom. This is to be stuck to the classroom wall
in a noticeable spot.

14. Body Road Safety: • Students will be given a colourful piece of paper • Interactive
• Pedestrian safety – hold an and must place their hand on the paper. They whiteboard
adult’s hand. will trace an outline of their hand to be cut out pre-
30 mins • Identifies people who keep with safety scissors. programmed
them safe (SLES1.13) • On the palm of the hand cut-out students will with names of
Creative Arts: write the name of one adult whose hand they can adults to hold
• uses scissors to cut regular hold when crossing the road. Students may not hands with and
and irregular shapes from have the ability to write unassisted so the loaded with the
papers and cardboards and teacher will have common words displayed on the YouTube video
assembles these in a board such as “Mum, Dad, Nana, Aunty” etc. to “Hold hands”
variety of ways by be copied. • Colourful paper
overlapping, repeating, • Teacher will roam around the room assisting • Safety scissors
layering patterns, gluing, students. • Pencils
and sticking (VAES1.2). • Students who have finished the activity early
can colour in their hand with pencils.
• The teacher will show the students a YouTube
video titled “Hold hands” (Thingle toodle:
"Hold,") which is a cartoon song about holding
hands to cross the road -31 seconds.
• The teacher will repeat the video and encourage
students to sing along to the song.
Conclusion • Reinforce why it is • Students will come, one by one, to the front of • Glue stick
important to hold an adult’s the room and announce which adult they have
hand when crossing the nominated to hold hands with when they cross
5 mins road. the road.
• Link to the next lesson on • Teacher will help the student stick their cut-out
passenger safety hand to the empty middle section of the
(SLES1.13) cardboard sign titled “Pedestrian Safety” which
was made by the teacher in the introduction to
the lesson.
• Teacher will ask them to think about how to stay
safe when inside a car for the next lesson

15. (which will be about passenger safety and the
use of seatbelts and safety restraints).
Lesson Evaluation:
• Did all the students contribute evenly to the class discussions? How could this be improved in future lessons?
• Were the resources sufficient for the activities and were they prepared beforehand?
• Was the group of early finishers able to focus on discussing holding hands without a teacher to supervise, or were they
distracted?
• Was there enough time for the students to complete the activity? If not how could it be improved for a faster result?
• Was the video engaging? Did it allow the students to understand pedestrian safety better?
• Did I have control of the class at all times? If not how could I improve on this?
• Did I allow enough time to complete the activities, or was it rushed?
• Did I explain the content of the lesson in a clear and understandable way which was age appropriate?
• Was I engaging as a teacher when I delivered this lesson? Did I have the children’s attention?

16. 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: Nutrition 1/3 STAGE: One, year One
Related lesson outcomes (PDHPE & other KLAs):
• PHS1.2 (Personal Health Choices) – Recognises that positive health choices can promote wellbeing.
• V4 (Values) – Increasingly accepts responsibility for personal and community health.
• INS1.3 (Interacting) – Develops positive relationships with peers and other people.
• ENS1.6 (Human Society and Its Environment KLA) - Demonstrates an understanding of the relationship between environments
and people.
Part & Timing Content (WHAT) Teaching & learning strategies (HOW) Resources
Introduction The purpose of this lesson is for • Orientation: Teacher is at the front of the • Interactive
students to recognise the five classroom, students are sitting on the floor whiteboard
10 minutes food groups. The healthy food facing the board.
pyramid will be used as a tool for • A picture of an empty healthy food pyramid is
understanding food groups. on the board with pictures of food groups
outside of the pyramid.
• The teacher will explain that the food pyramid
shows the five different food groups in order
from “anytime foods” to just “sometime foods”.
• The class will discuss food groups and the
teacher will let students drag pictures of food
into the pyramid via an interactive whiteboard.

17. Body Nutrition: • The class will be divided up into five teams who • Five baskets.
• Food groups. will each represent one of the five food groups. • Pictures of
• Recognises that a variety of • In the centre of the class room pictures of food foods from
food is needed for good will be placed – this is the “grocery store” each of the
health. Identifies different • Each team will have a shopping basket and will be food groups.
foods that can keep them asked to fill them up will pictures of their food
30 minutes
healthy (PHS1.12). group.
Human Society and Its • Students return to sitting on the floor, the
Environment KLAS: teacher is at the front of the classroom.
• Identifies ways in which • The teacher will inspect the shopping baskets
people depend on the and if any foods are placed in the wrong basket
environment for healthy the class will discuss why it does not belong in
food choices (ENS1.6). that basket and will identify the correct basket.
• The teacher will then rotate the teams and
replay the shopping game until the teams have
had a turn shopping for each of the food groups.
.
Conclusion • Reinforce what the five • Teacher will pick up one picture of food from • Pictures of
food groups are and where each of the five food groups and ask the class food from
they are placed in the to call out the name of the food group it belongs different food
5 minutes healthy food pyramid. to. groups
• Link to the next lesson on • The teacher will ask the class if the food held
balanced eating habits up should be eaten “anytime” or just “sometime”
(PHS1.12). and will ask the class to think about what types
of foods should be eaten “anytime” or just
“sometime” as the next lesson will be about
balanced eating habits.

18. Lesson Evaluation:
“Was there enough/too much time allocated to play the shopping game?”
“Did the students understand the concept of food groups?”
“Was the room set up adequate for the activities, or should it be modified?”
“Did the activities engage the students and facilitate learning or were they a distraction?”
“Did all the students contribute evenly to the class discussions? How could this be improved for future lessons?”
“Did the students have an understanding of the “healthy food pyramid” and how it relates to food groups?”
“Was I able to control the students when they were in groups to keep them on task?”
“Did I explain the lesson clearly, or did I rush through it and confuse some students?”
“Did I have the activity set up and the room arranged before hand – was I prepared for the lesson?”
“Did I make the students feel comfortable to ask questions and did I create an environment to stimulate learning?”
“Did I allow the students to figure out the answers for themselves, or did I rush in with the answer before they had a chance?”

19. 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: Personal Identity 5/6 STAGE: Two, year Three
Related lesson outcomes (PDHPE & other KLAs):
• GDS2.9 (Growth and Development) – Describes life changes and associated feelings.
• INS2.3 (Interacting) – Makes positive contributions in group activities.
• V1 (Values) – Refers to a sense of their own worth and dignity.
• WS2.12 (English KLA) - Uses joined letters when writing in NSW Foundation Style.
Part & Timing Content (WHAT) Teaching & learning strategies (HOW) Resources
Introduction The purpose of this lesson is for • Orientation: Teacher and students sit in a circle. • Interactive
students to learn about positive • Teacher explains what positive self talk is and white board.
10 minutes self talk and to help them to use it the class agrees on a definition to be written on
to create a positive personal the board.
identity. • Starting with the teacher, everyone in the circle
must take turns saying positive self talk e.g. “My
name is Heather and I am good at running”.

20. Body Personal Identity: • Students watch a YouTube video on the • Interactive
• Positive self talk interactive white board called, “I am special” white board.
• Values their own unique ("Sesame street: "i,") - 3.03 minutes. • Work sheets
abilities (GDS2.9). • Students return to their desks. with negative
English KLAS: • Teacher hands out a positive self talk worksheet self talk.
Handwriting - students must rephrase four sentences • Drawing paper
• uses correct pencil grip and written in the negative into sentences that are and
30 minutes
maintains correct body positive statements. pencils/crayons
position • Students must think of their own unique abilities
• uses relaxed posture and and draw a picture of themselves using their
maintains finger movements ability.
and arm slide during cursive
script patterns
• joins letters when writing
texts using NSW
Foundation Style
• writes using consistent
shape, size, slope and
formation in NSW
Foundation Style (WS2.12).
Conclusion • Reinforce the concept of • Students turn to the person next to them and
positive self talk and how it share their drawings of themselves using a
can be used to create a unique ability. They must use positive self talk
5 minutes positive personal identity. e.g. “This is a drawing of me riding my bike. I
• Link to the next lesson on don’t fall off because I have great balance”.
feelings about self • If time permits, students will find new partners
(GDS2.9). to share their drawings and positive self talk
with.
• Class discussion about how positive self talk can
influence the way they feel about themselves as
a way of linking this lesson to the next one on

21. feelings about self.
Lesson Evaluation:
“Did I create a class room environment where all students felt comfortable enough to share personal feelings?”
“Did I allow enough/too much time for the activities to be completed?”
“Did the students connect and engage with the lesson?”
“Was the transition from circle time to desk work a smooth one? If not how could it be improved?”
“Did I rush the discussion instead of giving the students enough time to find the answers themselves?”
“Were all resources prepared before hand?”
“Did all students participate in the class discussions? If not what strategies can be used to help everyone be involved?”
“Did the students have an understanding of personal identity and positive self talk? If not what is another way to achieve this?”
“Did the students cooperate and accept the opinions of peers?”
“Did I explain the activities clearly or was I confusing?”
“Was the video age appropriate, or was it too old/young for the age group?”

22. 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: Peer Relationships 1/5 STAGE: Three, year Six
Related lesson outcomes (PDHPE & other KLAs):
IRS3.11 (Interpersonal Relationships) – Describes roles and responsibilities in developing and maintaining positive relations.
COS3.1 (Communicating) – Communicates confidently in a variety of situations.
V3 (Values) – enjoys a sense of belonging.
WS3.9 (English KLA) - Produces a wide range of well-structured and well-presented literary and factual texts for a wide variety of
purposes and audiences using increasingly challenging topics, ideas, issues and written language features.
Part & Timing Content (WHAT) Teaching & learning strategies (HOW) Resources
Introduction The purpose of this lesson it to • Orientation: Teacher is at the front of the class • Interactive
make students aware that peer room and students are at their desks. white board.
relationships require • As a class, talk about what it means to be a
10 minutes developing/maintaining. It will help “friend”.
students to understand that their • Have students think of words that might be
actions can enhance or disrupt associated with developing/maintaining a
relationships. friendship. Write these words on the board.

23. Body Peer Relationships: • The class will be split up into partners. One • Lined paper for
• Students will share partner will write a half-page short story about writing.
friendship experiences and a peer relationship which was enhanced by their • Blank paper for
analyse how actions can actions. The other partner will write a half-page illustrating.
enhance or disrupt peer short story about a peer relationship which was • Pencils.
relationships by creating a disrupted by their actions.
30 minutes
class “friendship book”. • The partners will swap stories and read what
• Develop and maintain the other has written.
friendships. • Students will then, in the blank half-page left
• Analyse the effects of underneath their partners story, list reasons
actions on peer why they believe the relationship was enhanced
relationships (IRS3.11) or disrupted. This is to create an awareness of
English KLAS: what types of actions are needed to develop and
• contributes to joint text maintain friendships.
construction activities. • Students who finish ahead of time can draw a
• writes detailed descriptions picture (on a new piece of paper) to illustrate
(WS3.9). their friendship story.
• Stories and illustrations will be collected and, at
a later time, they will be bound together to
create a class “friendship book”.
Conclusion • Reinforce (by sharing • A few volunteers will read their stories, and • Teacher to
experiences) how actions their partners comments, to the class. bind the pages
5 minutes can influence peer • Teacher will ask the class to prepare for the together to
relationships, and what is next lesson by thinking about a time when they create a book
needed to develop and had a positive influence on one of their peers. before next
maintain positive • Homework is to be pro-active and try to have a lesson.
relationships. positive influence on one of their peers before
• Link this lesson to the next the next lesson.
one on positive peer
influence (IRS3.11).

24. Lesson Evaluation:
“Were the students supportive and encouraging of each other?”
“Did the students stay on task and engaged?”
“Did I allow too much/too little time for the activities?”
“When students were writing their stories did I circulate around the room and give all students equal attention?”
“Did I explain the activities clearly? If not how can I improve on my communication?”
“Has the learning experience allowed students to develop a greater understanding of how their actions can influence relationships?”
“Will students complete their homework, or does it need to be more specific?”
“Was the class discussion effective, when brainstorming what friendship means?”
“Did the students cooperate and accept the opinions of their peers?”
“Did I keep track of the time and give warning when time was almost up so students could complete their work on time?”

25. APPENDIX
Board of studies NSW K-6 creative art syllabus
. Retrieved from http://k6.boardofstudies.nsw.edu.au/go/personal-development-physical-education-pdhpe
Board of studies NSW K-6 english syllabus
. Retrieved from http://k6.boardofstudies.nsw.edu.au/go/personal-development-physical-education-pdhpe
Board of studies NSW K-6 human society and its environment syllabus
. Retrieved from http://k6.boardofstudies.nsw.edu.au/go/personal-development-physical-education-pdhpe
Board of studies NSW K-6 PDHPE syllabus
. Retrieved from http://k6.boardofstudies.nsw.edu.au/go/personal-development-health-and-physical-education-pdhpe
(n.d.). Sesame street: “I am special” with grover
. [Song]. Retrieved from http://www.youtube.com/watch?v=Gms-Yk7mzv4
(n.d.). Thingle toodle: “Hold hands”
. [Song]. Retrieved from http://www.youtube.com/?safesearch=always