YEAR LEVEL: PREP COMPLETED UNIT ONE UNIT TWO UNIT THREE UNIT FOUR TITLE “My body is amazing, I need to look after it!” What can our bodies do and how can we keep them safe? “Prep kids can catch!” Why does my body grow and change? “Move and groove safely” What do use medicine for? How can I make my body move? “Be a good sport!” How can I be a good sport and play safely on a team? SUMMARY HEALTH UNIT: Safety and Rules in the playground (can be taught in isolation by the classroom teacher, or together with the PE unit) PHYSICAL UNIT: Gross Motor Program (can be taught in isolation by the PE specialist teacher, or together by the classroom teacher) HEALTH UNIT: Growing and changing (our bodies, diet and hygiene) PHYSICAL UNIT: Ball skills (rolling, bouncing, catching, throwing and kicking) Exploring the movement of ball skills. HEALTH UNIT: Being safe! Medicines and road rules. PHYSICAL UNIT: Dance unit. HEALTH UNIT: Social skills at school for Preps. Positive and negative emotions when talking to others. PHYSICAL UNIT: Team sports, being a team player, whole class games.
YEAR LEVEL: ONE COMPLETED UNIT ONE UNIT TWO UNIT THREE UNIT FOUR TITLE A little independence Good choices, healthy me! I’m a Balliever We all belong How can I show value for myself and others? Emoticons SUMMARY HEALTH UNIT/ PHYSICAL UNIT: In this unit, children explore their roles and responsibilities now they are older, looking at classroom roles, foods they eat, games they play. HEALTH UNIT: In this unit, children explore how their bodies are growing and developing and the actions that keep them healthy, such as diet, hygiene and physical activity. PHYSICAL UNIT: In this unit, children develop loco-motor and object control skills. They experiment with using different equipment and parts of their body. They propose a range of alternatives and test their effectiveness when solving movement challenges. HEALTH UNIT: In this unit, children explore the need for belonging and how people meet this need. They identify who helps meet the need and how to include others in activities. Children identify the reasons why people are included, and why they are not included. They describe the social changes that occur in Year 1 and develop skills to get along with other people. HEALTH UNIT/PHYSICAL UNIT: In this unit, children identify their strengths and achievements and examine that each individual is different. They explore their uniqueness and emotions and how to express them appropriately. CONTENT
YEAR LEVEL: THREE COMPLETED UNIT ONE UNIT TWO UNIT THREE UNIT FOUR TITLE Take Your Marks, get set, play I Am Active Party Dance Feeling Safe Scoot, Scoot Good Friends Kicking and Passing Helping the Environment SUMMARY PHYSICAL UNIT: Movement and physical Activity: Looking at skills and techniques used in jumping, running and throwing. HEALTH UNIT: Personal, Social and Community health: Looking at safe physical activity and sedentry activity in our lives and how much we should be doing of each activity at our Year Three ages. Recommended Term 1 Unit PHYSICAL UNIT: Movement and physical Activity: Using movements to develop and perform movements to music. Dance Unit could be a mini unit as Athletics is a major part of Term 2. HEALTH UNIT: Personal, Social and Community health: Using Daniel Morcombe lessons to explore safety and wellbeing. Feeling Safe is good to be done early on in the year. PHYSICAL UNIT: Movement and physical Activity: Looking at how to safely use scooters and move on them. HEALTH UNIT: Personal, Social and Community health: Looking at good friends and how to be good friends. Recommended Term 3 Unit PHYSICAL UNIT: Movement and physical Activity: Looking at skills and techniques of kicking and passing and then using in minor games. Learning how to score and play fairly HEALTH UNIT: Personal, Social and Community health: Look at sustainable practises in the environment and how they can contribute to those practises in helping our environment. Recommended Term 4 Unit
YEAR LEVEL: FOUR COMPLETED UNIT ONE UNIT TWO UNIT THREE UNIT FOUR TITLE Splish Splash Am I Making healthy choices? Run, Jump, Throw Netiquette and online protocols/ Cyber Safety Hit it, catch it, throw it, field it, Can you combine all four? Health Channels Let me entertain you Culture in Australia SUMMARY PHYSICAL UNIT: Splish Splash Refine fundamental movement skills to perform the swimming strokes of freestyle, backstroke, and breaststroke, and solve safety and survival challenges HEALTH UNIT: Making healthy choices Students explore the concept of health and the reasons why the food eaten is important. PHYSICAL UNIT: Run, Jump, Throw Combine fundamental movement skills to perform athletic sequences. Apply sequences to perform athletic events. HEALTH UNIT: Netiquette and online protocols/ Cyber Safety Students explore and implement strategies to interpret health information and messages on the internet. They describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe using the internet. PHYSICAL UNIT: Hit it, catch it, throw it, field it, Can you combine all four? Develop and apply overarm throwing and object control skills (with small balls) to participate in various striking and fielding games. HEALTH UNIT: Health Channels Students examine different sources of health information and how to interpret them with regard to credibility, relevance and inescapable truths. Students identify health messages directed at them and the influences they have on them. PHYSICAL UNIT: Let me entertain you Practise and refine fundamental movement skills to perform the circus skills of balancing and juggling. HEALTH UNIT: Culture in Australia Students explore the ideas of empathy and respect and how these are represented in the community. An exploration of other cultures, foods, traditions games and dance is carried out to ascertain the cultural diversity in the community.
YEAR LEVEL: FIVE COMPLETED UNIT ONE UNIT TWO UNIT THREE UNIT FOUR TITLE Faster, stronger, higher Emotional interactions Play 2 rhythm Healthy habits Master blaster Growing up Tchoukball Multicultural Australia SUMMARY PHYSICAL UNIT: In this unit students will critique their own performance in Sprints, Long Jump, High Jump and Shot Put. HEALTH UNIT: In this unit, students review the information they know about establishing and keeping relationships. They explore their roles in relationships and why they may change over time. Students explore differing opinions and understand assertive behaviours, as well as exploring bullying and harassment and how to prevent or stop bullying. PHYSICAL UNIT: In this unit, students develop specialised football skills and create and perform a sequence of these skills to music. HEALTH UNIT: In this unit students explore behavioural habits (physical, nutritional, mental) which contribute to overall health. PHYSICAL UNIT: In this unit, students develop fundamental movement skills within the context of modified cricket. They work collaboratively and apply concepts of fair play while participating in physical activity. HEALTH UNIT: In this unit, students identify changes that happen to the body as they grow older. They explore cultural beliefs regarding coming of age and investigate the resources available to assist them with the transition. They evaluate the resources and their reliability. PHYSICAL UNIT: In this unit, students develop the specialised movement skills identified in the game of tchoukball. They explore ethical behaviour and fair play and apply these concepts within a team and a variety of physical activities. HEALTH UNIT: In this unit, students identify the cultural groups in Australia and their habits, celebrations, cultural foods, and how these foods comply to the Australian Guide to Healthy Eating.
YEAR LEVEL: SIX COMPLETED UNIT ONE UNIT TWO UNIT THREE UNIT FOUR TITLE Who influences me? Surf or Turf Let’s all be active. Fitness Fun What am I drinking? Can you hit the target like a sharpshooter? Transitioning Games of the East SUMMARY HEALTH UNIT: Considers role models and the effect they have on others. It looks at how they can influence life choices. PHYSICAL UNIT: Specialised movement, swimming strokes, survival and rescue strokes. HEALTH UNIT: Students review sedentary behaviour and physical activity. Identify how tech could be used to increase involvement. PHYSICAL UNIT: Develop specialised movement within fitness context. HEALTH UNIT: Explore food and drinks that contribute to healthy lifestyle PHYSICAL UNIT: - Develop movement skills to propel and receive a frisbee. Students work collaboratively and play fairly. Students combine movement concepts and strategies to achieve movement outcomes and solve movement challenges. HEALTH UNIT: Transitioning to high school unit. Students access and interpret health information and apply decision making and problem solving skills to enhance their own and others’ health, safety and wellbeing. PHYSICAL/HEALTH UNIT: Students examine the changing nature of personal and cultural identities. They examine how physical activity supports community wellbeing and cultural understanding.