Physical Movement and Physical Activity Moving our body Understanding movement Learning through movement the natural environment Moving our body - Practise and using different body parts and in response to stimuli Learning through Movement - Test possible solutions to through trial and error, Follow rules when participating in physical activities Make a poster of a ‘school safety rule’ (rubric) Assessment As Learning Self reflection with smiley faces to evaluate their ability to perform gross motor skills Printable Resources (for display purposes) Focus Areas HPE Alcohol and other drugs (AD) Food and nutrition (FN) Health benefits of physical activity (HBPA) Mental health and wellbeing (MH) Relationships and sexuality (RS) Safety (S) Active play and minor games (AP) Challenge and adventure activities (CA) Fundamental movement skills (FMS) Games and sports (GS) Lifelong physical activities (LLPA) Rhythmic and expressive activities (RE) Learning Framework Community Contributor Leader and Collaborator Active Investigator Effective Communicator Designer and Creator Quality Producer Cross Curriculum Priorities Catholic Ethos Aboriginal and Torres Strait Islander Histories and Cultures Social Emotional Learning Asia and Australia’s Engagement with Asia Inclusive Education Sustainability Education General Capabilities Literacy Critical and Creative Thinking Numeracy Ethical Understanding ICT Personal and Social Capability
Jumps forward a distance of 25cm Kicks a large ball that is rolling Kicks a large ball that is rolling Kicks a stationary ball Pushes and pulls wagons Rides a scooter board independently around corners (if available) Runs tiptoes Throws a playground ball underhand to an adult Walks on tiptoes 3m Walks upstairs, alternating feet without holding railing HEALTH RESOURCES HEALTH SHEET 1 – My special talent HEALTH SHEET 2 – Look what I can do! HEALTH SHEET 3 – Name that emotion
Name: ____________________________________ Date: ___________________________ CATEGORY VH H S D SR Title Title can be easily read (very neat) Title can be read fairly easily. Title can be read, though not neatly written. Title is too messy and cannot be read. There is no title evident on the poster. Graphics - Relevance All graphics are related to the topic and make it easier to understand. All graphics are related to the topic and mostly make it easier to understand. All graphics relate to the topic. Graphics do not relate to the topic. There are limited or no relevant graphics. Required Elements The poster includes all required elements as well as additional information. (title, artwork) All required elements are included on the poster. (title, artwork) All but 1 of the required elements are included on the poster. (title, artwork) More than 1 of the required elements are missing. (title, artwork) Many elements missing, required teacher to put anything on paper. (title, artwork) Knowledge Gained (Teacher scribes rule for the child) Student can accurately answer questions related to facts in the poster and processes used to create the poster. (Child can describe rule in detail) Student can accurately answer most questions related to facts in the poster. (Child can describe rule clearly) Student can accurately answer about some questions related to facts in the poster . (Child can describe rule with some detail) Student appears to have insufficient knowledge about the facts. (Child cannot describe rule) Student appears to have insufficient knowledge about the facts. (Child cannot describe rule and needs prompting to understand the concept of a rule) Attractiveness/Appeal The poster is exceptionally attractive in terms of design, layout, and neatness. The poster is attractive in terms of design, layout and neatness. The poster is acceptably attractive though it may be a bit messy. The poster is distractingly messy or very poorly designed. It is not attractive. The poster is difficult to understand and does not appeal to its intended audience.