Part A - WARM UP GAME 1 Name of the Game Fruit Salad Stage ES1 - Kindergarten Explanation Children run around

in a designated area. They listen to the name of the fruit announced by the teacher to which they have to respond. Bananas means they have to stretch their arms and legs, Oranges: they lay in the sun, Apples: roll over on the ground, Grapes: they wobble around, Peaches: make the smallest ball with their body sitting on the ground, Mango: they do toe touches and Pears: they jump on the spot. Adapted from Bean Game: Physical Education Resources Why is this game important for this stage? It allows students to perform a variety of physical activities such as locomotor skills (running..), as well as non-locomotor skills ( jumping and stretching..) It teaches students to become attentive listeners from an early age and respond to instructions and rules while performing activities. It promotes movement, which is essential for children to develop from their early stage. Constant movement fosters aerobic fitness.

What are the PDHPE skills involved in this game? How? Communicating, Moving and Interacting. COES1.1 expresses feelings, needs and wants in appropriate way. Students develop their communication skills by responding to teachers instructions. INES1.3 relates well to others in work and play situations. Students interact with each other as they perform physical activities. MOES1.4 demonstrates general awareness of how basic movement skills apply in play and other introductory movement experiences. Students experiment with locomotor and non - locomotor skills when moving their bodies during physical activities.

Equipment and Teaching cues 10 min Whistle to keep students in designated area. Loud but friendly voice. Variation: teacher calls out a specific number of fruit. Students need to gather themselves according to that specific number while performing their activities. Eg. 4 Oranges: students group themselves in 4s and lay in the sun.

Part A - WARM UP GAME 2 Name of the Game Rabbit season Stage S1 year 1 & 2 Explanation Choose one student to become the hunter who crouches down in the middle of a circle where all the other students become rabbits. Rabbits hop around. Upon hearing the whistle, the hunter wakes up. Rabbits start running away from the hunter. The hunter tries to tap them. Once tapped the rabbits freeze and crouch down to become hunters. The teacher sounds the whistle and the rabbits start hopping again while the hunters sleep. Upon hearing the whistle again, the hunters try to tap the rest of the rabbits. The game ends when there are no more rabbits. Why is this game important for this stage? It incorporates various activities such as running and hopping which are essential in promoting movement and healthy wellbeing. Students at this stage enjoy hopping and balancing. It teaches students to respond to instruction while having fun. It creates a sense of challenge and excitement as the number of rabbits decreases and the number of hunters increases.

What are the PDHPE skills involved in this game? How? Communicating, Moving and Interacting. COS1.1 communicates appropriately in a variety of ways. Students communicate by responding to instructions and by applying recommended strategies. INS1.3 develops positive relationships with peers and other people. While students team up as rabbits then as hunters, they are given opportunity to interact with each other against their opponent. MOS1.4 demonstrates maturing performance of basic movement and compositional skill in a variety of predictable situations. Students learn to move away strategically as the number of hunters increases in the game.

Equipment and Teaching cues 15 min Teachers whistle Variation: Teacher assigns 1 or 2 students (with coloured bibs) to become hares (mother rabbits). The hares can unfreeze the tapped rabbits if they re-tap them before the whistle goes off. Hares can only be caught by 2 hunter teamed up.

Part A - WARM UP GAME 3 Name of the Game Steal the treasure Stage S2 Years 3 & 4 Explanation Divide students into 3 groups. Place a hoop in the middle (treasure chest) with various balls (3pts) and pointers (1pt). Each group lines up and one by one tries to steal items from the treasure box. However students need to do that while responding to teachers instructions: jumping, skipping, hopping and running. If they drop an item while doing so, they cant collect it. Another team can. Once the treasure chest is empty, students can steal from each others chests. The team with the highest score wins. Adapted from Rawling, 2011, Rob the nest Why is this game important for this stage? It creates a sense of challenge and excitement. Students have to cheer for each other to collect the most items. It encourages students to perform a variety of physical activities while grasping onto items. It assists students in exercising their strategic skills when deciding which pile to go for in order to be on top of the game.

What are the PDHPE skills involved in this game? How? Communicating, Decision Making and Interacting COS2.1 uses a variety of ways to communicate with and within groups. Students guide each other as to which chest to target and which items to pick up first. INS2.3 makes positive contributions in group activities. Students cheer for each other. They understand the challenge and encourage each other even if they lost items. DMS2.2 makes decisions as an individual and as a group member. Students decide individually and collaboratively on their target chests to earn more points. They decide how to maintain a considerable speed to stay on top of the game.

Equipment and Teaching cues 15 min 4 hoops, assorted balls, pointers and a whistle (for emergency stopping) Variation: Rather than asking students to jump or run to the treasure chest, ask them to crawl or roll over. It is tricky and more fun for students to try to hold on to their items when performing these physical activities.

Part A - WARM UP GAME 4 Name of the Game Guard the Block Stage S3 years 5 & 6 Explanation Assign 4 students the role of guards. Their mission is to guard the prisoners in the block. They are given one soft ball. Teacher says a number eg. 7 which the guards have to respond to by throwing the ball to each other 7 times, in any direction before targeting the prisoners. Guards have to stay on their designated boundary. The prisoners run away from the guard with the ball. If they are hit, they join the guards. They can choose to stand anywhere on the boundary. The game proceeds in this manner until there is 1 prisoner left. Why is this game important for this stage? It allows students to practice versatile skills when throwing, catching and striking the ball. Students at this stage enjoy ball games. It introduces students to the skill of implementing tactics and to teamwork. It allows students to practice their maths while playing and having fun.

What are the PDHPE skills involved in this game? How? Communicating, Decision Making, Interacting and Moving COS3.1 communicates confidently in a variety of situations. Students communicate with each other when throwing the ball to each other in order to hit a target. DMS3.2 makes informed decisions and accepts responsibility for consequences. Students decide how to stay away from the ball. The guards decide whom to throw the ball to in order to achieve a hit. INS3.3 acts in a way that enhances the contribution of self and others in a range of cooperative situations. Students understand that their success depends on each others cooperation and full involvement in the game. MOS3.4 refines and applies movement skills creatively to a variety of challenging situations. Student prisoners move strategically to avoid the guard with the ball. They exert ample body movement. Equipment and Teaching cues 15 min Pointers to mark the perimeter of the game and a soft ball. Variations: Whenever the ball is not properly passed between the guards, the guard who dropped the ball returns to prison.