Part A - WARM UP GAMES PROFORMA PDHPE (students are to use one part A proforma for each of the 4 games,

s, one page for each one)

Name of the Game All Aboard!

Early Stage 1

Explanation - This activity runs for about 10-15 mins Students are to casually walk around the room waiting for the teacher to call out certain commands, which when spoken they must follow the specific tasks that has been issued. When the teacher calls out the words: Bow (all students run to the front of the room), Stern (all students run to the back of the room), Port (all students run to the left side of the room), Starboard (all students run to the right side of the room), Climb the ladders (students pretend that there climbing a ladder), Captains coming (students stand still and salute, yelling aye aye captain), scrub the decks (students get down on all fours and pretend to scrub the deck). The students that are caught out my not following the commands will walk a lap around the room singing Its a pirates life for me then joining the group again, once they have walked the lap. Why is this game important for this stage? The activity encourages the students to be interactive with other students, through the communication of active listening skills, when following directions from the teacher. This activity helps develop the students locomotor skills with walking, running, dodging and other movements and actions. The activity encourages spatial awareness of other students within the area. The activity educates the children about boats. What are the PDHPE skills involved in this game? How? ALES1.6 Develops a repertoire of physical activities in which they can participate. Allows students to take part in the various physical activity movements, such as walking around the room, running from side to side, movements up and down when doing actions etc. DAES1.7 Moves in response to various stimuli Allows students to share the space they are provided with other students moving around safely, and students are able to observe and repeat the actions when required to. GSES1.8 Demonstrates fundamental movement skills while playing with and sharing equipment The students understand the verbal language prompts used when playing the game and responds appropriately to the direction with the actions required. IRES1.11 Identifies how individuals care for each other Demonstrates the active listening skills needed when following the teachers direction and responding appropriately, you show that they have listened inventively. Equipment and Teaching cues The game should be played in medium spaced classroom or hall with no objects or obstacles in the way. Teacher explains the rules for the game, setting up the boundaries and the key instructions as what they need to do when instructed. The teacher then gets the students started by asking them to walk around the room in any direction, waiting for the instructions to be called out.

If the students get a bit too rough when walking around the room, get them to skip or hop instead so that they concentrate on what they are doing than walking into others.

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 Jurassic Park

Stage 1

Explanation - This activity runs for about 10-15 mins This activity is similar to go, go stop, but there is one student chosen to be the Brachiosaurus and the rest of the class are Velociraptors. The Brachiosaurus will be calling out munch, munch, munch (over and over while eating) with their back to the group (pretending to munch on some tall, tree leaves). The rest of the group are in a line across the other side of the room and have to creep up behind the Brachiosaurus and try to steal its egg (a medium sized ball, which is placed behind the Brachiosaurus student). But if the Brachiosaurus calls out roar and turns around, the Velociraptors must freeze on the spot they are standing. Any students that are still moving will need to go back to the start of the line across the room and start again. The first Velociraptor to reach the egg must pick it up calling out chomp to win the game. Why is this game important for this stage? The activity encourages the students to work together to collect the egg The activity encourages spatial awareness of other students within the area. The activity educates the children about dinosaurs. The activity encourages the students to be interactive with other students, through the communication of active listening skills, when following directions from the teacher. What are the PDHPE skills involved in this game? How? COS1.1 Communicates appropriately in a variety of ways Allows students to follow the orders and actions of the leader and act appropriately when task has been issued. ALS1.6 Participates in physical activity, recognising that it can be both enjoyable and important for health Allows students to engage in a range of planned activities using simple movement exploration where they need to creep up to the leader in order to get the egg, and actions once won and during the game. PSS1.5 Draws on past experiences to solve familiar problems Allows students to follow basic safety procedures regarding spatial awareness of others around them when retrieving the egg. INS1.3 Develops positive relationships with peers and other people. Allows students to work productively together to create a fun environment for game play.

Equipment and Teaching cues You will need a medium sized room or hall with no object or obstacles in the way. A medium sized ball to be used as an egg for the students to collect. The teacher gets them started by selecting the Brachiosaurus and getting the other students to stand along the back side of the room. If you feel that they are playing a bit rough, get the Velociraptor students to walk backwards up towards the egg.

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 Animal Scramble

Stage 2

Explanation - This activity runs for about 10-15 mins This activity involves the students being split up into 2 pairs, where each student from the pair, are from different teams. Get the students to line up opposite their partner, with the whole class in a straight line. Get them to stand at arms length from the person next in the line and get them to sit on the ground with legs extended out and the soles of their feet up against their partners. Once assembled the teacher will give each pair one of 5 Australian animal names, (eg koala, echidna, kangaroo, wombat and emu) once named the teacher will call out an animal, and the pair names will have to jump up and hurdle over the classes legs following the same direction as all the students, once at the end they must run around the outside to the top and hurdle over the remaining students legs, back to their original spot. When the teacher calls out Animal Scramble all the students jump up and run through where the students were sitting before, following the course to sit back down in their spot again. Why is this game important for this stage? This activity encourages the student to work together as a team and use locomotor skills such as running, jumping over other childrens legs and their non locomotor skills such as balance when stepping over. The activity encourages spatial awareness of other students while playing. The activity allows for active listening and responding skills. The activity encourages the students to work together as teams The activity encourages spatial awareness of other students within the area. The activity educates the children about Australian animals.

What are the PDHPE skills involved in this game? How? GSS2.8 Participates and uses equipment in a variety of games and modified sports Allows students to practice skills of dodging and jumping over other childrens legs without injuring. Plays well together with partner within a team activity, understanding how cooperation and encouragement lead to successful play in games. PSS2.5 Uses a range of problem-solving strategies Allows students to identify with the hazards of the environment and use knowledge of actions in order not to cause havoc or injury. They are able to identify what needs to be done to achieve a goal by how they play the game. GYS2.10 Demonstrates control in performing sequences of introductory gymnastic movements Allows the students to identify ways they can move by using different pathways, levels and directions. INS2.3 Makes positive contributions in group activities Allows students to work productively together to create a fun environment for game play. Equipment and Teaching cues This game can be played in a hall, but ideally could be played outside on a nice day. The teacher will need to pair up the children organising them into the rows and name the pairs with animal names The teacher will then need to explain the rules of the game, so everyone knows the correct direction in which way they are to run. Tip: never call out Animal Scramble to early too frequently in the game, in order to keep a controlled game.
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 Jelly Fish

Stage 3

Explanation - This activity runs for about 10-15 mins This is like a game of tag but with a twist. The students are to line up across one side of a marked out field. There is one tipper selected to start off the game. On the go mark jellyfish which is called out by the tipper, the students are all to run across to the other side of the field past the marked safe line, the tipper must try to tip as many students as they can before they cross the safe line. If a student is tagged they must stop where they were tipped, they are now new tippers within the game. Although they cannot move their feet, they can use only their arms stretched out like a jelly fish to try and tag other students passing by on their trip back to the other side. The first original tipper is still allowed to run around throughout the whole game to tag other students. Once all the students have been tagged, its end of game. Why is this game important for this stage? This activity encourages the students with their locomotor skills such as running, jumping, dodging and weaving through the other tagged students. This activity encourages the students non locomotor skills such as bending, pivoting, stretching and balancing once they have been tagged. The activity encourages spatial awareness of other students when reaching out to tag them. This activity allows for group formations and structure of their body and the students around them to work together as a team to achieve the same goal.

What are the PDHPE skills involved in this game? How? COS3.1 Communicates confidently in a variety of situations Allows students to communicate with others to work out strategies to try to tag the other students. DMS3.2 Makes informed decisions and accepts responsibility for consequences Allows for students to make their own decisions in terms of strategy when bobbing and weaving, as well as the jellyfish as to how they are to tag students. INS3.3 Acts in ways that enhance the contribution of self and others in a range of cooperative situations Allows the students to create their own ideas and work together to make the game fair and enjoyable. MOS3.4 Refines and applies movement skills creatively to a variety of challenging situations Allows them to move creatively and appropriately to apply with the rules of the game. Equipment and Teaching cues You will need domes to mark out a field space and to show the safe zones. This game can be played in a hall, but ideally could be played outside on a nice day. The teacher will need to choose a tipper and mark out the field in which they can move around, and explain the safe zones The teacher will need then need to explain to the students the rules in which to make fair game play. Tips: remind the students to bob and weave making it harder for the tippers to tag the individual, and also gets them to move and develop locomotor skills.