Warm Up Games

Part A - WARM UP GAMES – PROFORMA – PDHPE (students are to use one part A proforma for each of the 8 games, one page for each one)

Name of the Game FRUIT SALAD Stage EARLY STAGE 1
Explanation
Using different fruits with their associated colours designated to a specific action
Red Apples- Jump Green Pears- Run Orange Oranges- Walk Fruit Salad- Shake hips
First teacher calls out a particular fruit and students perform the action associated with that fruit.
After 5 minutes, instead of calling out teacher uses picture cues of each of the fruits to instruct the students of the actions they need to perform
After 5 minutes teacher, acts the movements and the children must copy and call out the fruit associated with that action.

Why is this game important for this stage?

- This game enables the children to get moving to each specific fruit instruction
- Children at this stage would have the necessary basic skills of running, walking and shaking their hips to be able to participate in the game
which gives them variety in their movement
- The Fruit and Colour concepts are familiar to students at this stage which makes instructions easy to understand and follow which enables all
the children to participate and enjoy.

What are the PDHPE skills involved in this game? How?

Moving- Each fruit represents a particular movement that children must perform; different fruits allows different action either running, walking or
shaking hips.

Communicating- Children must actively listen, look and talk in order to perform the task well for each session of the game.

Decision Making- Children must make decisions about what movements to do upon hearing or seeing a particular fruit being called out.

Equipment and Teaching cues

- Cut out pictures of Red apples, Green pears, and Orange oranges and Fruit salad.
- Teacher explains to students what actions are associated with each fruits.
- Teacher demonstrates what shaking of the hips look like so students can follow.


Name of the Game MOVE TO THE MUSIC Stage EARLY STAGE 1
Explanation

Teacher plays the music and manipulates the volume to either loud or soft. When Loud- students runs, when Soft- students skips.
First students move around in big circle. They run or skip as according to the volume. When music stops students must sit down on the floor. Play for 5
minutes. Then starts a new session but this time when they sit down they must find a partner and must keep changing partners each time they sit
down, continue for another 7 mins.


- This game allows the students to get moving as according to the music
- As the volume of the music changes, students must perform different movements which gives them variety and makes the game more exciting.
- The movement skills required in this such as running and skipping are able to be performed by students at this stage therefore all students will
be able to participate.


Moving- students run, skip or sit about as according to the loudness or softness of the music

Interacting- students must interact with peers when they sit down as they must find a different partner each time the music stops during the second
session of the game.

Decision Making- the game enables the students to make decisions about what movement they must do as according to the rule of the game.


Teacher changes the volume of the music, students run or skip as according to the music
CD player and Dance Song


Name of the Game FOLLOW THE LEADER Stage STAGE 1
Explanation

Students stand in a large circle. One student becomes a leader and stands in middle and performs various movements such as running on the spot, star
jump, hop on one leg, swivel hips, sit ups or animal moves. The rest of the students copy the leader. Teacher calls out for new leader every 3 minutes
but students in a circle must run in a clockwise whilst counting to 10 then anticlockwise also counting to 10 then new leader starts performing. Repeat
for every new leader.


- This game enable the students to be moving and getting their heart rate going as they perform various movements
- Students at this stage have the skills and ability to perform the various movements so enables participation by all students.
- The various movements give students variety which makes the game more fun


Moving – students demonstrate performance of various basic movements such as running, jumping, hopping.

Communicating- the designated leaders must be able to communicate with the rest of the students what actions they want them to perform and they
must ensure that they are able to be heard and understood.

Interacting- the designated leaders must interact and keep the other students engaged in order to get them to copy the movements.


Teacher will select new leader every 3. Chosen leader will come up with any movement. Rest of students copy.


Name of the Game PIRATE SHIP Stage STAGE 1
Explanation
Using cones create boundary of a ship. Designate an action that corresponds to each area. Bow – run to the front of the ship, Stern- run to the back.
Scrub the Deck- down on knees and start scrubbing and Hit the Deck – students does a jump and sits down. Play for 5 mins then play again but pick 2
students to stand in middle as pirates and they must tag as students run from bow to stern. Tagged students become pirates and must also tag.
Continue playing for 10 mins, each time changing pirates.


- This game enables the students to get moving as the different areas of the ship are called out, such as running, arm movement and jumping
- Variety in actions makes it more fun for the children so will eliminate boredom
- Movements involved in the game are basic which children at this stage would have the skills to perform so all can participate.


Moving- students are required to perform certain actions when an area of the ship gets called out

Communicating- students must listen in order to know which area of the ship to run to or what action to perform.

Decision Making- students must decide what to do, whether to run to front or back of the ship or get down on knees and scrub or jump and sit upon
hearing an area called out.

Cones
Teacher shows boundaries of the ship points to Bow, Stern and Deck,
Teacher explains the actions for each area
Teacher demonstrates running, jumping, scrubbing the deck for students to copy.


Name of the Game CATS and DOGS Stage STAGE 2
Explanation

Form 2 groups. One group are Cats, the other Dogs. Cats and Dogs line up facing each other. Teacher calls out either cat or dog and that group runs to
their side of the wall. After 3 minutes play same game but this time when one group runs to the wall the other group must try to tag them. After 5
minutes play again this time crawling to the wall instead of running, the other team must also crawl to tag. Continue for another 5 minutes.


- This game gives the students the opportunity to get moving as they run or crawl about in each game session. This is a fast paced game which
gets the heart rate going
- The need to run away fast in order to avoid being tagged as well as the objective to tag the other students makes the game fun and provides
them with challenge which students typically enjoy
- The concept of Cats and Dogs are familiar and real to students at this stage therefore makes the game relevant to their knowledge.


Moving- students perform different movements such as running and crawling which students at this stage have the skills to do.

Communicating- students are required to listen for the cue in order to know whether they must run/crawl or must tag.

Decision Making- student must make quick responses upon hearing the teacher’s cue in order to tag the other group quickly.


Teacher instructs students which side they must run to when group name is called out.
Teacher demonstrates crawling.


Name of the Game DOG and BONE Stage STAGE 2
Explanation

Form 2 groups lined up, facing each other, 2 metres apart. Assign a number for each student in 1st group then repeat for 2nd group. Mix the order so
students with the same number are far away from each other.
First, group pass ball back & forth. After 5 mins teacher puts ball in the middle of the two groups. Call out random numbers and student with that
number runs to get the ball then run back to spot, other person tries to tip before student with ball gets to sit down. Continue play for another 5
minutes.


- The passing and catching of the ball enables students to make use of their eye, hand coordination.
- The game is competitive as they try to get to the ball first and they must run fast in order to avoid being tagged. This makes the students move
in a fast paced and safe environment whilst also being fun for them.
- Students at this stage generally have good eye, hand coordination required to participate and they have the skills to catch the ball.


Moving- this game involves a lot of movement such as passing and catching of ball and running fast.

Interacting- students are able to interact with each other through the passing and catching of the ball.

Communicating- students must use attentive listening to the numbers being called out in order to run to the ball first.


Large soft spongy ball
Teacher designates number to each student.
Teacher demonstrates the passing and catching techniques students must use


Name of the Game Creepy Crawlies Stage STAGE 3
Explanation

Students lined up against wall. Begin with a sprint from one side to the other. After 2 minute pick 2 students to become spiders who will tag as
students run across. Tagged students sit on the side til all out. After 5 minutes, play same game but the spiders crawl to tag and students skip across.
Tagged students become cockroaches and must crawl to tag as well. Continue until all out then play again, but students become grasshoppers so must
hop to tag as students run across. Continue for another 5 minutes.


- Students at this stage generally have the skills required to participate in this game such as sprinting, crawling and hopping so all can participate.
- Students are familiar with creepy crawlies so concepts will be meaningful to them and they will be able to perform the associated actions.
- The need to tag and the need to avoid being tagged create a fun, safe and highly energetic game so will eliminate boredom.


Moving- this game involves a lot of movement such as running, crawling, skipping and hopping. It is fast-paced and high energy.

Interacting- students interact with each other as they play to tag and then must also assist in tagging once they themselves are tagged.

Decision Making- the game enables the students to make decisions about where to move to in order to avoid being tagged and the designated creepy
crawlies need to decide who the best person to aim for to ensure that they catch their prey.


Teacher demonstrates the movements associated with each creepy crawly.


Name of the Game FREEZE TAG Stage STAGE 3
Explanation

Students form large circle. Using 2 large coloured balls, Students throw and catch ball back and forth. After 3 minutes, pick 2 students who will run
around the circle tagging the other students who has the ball and they will become frozen and they sit down on spot. Students without ball cannot be
tagged. If ball is dropped student also freeze. Once all tagged, continue play each time changing students to be the Tagger. After 5 minutes, introduce
another ball. Continue for another 3 minutes, but this time, tagged students must do star jumps.


- Students at this stage generally have good ball catching skills so all will be able to participate in this game.
- This game will provide a lot of fun as it is fast paced due to the need to tag and avoid being tagged so students will need to ensure they pass
the ball quickly without dropping the ball and it also involves variety in movements.
- The different movement’s involved gives student’s variety therefore will ensure they don’t get bored.


Moving- students perform a lot of movement such as ball throwing, catching, running and star jumps.

Interacting- students must interact with each other as they throw and catch ball and they must ensure that person they throw ball to are engaged and
aware of who the ball will go to next

Decision Making- students must make a decision on who to pass ball to quick enough to avoid being tagged and the person must be able to catch to
avoid dropping ball. The Tagger must also make a decision on where to run to so can ensure to be able to tag the person once a student has the ball.


3 large coloured sponge balls
Teacher demonstrates the throwing and catching technique

Part B - INVASION GAMES – PROFORMA – PDHPE (students are to use one part B proforma for each of the four invasion game, one page/game, 2 games S 2 + 2 games S 3

Name of the Invasion Game CATCHING NEMO Stage STAGE 2

Explanation
Using coloured bibs, RED BLUE YELLOW GREEN. Students tuck bibs on back of their pants which becomes their fishtail. Students try to steal each
other’s tail. Aim is to protect own tail and to acquire other’s. After 4 minutes, form groups of 2, Red Blue against Yellow Green. Team must work
together to steal other team’s fishtail while protecting their own. After 5 minutes, continue play but this time student who loses tail sits down. After
another 5 minutes, designate a goal zone at each end of play area and team must get ball to goal zone after 3 passes, otherwise it’s turn over to other
team. Continue play for another 6 minutes. Team with highest score wins.


- The use of bibs tucked on student’s pants gives them something tangible and concrete to protect and aim for which makes the objective clear
and easy.
- It enables all the students to participate in this game as movements skills required are simple, safe and fun such as running and arm
movement as they try to steal other’s bibs.
- This game helps the students develop technique and decision making skills which help them prepare for more competitive games in the next
stages of their sporting lives.


Moving- this game involves a lot of leg and arm movement as they move about trying to steal other people’s bib whilst also protecting their own.

Decision Making- students make us of their decision making skills as they try to steal other people’s bib whilst also protecting their own.

Interacting- students are interacting with each other as they try to steal each other’s bib, they are playing with each other in a safe and fun
environment.


4 different coloured bibs
1 soccer ball
Tuck bibs on back of pants
Catch and throw ball to get to goal


Name of the Invasion Game SHUFFLE BALL Stage STAGE 2

Explanation
Divide class into 2 teams. Set up Goal at opposite end of play area. Objective is to shoot at opposite team’s goal. Play start at centre. Players must
pass ball to teammate to get to goal, whilst opposite team must try to steal ball and pass to own teammate to get to their own goal. Play for 10
minutes then increase play space and add another ball. Continue for another 15 minutes. Team with highest point wins.


- The components of this game is easy and straightforward such as having a goal to aim for and each team works together to get ball to their
team.
- The movement skills required are running, catching ball and shooting at goal to score points which allows all students at this stage to
participate.
- This game allows team to work together for a common goal which helps them develop their team work skills as well as enhance their ball
handling skills and techniques.


Moving- this game enables children to be moving as they run, throw and catch ball to get to their goal.

Decision Making- students use their decision making skills as they decide who to throw ball to that will ensure it does not get intercepted by opposing
team and that the catcher is ready to catch the ball at that instant.

Interacting- as game involves teamwork in order to get to goal, this game enables students to interact with each other to ensure that they are all
working together to score a goal.


Football
Players pass ball to team mate and head towards goal to score points whilst opponent tries to intercept ball and they head to their goal to score
points.


Name of the Invasion Game BUCKET BALL Stage STAGE 3

Explanation
4 Teams with different coloured BIB. Using large square space for play area, each side for each team. Use bucket as Goal. Start with players standing
at goal zone, teacher place ball in the centre play area. Teacher calls out 2 colours. Team runs for ball, must shoot in the opposite team’s goal by
passing ball to team member. Player cannot run with ball. Defending team try to intercept ball. After every goal, ball back in centre, then teacher
calls out another 2 colours. Play for 10minutes. Then form 2 teams and increase space. Continue same game for another 5 minutes. Add another ball
and play for another 10 minutes. Team with highest score wins.


- This game is quick, fun and high energy which is suitable for students at this stage.
- All students are able to participate as the movements required are running, passing, catching and shooting ball to the goal.
- This game gives students the opportunity to develop their perception and decision making skills in order to outplay the opponent.


Moving- students are required to use their movement skills such as running at high speed, passing, catching and shooting ball to the goal

Decision Making- this game requires a lot of decision making as each team aims to get the ball and shoot it at the goal. Students must make the
decision about where to go, who to pass ball to in order to get to the goal without being intercepted by opponent.

Interacting- as the game involves teamwork, team members must interact with each other in order to get to the goal. The game involves passing ball
to each other and ensuring that each person in the team is aware of who has ball.


4 different coloured Bibs
4 Buckets
1 soccer ball
Teacher place ball at centre of four teams. Teacher calls out 2 colours each time and those 2 coloured team will race for ball. Person with ball will
pass to team mate to head for goal. Opponent tries to intercept ball as they pass.


Name of the Invasion Game TAG FOOTY Stage STAGE 3

Explanation
Divide class into 2 teams, Set up 4 bases shaped as diamond. Team 1 are fielders and Team 2 as Kickers. Fielding team, select bowler who will roll ball
towards a kicker, the rest spreads out to field ball. The kicking team, in turn, must kick ball then must run to all 4 bases. Can stop at base before
getting tagged and can run again when next teammate kicks. Fielders must try and tag kicker with the ball as they run to bases. Score for kicker that
reach home base. Changeover when 3 kickers are tagged out or after every 10 minutes. Play for 30 minutes. Team with highest score wins.


- Students at this stage generally have the running and kicking skills and catching skills required in this game therefore all will be able to
participate
- The game is fast, fun and as they play for points creates competition and challenge between the two teams which students enjoy
- This game gives students the opportunity to learn the skills that they can use for real life games such as football, baseball and other
competitive games that students can engage in later on in life.


Moving- this games involves a lot movement as students make use of their running, kicking and catching skills.

Decision Making- as Kickers aim to score points by running to all 4 bases, they must make the right decision to kick ball where fielders are not able to
get to ball quickly so they can make their run. Fielders also must make the right decision to throw ball to the best person who can catch ball and tag
the opposing to team to stop from scoring.

Communication- as game involves competition, players must communicate with each other to ensure they are assisting each other in order to win
the game.


1 Soccer ball
4 Baseball mats
Fielding team must bowl to opponent whilst the rest of team tries to catch ball after opponent kicks ball into the field. Once ball is caught must try to
pass back to team at base to tag opponent as they run through the bases.

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 Eat Well, Feel Well STAGE: Stage 2, Year 4
Related lesson outcomes (PDHPE & other KLAs):

V4 (Values) Increasingly accepts responsibility for personal and community health.
INS2.3 Makes positive contributions in group activities.
PHS2.12 Discusses the factors influencing personal health choices.
DMS2.2 Makes decisions as an individual and as a group member.
WMS2.2 Selects and uses appropriate mental or written strategies, or technology to solve problems.

Part & Timing Content (WHAT) Teaching & learning strategies (HOW) Resources
Introduction - The aim of this lesson is to learn about - Teacher stands in front of class and introduce topic of Whiteboard
the importance of good nutrition, to Nutrition.
identify healthy food and sometimes - Teacher asks students what they think Nutrition is and creates Coloured whiteboard
food and why we need to eat more mind map on whiteboard markers
10 Minutes healthy food - Class calls out words associated with Nutrition and teacher
- Children learn to use mental writes the words on the mind map
representation such as mind map - Students copies mind map in their books.

Body Healthy Foods Vs Sometimes Foods. -Students form groups of 3; Students will be given Supermarket Supermarket Catalogues
Catalogues and Cardboard paper. Students cut out different
Importance of eating more Healthy foods in catalogue and paste them on cardboard paper under 10 sheets of Cardboard
foods heading of Healthy or Sometimes Food. paper
- Teacher will ask groups at random to give 3 examples for each
heading and write on board. Students select a spokesperson in 10 Scissors
35 Minutes each group
- Teacher will ask students to hang cardboard around the 10 glue sticks
classroom for display
- Teacher will discuss the importance of eating more Healthy
foods and why sometimes food is okay to eat but in
moderation.
-Teacher will show poster of Food Pyramid to show students
what type of food should be eaten more and which are eaten
less.
- Teacher will ask students the risk of not eating properly.

Conclusion Start thinking about eating right for - Teacher will ask students how they will apply what they learnt Teacher will prepare a
breakfast, lunch and dinner. in their daily lives Food Pyramid poster
- Students will write in their books a list of foods they will
10 minutes include in their breakfast, lunch and dinner and what they will
eat for snacks and keep a tally of how much servings they have
of each particular food.
- Homework- Students will diarise what they have for breakfast
lunch and dinner on Saturday and Sunday which they will
discuss in class the following week.
Lesson Evaluation
Did all the students participate in the group work?
Was there sufficient time for cutting and pasting?
Was there sufficient resources?
Did all the students participate in the class discussion? How can this be improved for future lessons?
Did the students have an understanding of what good nutrition is about and how this affects their lives?
Did the students acquire the proper understanding of eating right and eating in moderation?
Have the students learnt how they can adopt what they learnt to their daily eating habits?


LESSON: Road Safety STAGE: Early Stage 1, Kindergarten

V4 (Values) Increasingly accepts responsibility for personal and community health.
COES1.1 Expresses feelings, needs and wants in appropriate ways.
DMES1.2 Identifies some options available when making simple decisions.
SLES1.13 Demonstrates an emerging awareness of the concepts of safe and unsafe living.
WMES1.4 Uses concrete materials and/or pictorial representations to support conclusions.

Introduction - The aim of this lesson is to teach - Teacher standing at front of class introduce the topic of Road Cut out pictures of traffic
students about the importance of road safety lights, different road
safety and why following road rules are - Teacher show pictures of different road rules that children see signs, zebra crossings,
10 Minutes important in keeping safe. outside school such as traffic lights, zebra crossings, lollipop lollipop person, Safety
- Uses pictorial representations to person and students discuss what they mean to them house signs
understand things around them.

Body Learn about Road Rules - Teacher will stick pictures of the road rules on the first on Glu tac
board then later on cardboard to display in classroom
Identifying Safe and Unsafe situations - Teacher will role play different scenarios with different 1 Cardboard paper
on the road students to learn about what to do in different situations.
- Teacher will ask whole class to come up with Do’s and Don’ts 1 Butcher paper
35 Minutes whilst walking on the road, when in the car and when outside
the school or house and will write on Butcher paper to be 1 texta
displayed in the classroom.
- Teacher will discuss with class about Stranger Danger
- Teacher will discuss about Emergency 000 how they can help.
- Teacher will discuss what the Safety houses are for

Conclusion Teacher checks that students Teacher will randomly ask different students what they will do Teacher will display the
understand Road safety as well Safe and in different situations such as how to cross the road, what do cardboard poster of
Unsafe Situations. you do as soon as you get in the car, what do you do if a different road signs in the
10 Minutes stranger offers you a lolly. classroom as well as the
list of Do’s and Don’ts

Lesson Evaluation

- Did all the students have the opportunity to actively participate? How can this be improved?
- Were the student’s ability and understanding appropriate for the topic content?
- Did the students understand how the topic content applies to life outside school?
- Did the students understand the importance of following road rules?
- Were the students engaged in the topic?
- Were all the resources used appropriately


LESSON: Peer Relationship STAGE: Stage 1, Year 2

V2 (Values) Respects the rights of others to hold different values and attitudes from their own.
INS1.3 Develops positive relationships with peers and other people.
COS1.1 Communicates appropriately in a variety of ways.
IRS1.11 Identifies the ways in which they communicate, cooperate and care for others.
TS2.1 Communicates with an increasing range of people for a variety of purposes on both familiar and introduced topics in spontaneous and structured
classroom activities.

Introduction - The aim of this lesson is teach students - Teacher stands in front of class and ask students at random.
about the importance of caring for Who has friends? Who likes friends? What do they like about
other students, respecting their their friends? What do they like to do with their friends?
10 Minutes belongings and to prevent bullying in - Teacher will write on board student’s responses to the
schools questions.
- Students learn communication skill as - Teacher will ask students the importance of having friends.
they participate in group work.
Body Learning about Caring and Respecting - Students form groups of 3 and will find out from each other 1 cardboard paper
others and their belongings what they like to do? What they don’t like to do? What makes
them happy? What makes them angry? What they like about 1 texta
Prevent Bullying their friends?
- Teacher will ask each member of each group to report back to
whole class what they learnt about each other in the group
- Teacher will ask students responses on different scenarios
35 Minutes about friendships such as what do you do if you feel sad? What
do you do if someone is sad? What do you do if someone gets
hurt while playing? What do you do with other people’s things?
What do you do if another student hurts you? how would you
feel if someone takes your things
- Teacher will discuss Bullying and what to do if you are being
bullied
- Teacher will ask students to come up with classroom rules
about caring and respecting each other in class, in school
playgrounds and outside of school and write on cardboard
paper to display in class

Conclusion Encourage and build friendship - Teacher will get students to change sitting positions
every Monday and in pairs must get to know each other
- Every Friday morning, teacher will select 2 pairs at
10 minutes random to share with class what 3 things that they
learnt about their partner.

Lesson Evaluation

Did all the students have the opportunity to participate in the discussion?
Were all the students engaged in the discussion?
Was there sufficient time to cover all the topic content?
Did the lesson contribute to students understanding about friendship and the need to care about others and respecting others?
Did the lesson make the students feel that they are cared for, respected and safe whether in class, in playgrounds or at home?


LESSON: Personal Identity STAGE: Stage 3, Year 6

V1 (Values) Refers to a sense of their own worth and dignity.
INS3.3 Acts in ways that enhance the contribution of self and others in a range of cooperative situations.
DMS3.2 Makes informed decisions and accepts responsibility for consequences.
GDS3.9 Explains and demonstrates strategies for dealing with life changes.
TS3.1 Communicates effectively for a range of purposes and with a variety of audiences to express well developed, well-organised ideas dealing with more
challenging topics.

Introduction The aim of this lesson is to help -Teacher stands in front of class and will begin lesson by asking 1 whiteboard
students understand the importance of random students what they’re good at? What they like about
good self-esteem. themselves? How are they different to person next to them? Coloured whiteboard
Who their favourite celebrity is and why? Teacher will list markers
10 Minutes Influences on self-esteem different answers on board
- Teacher will introduce concept of Self-esteem. Will ask
students what they think it means.
- Class will come up with definition and teacher will write on
board.

Body - Understand the different changes in -Students form groups of 4. Each group will discuss the 7 sheets of butcher paper
the body and how we are all individuals developmental changes that occur during the different stages
with different knowledge, strengths, of the lifespan from birth to old age. 7 packets of coloured
talents and abilities. -Teacher will give an example for each stage and students in textas
their groups will come up with at least 3 more features and will
- Students develop communication skills write on butcher paper Cut out pictures of
such as listening and talking to solve a -Group selects a spokesperson and will report back to rest of celebrities from different
problem within the team. class fields-
35 Minutes -Teacher will discuss with whole class the different changes that Singers
occur in the body during lifespan and how and these changes Sportsperson
occur at different times for each individual and how this may Famous Politicians
impact on a person’s self-esteem. Famous Doctors
-Teacher will show class pictures of different celebrities from
different fields such singers, sportsperson, politician, famous
doctors. Teacher will ask students what their talents, strengths
and abilities are,
-Teacher will discuss that all individuals have different talents,
strengths and abilities and it is okay to be different from family,
friends and celebrities.
-Teacher will discuss the importance of good self-esteem and
how to promote good self-esteem.

Conclusion Promoting Good Self-image -Students will make a list in their books of what they are good
at, what they like about themselves and what they want to be
when they grow up as well as at least 3 things they’ve achieved
10 Minutes so far.
-Homework- students will find a picture of their favourite
celebrity and stick in their books and write why they like that
particular celebrity.

Lesson Evaluation
Was there sufficient time to cover all the aspects of the lesson?
Were the students engaged in the topic?
Did all the students actively participate in the group discussion?
Did all the students have the opportunity to share ideas in the class discussion?
Were all the resources effective in conveying the aim of the lesson?

Reference

Board of Studies New South Wales (2007). Personal development, health and physical education K-6: Syllabus.

Retrieved from www.boardofstudies.nsw.edu.au

Board of Studies New South Wales (1999). Personal development, health and physical education K-6: Modules.

Retrieved from www.boardofstudies.nsw.edu.au

Board of Studies New South Wales (2006). Mathematics K-6: Syllabus 2002. Retrieved from

www.boardofstudies.nsw.edu.au

Board of Studies New South Wales (2007). English K-6: Syllabus. Retrieved from www.boardofstudies.nsw.edu.au

Primary Resources (2011). PE warm-up games. Retrieved from

http://www.primaryresources.co.uk/pe/pdfs/warmupgames.pdf.

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