How can we solve problems when moving? 1

Students will test and create solutions to a variety of movement challenges.

• Learning sequence – movement 1 Early Stage 1 (DOCX 73KB)
  • Digital student resource – movement 1 Early Stage 1 (DOCX 3058KB)
  • Student workbook – movement 1 Early Stage 1 (DOCX 287KB)

How can we solve problems when moving? 2

• Learning sequence – movement 2 Early Stage 1 (DOCX 80KB)
  • Student workbook – movement 2 Early Stage 1 (DOCX 231KB)

How can we solve problems when moving? 3

Students use the overarm throw technique when throwing an object towards a target. They describe their body position when performing different throws and identify ways to throw the ball/object more accurately. Students create rules to use a scoring system they create that is reflective of the targets they choose.

Students trial and compare different ways to kick a ball/object accurately towards a goal. They reflect upon their performance to identify ways to kick the ball/object more accurately. Students demonstrate how to use equipment safely and be aware of activity boundaries

• Learning sequence – movement 3 Early Stage 1 (DOCX 79KB)
  • Student workbook – movement 3 Early Stage 1 (DOCX 888KB)

How can I build positive relationships with others? 1

Students identify and describe emotional responses people experience in different situations. They identify their personal strengths and qualities.

• Learning sequence – positive relationships 1 Early Stage 1 (DOCX 78KB)
  • Digital student resource – positive relationships 1 Early Stage 1 (PPTX 2960KB)
  • Student workbook – positive relationships 1 Early Stage 1 (DOCX 71KB)

How can I build positive relationships with others? 2

Students recognise that people have different thoughts, feelings and responses to different situations. Students will participate in a range of activities and explain which ones they enjoyed and why.

• Learning sequence – positive relationships 2 Early Stage 1 (DOCX 71KB)
  • Student workbook – positive relationships 2 Early Stage 1 (DOCX 2804KB)

Keeping safe

Students identify that there are safe and unsafe places to play and what makes these places safe or unsafe. They will also identify the specific people and rules that help them stay safe and how these people can help. Students identify help seeking strategies to use when feeling unsafe.

• Learning sequence - keeping safe Early Stage 1 (DOCX 78KB)
  • Student workbook - keeping safe Early Stage 1 (DOCX 123KB)

How can we solve problems when moving? 1

Students will compare different types of throws and identify which ones are easier and harder. They will predict possible outcomes while using different types of throws and pieces of equipment.

• Learning sequence – movement 1 Stage 1 (DOCX 319KB)
  • Digital student resource – movement 1 Stage 1 (DOCX 3371KB)
  • Student workbook – movement 1 Stage 1 (DOCX 467KB)

How can we solve problems when moving? 2

Students demonstrate a variety of movement skills to send and control objects effectively. They will compare different types of throws and identify key skill components that contribute towards an effective throw. Students will reflect upon their performances and identify ways to perform the skill of throwing more successfully.

• Learning sequence – movement 2 Stage 1 (DOCX 81KB)
  • Student workbook – movement 2 Stage 1 (DOCX 671KB)

How can we solve problems when moving? 3

Students demonstrate a variety of movement skills to send and control objects effectively. They will perform the overarm throw and explore how to make adjustments to throw effectively towards targets at different distances. Students will compare different types of kick and identify key skill components that contribute towards an effective kick. Students will reflect upon their performances and identify ways to perform the skills of throwing and kicking more successfully.

• Learning sequence – movement 3 Stage 1 (DOCX 80KB)
  • Student workbook – movement 3 Stage 1 (DOCX 469KB)

How can I build positive relationships with others? 1

Students identify and describe emotional responses people experience in different situations. They identify their personal strengths and explore how these can lead to success.

• Learning sequence – positive relationships 1 Stage 1 (DOCX 78KB)
  • Digital student resource – positive relationships 1 Stage 1 (DOCX 2960KB)
  • Student workbook – positive relationships 1 Stage 1 (DOCX 563KB)

How can I build positive relationships with others? 2

Students identify groups they belong to and the importance of these groups. They demonstrate an understanding what it means to be inclusive and respectful to others. In developing this understanding, students will recognise how people feel when they are included or excluded from activities. Students will also explore and identify what is means to be cooperative.

• Learning sequence – positive relationships 2 Stage 1 (DOCX 77KB)
  • Student workbook – positive relationships 2 Stage 1 (DOCX 469KB)

Keeping safe

Students identify ways to keep themselves safe when travelling to and from school. They identify the difference between emergency and non-emergency situations and who can support them. Students identify specific emergency services and how and when they can be contacted.

• Learning sequence - keeping safe Stage 1 (DOCX 81KB)
  • Student workbook - keeping safe Stage 1 (DOCX 1533KB)

How can we solve problems when moving?

Students explore and practise different throwing techniques to propel objects towards a target. They predict the effectiveness of a range of throwing techniques by testing alternatives to solve a movement challenge. Students will also explore how to combine different elements of effort, space and time with objects to successfully complete a throwing challenge.

• Learning sequence – movement 1 Stage 2 (DOCX 78KB)
  • Digital student resource – movement 1 Stage 2 (DOCX 3314KB)
  • Student workbook – movement 1 Stage 2 (DOCX 493KB)

Students demonstrate the use of different throws and adapt them to solve the movement challenges created. They predict the outcome of their throws by considering how space, time and effort influence the accuracy of their throws. Students will test alternative ways to solve the throwing challenges and explain which approach was most successful and why.

• Learning sequence – movement 2 Stage 2 (DOCX KB)
  • Student workbook – movement 2 Stage 2 (DOCX KB)

How can we solve problems when moving? 3

Students explore and practise different kicking techniques to propel objects towards a target or goal. They predict the effectiveness of a range of kicking techniques by testing alternatives to solve a movement challenge. Students will also explore how to combine different elements of effort, space and time with objects to successfully complete a kicking challenge.

• Learning sequence – movement 3 Stage 2 (DOCX 79KB)
  • Student workbook – movement 3 Stage 2 (DOCX 544KB)

How can I build positive relationships with others? 1

Students recognise their own emotional responses and how they might differ to others. They propose ways to respond positively to challenges.

• Learning sequence – positive relationships 1 Stage 2 (DOCX77 KB)
  • Digital student resource – positive relationships 1 Stage 2 (DOCX 2960KB)
  • Student workbook – positive relationships 1 Stage 2 (DOCX 201KB)

How can I build positive relationships with others? 2

Student will identify and describe behaviours that show empathy and respect for others. They will identify the roles, rights and responsibilities in different relationships.

• Learning sequence – positive relationships 2 Stage 2 (DOCX 77KB)
  • Student workbook – positive relationships 2 Stage 2 (DOCX 111KB)

Keeping safe

During this activity students will recognise safe and unsafe behaviours and decisions. They will prose ways to keep themselves and others safe during scenarios.

• Learning sequence – keeping safe Stage 2 (DOCX 78KB)
  • Student workbook – keeping safe Stage 2 (DOCX 243KB)

How can we solve problems when moving?

Students refine throwing skills to perform specialised movements related to target games. They recognise and consider a number of solutions to target games and justify which solution is most appropriate or effective. Students explain the rationale for particular rules, strategies and tactics.

• Learning sequence – movement 1 Stage 3 (DOCX 81KB)
  • Digital student resource – movement 1 Stage 3 (DOCX 3070KB)
  • Student workbook – movement 1 Stage 3 (DOCX 310KB)

How can we solve problems when moving? 2

Students recognise possible solutions to movement, challenge and apply a variety of strategies. They reflect upon previous performances and suggest ways to refine performance. Students create, adapt and apply rules to provide an inclusive learning environment that caters for individual strengths.

• Learning sequence – movement 2 Stage 3 (DOCX 85KB)
  • Student workbook – movement 2 Stage 3 (DOCX 314KB)

How can we solve problems when moving? 3

• Learning sequence – movement 3 Stage 3 (DOCX 86KB)
  • Student workbook – movement 3 Stage 3 (DOCX 469KB)

How can I build positive relationships with others? 1

Students recognise people’s different emotional responses to the same stimulus and that their emotional responses can have an impact on others. Students recognise how their strengths and interests lead to forming positive relationships.

• Learning sequence – positive relationships 1 Stage 3 (DOCX 80KB)
  • Digital student resource – positive relationships 1 Stage 3 (DOCX 2963KB)
  • Student workbook – positive relationships 1 Stage 3 (DOCX 120KB)

How can I build positive relationships with others? 2

Students will distinguish different types of relationships and their influence. They will explore why relationships change and devise strategies to manage transitions. Students will select and practise ways to resolve conflict in relationships. They will describe actions they can take to protect themselves in a relationship if needed, such as seeking help.

• Learning sequence – positive relationships 2 Stage 3 (DOCX 78KB)
  • Student workbook – positive relationships 2 Stage 3 (DOCX 124KB)

Keeping safe

Student will recognise that their choices and decisions help keep them and others healthy and safe. They will identify controllable and uncontrollable factors that influence their safety and how a personal network of trusted adults support them.

• Learning sequence – keeping safe Stage 3 (DOCX 78KB)
  • Student workbook –keeping safe Stage 3 (DOCX 234KB)