PDHPE
Two week learning sequences
These detailed programs offer a 2-week unit that builds student skills. School staff exercise professional judgement when making decisions about the suitability of teaching and learning activities to meet the needs of their students.
Early Stage 1
How can we solve problems when moving? 1
Students will test and create solutions to a variety of movement challenges.
How can we solve problems when moving? 2
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
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.
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.
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.
Stage 1
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.
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.
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.
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.
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.
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.
Stage 2
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.
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)
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.
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.
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.
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.
Stage 3
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.
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.
How can we solve problems when moving? 3
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.
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.
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.
Associated resources
The two-week programs linked above all have related digital student resources and printable student workbooks that are located in our filterable resource library.
You can also find ideas and activities on our curated list of external digital resources.
Distance education resources
Access K-6 distance education resources developed to support students that cannot access a physical school.
The Distance education network offers these documents to support teachers delivering off campus learning. They are not designed for all learning contexts and are not anticipated to address all syllabus outcomes.
While the resources support independent student study, they must be used in consultation with their subject teacher.