Rationale
Within the Health and Physical Education learning area there is provision for opportunities for
students to develop into lifelong learners, who enjoy learning. When students partake in Health and
Physical Education they are “encouraged to act, individually or collectively, in culturally
appropriate ways, to enhance health and wellbeing and to promote structures in society which
support their own and others’ health and wellbeing.”(Wilson-Gahan, 2009). Within the Health and
Physical Education learning area there is provision for opportunities for students to develop into
lifelong learners, who enjoy learning. While participating in Heath and Physical Education the
student is learning to make decisions about their health and promoting healthy habits to other
people in their areas. What they learn in Health and Physical Education will prepare them for
lifelong learning. Health and Physical Education does not have to be a boring lesson it can be made
interesting by making it into a play type of activity. Physical education should be everyday not just
once a week, so it does some good. There should be a balance of education and creativeness from
the children themselves. Being able to brainstorm activities for exercise is good as well. Whilst at
High School many years ago they had roller skating, football and many other sports that the student
could choose from. Hopefully this school will be able to incorporate this part of the Australian
Curriculum in their studies. It should and will be of benefit for the students.
Health and Physical Education is informed by a strength-based approach. This means that if there is
particular strength a student has, it can be nurtured to not only improve that student but to also help
other students in their health, wellbeing and their participation in any physical activity.
With Health and Physical education any disabled children that will be in this education
establishment will not be excluded from any games. In Health and Physical Education there are
sections that are relevant for the students’ wellbeing whilst at school. These sections are as follows.
Literacy
Without literacy students will not have the capability to express what they are trying to say. To
reinforce what is being stated, “The literacy capability will also support students to express their
emotions appropriately in a range of social contexts and with different audiences.” (Australian
Curriculum, Assessment and Reporting Authority (2012, p24).
Numeracy
The numeracy in Health and Physical Education helps student to recognise that mathematics is in
their Health and Physical Education experience. “As they engage with Health and Physical
Education they see the importance of numeracy, select relevant numeracy knowledge and skills and
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apply these appropriately.” (Australian Curriculum, Assessment and Reporting Authority (2012,
p24)
ICT
ICT helps students to access about information that will help them to “access online health and
physical activity information and services effectively and safely in order to manage their own health
and wellbeing.” (Australian Curriculum, Assessment and Reporting Authority (2012, P25)
Critical & Creative Thinking
In joining in with the Health and Physical Education it “will develop students’ ability to think
logically, critically and creatively in response to a range of Health and Physical Education issues,
ideas and challenges.” (Australian Curriculum, Assessment and Reporting Authority (2012, P25)
Personal and Social Capability
In this section Health and Physical Education “is a key contributor to the development of personal
and social capability for all students through learning in the two strands of Personal, social and
community health and Movement and physical activity.” (Australian Curriculum, Assessment and
Reporting Authority (2012, P26)
Ethical Behaviour
Health and Physical education will help students to “focuses on the importance of treating others
with integrity, fairness and compassion and of valuing and respecting diversity and equality for all.”
(Australian Curriculum, Assessment and Reporting Authority (2012, P26)
Intercultural Understanding
It can be found that Health and Physical Education “will provide opportunities for students to
recognise and respect different ways of thinking about personal, family and social health issues and
about individual, group and intergroup participation in physical activity and health practices.”
(Australian Curriculum, Assessment and Reporting Authority (2012, P27)
Fundamental Movement
As noted in Wilson-Gahan, p28, “There are two important stages within the fundamental movement
phase.” Between 12 months and seven years of age is the first stage and the second stage is
between seven and 11 years of age. This latter stage “is the time for development of the contextspecific motor skill.” (Wilson-Gahan, S. 2009).
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Assignment 1
EDX1450 Lesson Plan 1.
Class: 2CC
Learning Area: Health and Physical Education
Duration: 30 Minutes
Overview of topic:
My students will participate in and investigate the heritage of games that have cultural significance in Australia such as Traditional Indigenous Games.
Curriculum statement/s:
2.8a Perform fundamental movement skills in different movement situations CCT
Objectives:
• performing manipulative skills involving handling and controlling objects with equipment and different parts of the body (AP, FMS, RE)
Feedback – how will you provide feedback and when will it be provided? I will be providing feedback verbally and it will be provided on the spot at the time
either during the game or after the game.
Risk Assessment and Safety Checklist:
http://education.qld.gov.au/schools/eppr/health/hlspr012/resources/volleyball.pdf
Sun safety – hats and sunscreen
Know emergency plan
Know students with medical alerts and what to do - take epi pen, asthma puffer , diabetic kit or know where nearest one is stored ( in real life check
school policy to see what the rules are)
Mobile phone for emergencies and know who to ring
Check equipment is safe
Check grounds/facility for hazards
Introductory Activity: (5mins) -Learning
Experiences
Teaching Style and Learning Strategies:
What are you going to say and do to ensure
students are engaged in the learning
experiences how will the class be
organised? List the appropriate teaching
style for each activity e.g.
Resources:
List all the resources needed for this section of the
lesson –
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Describe the introductory learning experience/s
in this section:
Feather Challenge: Try to keep a feather up in the
air as long as possible and passing it to another
person without it dropping.
Body of Lesson Learning experiences.(20 mins)
Feathers.
Teaching Style and Learning Strategies: :

Kai Wed









‘chu-boo-chu-boo’
Resources: List all the resources needed for this
section of the lesson
Players in a circle. Palms of hand up. 1 Light ball like a blow up beach ball,
Hit to start.
Or balloons can be used.
Hit to different players. Hit and
1 Whistle
move back out of the way.
Hats
Count the volleys. Keep going. Let’s Sunscreen
start again.
Water
Good work. Call for the ball. Watch
out for each other.
Direct the ball to another player
They learn how to hit a ball up in the
air and they also have to keep the
ball up there.
They can use underhand, overhand.
It does not have to be single handed
it can be two hands as well.
They also keep count of how many
times they hit the ball.
If the ball hits the ground they start
again.
The players throw the chuboochuboo 1 beach ball could be used.
in the air and attempt to catch it in
Whistle
the hands. After catching the
Hats
chuboochuboo a player throws it into Sunscreen
the air for other players to attempt to Water
catch.
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
Conclusion – Reflecting on and summarising
learning. (5 mins)
A player who is in position first to
catch the chuboochuboo is allowed
to do so without interference from
other players.
 Players are allowed to jump to catch
the chuboochuboo.
 If a player drops the chuboochuboo,
another player nearby gathers and
throws it into the air to continue the
game. Count the most number of
throws made in succession before
the chuboochuboo is dropped.
Teaching Style and Learning Strategies:
1. We will cool down.
2. We will talk about how the games went and
what could have been done to make it better.
Catering for diverse learning needs.
Resources: List all the resources needed for this
section of the lesson
Whiteboard,
Marker
Paper
Pencils
Use the TREE strategy or CHANGE IT to describe how you will modify one of the learning experiences
in the lesson to cater for students with Developmental Coordination Disorder (DCD) Chp. 4 of text.
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Kai Wed. To modify this game to suit one of the children with a disability I will be using the TREE
strategy. To enable the student to join in with his/her peers I will change the ball to a balloon, get
the students to sit in a circle to play the game so the student will feel included.
T the strategies will be changed to enable the student to join.
R the rules will be changed
E the environment will be changed in that they could play the game inside a hall or room.
E the equipment will be changed in that instead of a ball there will be balloons instead.
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Carolyn Cupitt
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EDX1450
Assignment 1
EDX1450 Lesson Plan 2.
Class: 2CC
Learning Area: Health and Physical
Education
Duration: 30 Minutes
Overview of topic: Brief description of the topic
My students will participate in and investigate the heritage of games that have cultural significance in Australia such as Traditional Indigenous Games.
Curriculum statement/s:
2.8a Perform fundamental movement skills in different movement situations CCT
Objectives:
• demonstrating balances and describing what helps to maintain stable positions (FMS, RE)
Feedback – how will you provide feedback and when will it be provided? verbal
Risk Assessment and Safety Checklist:
http://education.qld.gov.au/schools/eppr/health/hlspr012/resources/volleyball.pdf
Sun safety – hats and sunscreen
Know emergency plan
Know students with medical alerts and what to do - take epi pen, asthma puffer , diabetic kit or know where nearest one is stored ( in real life check school
policy to see what the rules are)
Mobile phone for emergencies and know who to ring
Check equipment is safe
Check grounds/facility for hazards
Introductory Activity: (5mins) -Learning
Experiences
Teaching Style and Learning Strategies: What are you
Resources:
going to say and do to ensure students are engaged in
List all the resources needed for this
the learning experiences how will the class be organised? section of the lesson –
List the appropriate teaching style for each activity e.g.
Describe the introductory learning experience/s in
this section:
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1. 1. I will explain the two games that we are about
to play.
2. I will then start them to do some warm up
exercises.
Body of Lesson Learning experiences.(20 mins)
Teaching Style and Learning Strategies: :

Wana
Conclusion – Reflecting on and summarising
learning. (5 mins)
Place a bin or storage cube in the middle of a
large hoop or marked circle with a 1–2-metre
diameter. Mark a circle or use cones to mark a
larger circle with a diameter of 5–8 metres
depending on the age and ability of players.
 Throwers with a ball each stand with one foot on
the line/marker and in turns attempt to lob/
underarm throw a ball into the bin. One player
with a bat stands next to the bin but outside the
hoop (or 1–2-metre circle area).
 The player with the wana blocks the ball but is
not allowed to hit it away hard. As soon as the
ball is blocked or missed by the batter the next
player with a ball may throw at the bin.
 The game is continuous and all the balls are
retrieved when every player in the group has had
a turn.
 Count the number of balls that land in the bin.
 Change the player with the bat and continue the
game until all players have had a turn.
Teaching Style and Learning Strategies:
Resources: List all the resources needed
for this section of the lesson
24 fleece balls, sponge balls or soft
tennis balls
1paddle bat or small Kanga cricket bat as
the wana
1 large bin or container as the target
Hats
Sunscreen
Water
Resources: List all the resources needed
for this section of the lesson
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I could ask the students if there is another way
we could play the game and how they liked it
Drink bottles.
Catering for diverse learning needs.
Use the TREE strategy or CHANGE IT to describe how you will modify one of the learning experiences
in the lesson to cater for students with Developmental Coordination Disorder (DCD) Chp. 4 of text.
Wana To modify this game to suit one of the children with a disability I will be using the TREE strategy. To enable the student to join in with his/her peers I
will place the student on the circle and then when it is his/her turn inside I would make sure they had a chance to change position.
T the strategies will be changed to enable the student to join.
R the rules will be changed
E the environment will be changed in that the play area will be smooth for the movement of the wheelchair.
E the equipment won’t be changed as we would be using soft balls to begin with.
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Assignment 1
References
Australian Curriculum, Assessment and Reporting Authority (2012). The Shape of the Australian
Curriculum: Health and Physical Education.
Australian Curriculum, Assessment and Reporting Authority (2013).Revised Australian Curriculum:
Health and physical education: Foundation to Year 10.
Australian Sports Commission (2009).Yulunga: Traditional Indigenous Games.
http://www.ausport.gov.au/__data/assets/pdf_file/0011/376139/SP_31864_TIG_resource_
K-3.pdf
Education Queensland, (1998) Health and Physical Education .
http://education.qld.gov.au/curriculum/area/hpe/index.html
Wilson-Gahan, S. (2009). EDX 1450 Health and Physical Education: Course Materials. Toowoomba:
University of Southern Queensland.
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