Foundations Learning Through Movement Prep - Year 2

FOUNDATIONS LEARNING THROUGH MOVEMENT PREP – YEAR 2
At the completion of this module, participants will:
• understand the importance and value that movement plays in young children’s overall development
• understand how to plan developmentally appropriate movement experiences for students between 5-8 years
of age
• understand the factors that impact on child learning rates in children age 5-8 years
• know how to plan the physical education curriculum based on the Movement and Physical Activity Dimension
and how to link the curriculum to other domains
• understand the scope and sequence of the Prep – Year 2 physical education program
• understand the process of skill acquisition and the progressive and sequential development of movement
skills
• be aware of resources designed to assist teachers plan and implement the Year P-2 physical education
primary program.
DEPARTMENT OF EDUCATION and EARLY CHILDHOOD DEVELOPMENT
PHYSICAL EDUCATION AND SPORT POLICY
Government Schools must meet compulsory time requirements for physical education and sport for students from
Prep to Year 10. Schools need to timetable:
Prep–Year 3: 20 – 30 minutes of physical education a day
Years 4–6: three hours a week of physical and sport education with a minimum provision of 50%
for physical education
Years 7-10: one hundred minutes per week each for physical education and sport
DRUG EDUCATION POLICY
Government schools must provide appropriate drug education and intervention programs. All schools must have an
Individual Drug Education Strategy which is reviewed every four years it should include an Action Plan to respond to
drug related incidents.
PHYSICAL ACTIVITY RECOMMENDATIONS FOR CHILDREN AND YOUNG PEOPLE
The Australian Government has developed physical activity recommendations for children (aged 5-12 years), as well
as young people (aged 12-18 years). These recommendations are intended to identify the minimum level of physical
activity required for good health in children and young people and were based upon best available evidence and in
line with international best practice.
The Australian Government Physical Activity Recommendations for Children and Young People state:
1. Children and young people should participate in at least 60 minutes (and up to several hours) of moderate-to-
vigorous-intensity physical activity every day.
2. Children and young people should not spend more than 2 hours a day using electronic media for
entertainment, particularly during daylight hours
Moderate activity is about equal in intensity to a brisk walk and could include a whole range of activities such a bike
riding, swimming or any sort of active play. It will cause slight but noticeable increase in breathing.
Vigorous activity will cause students to huff and puff and some degree of sweating. It will include activities such as
games that include running and skipping, ballet/dance, organised sports and swimming laps.
Reference:
Australian Government Department of Health and Ageing.
http://www.health.gov.au/internet/main/publishing.nsf/content/health-pubhlth-strateg-active-recommend.htm
PROGRAM PLANNING
The Victorian Essential Learning Standards
The Health and Physical Education domain requires students to develop knowledge, skills and behaviours that enable
them to maintain good health and live a healthy lifestyle, understand the role of physical activity in ensuring good
health and engage in physical activity.
The Learning through Movement curriculum can contribute to students achieving many elements of the Movement
and Physical Activity standards listed in the table below.
Level 1 Level 2
DIMENSION
Movement perform basic motor skills and movement demonstrate basic motor skills and some
and Physical patterns, with or without equipment, in a more complex skills
Activity range of environments
Activ combine motor skills and movement patterns
during individual and group activities
demonstrate control when participating in

locomotor activities requiring change
of speed, direction and level
create and perform rhythmic movement

sequences in response to stimuli
regularly engage in periods of moderate to regularly engage in bouts of moderate to
vigorous physical activity vigorous physical activity
use simple vocabulary to describe describe the link between physical activity
movement, physical responses of the body and health
to activity and feelings about participation
in physical activity
follow rules and procedures explain the contribution rules and procedures
make to the safe conduct of games and
share equipment and space safely activities
use equipment and space safely
The Learning through Movement program can also contribute to students achieving standards in other domains such
as Interpersonal Development
Domain Level 1 Level 2 Dimension Level 2 Dimension

Interpersonal Development identify the qualities of a friend Building Social Relationships Working in Teams
(At level 1 standards are not and demonstrate care for other (Interpersonal Development (Interpersonal
organised by dimensions) students domain) Development domain)
contribute to the development behave appropriately in a work in teams in assigned
of positive social relationships range of social situations roles, stay on task and
in a range of contexts identify and accept that complete structured
use appropriate language and there are consequences for activities within set
actions when dealing with their actions timeframes
conflict
describe basic skills required to take appropriate steps to share resources fairly
work cooperatively in groups resolve simple conflicts with teacher support they
describe their contribution
to the activities of the team
What can students do in relation to the Movement and Physical Activity standards?
In the following information each standard has been written as a separate element. There are examples of evidence
of learning (or performance standards) at the end of each element. These may assist teachers determine what
students will know and be able to do as they exit a developmental level relative to the standard. These examples may
also be helpful in developing assessment tasks.
LEVEL 1 DIMENSION MOVEMENT AND PHYSICAL ACTIVITY
At level 1:
Students perform basic motor skills and movement patterns with and without equipment, in a range of
environments.
Examples:
Students should confidently perform:
locomotor skills such as running, galloping, skipping, sliding, rolling and jumping
non-locomotor/stability skills such as twisting, turning, rocking, swaying, pushing, pulling, balancing on either
foot
hold balance skills such as front support, tuck shape, rear support and make shapes with their body while in
contact with the ground on a large base of support
manipulative skills such as catching a ball with hands, rolling a ball, bouncing a ball with one hand
Skip in a long rope using a basic jumping pattern
Developing body management (understanding how to control their bodies) skills using large and small
apparatus such as balance benches, jumping boxes and mats
Experience movement with a variety of equipment including hoops, skipping ropes, beanbags, balloons, balls
and bats
Respond to elements of rhythm, beat tempo, accent through basic locomotor skills (above), animal walks and
balance skills
Float with a buoyancy aid, perform a safe entry into shallow water, put face into water, perform a basic leg
kicking action with a buoyancy aid
Apply movement concepts such as body awareness (shape, balance, weight bearing, flight) and space
awareness (general/personal space, direction, level, pathways) to a variety of locomotor and body
management skills
Students regularly engage in periods of moderate to vigorous physical activity.
Examples:
Participate in daily (20 - 30minutes) physical education classes that include activities that make the students
huff and puff.
Participate in timetabled physical activity/fitness sessions.
Engage in moderate to vigorous physical activity during lessons other that physical education eg music,
drama.
Walk to and from school at least three times per week.
Regularly participate in before school and lunchtime activities.
Participate in after school physical activities.
Students follow rules and procedures and use equipment and space safely.
Examples:
Are familiar with playground/gymnasium/swimming pool rules.
Use playground equipment safely.
Move around a large area avoiding obstacles/other students.
Shadow a partner.
Respond to directions such as stop, go, take a turn.
Know basic pedestrian safety rules, fire safety procedure such as “stop, drop and roll” and car passenger
safety procedures.
Students use simple vocabulary to describe movement, the physical responses of their body to activity and
their feelings about participation in physical activity.
Examples:
Uses vocabulary such as in front/behind, above/below, through/around, fast/slow in relationship to their
movements.
Identify physical changes during and after movement such as hot, tired, puffed.
Use vocabulary such as excited, scared, happy, safe when describing physical activities.
LEVEL 2 MOVEMENT AND PHYSICAL ACTIVITY
At level 2:
Students demonstrate basic motor skills and some more complex skills.
Examples:
Students can confidently perform:
locomotor skills such as hopping, dodging, standing broad jump, forward roll, animal walks;
non-locomotor skills such as turning, stretching, pushing and pulling combinations;
manipulative skills such as catching a medium or small sized ball, underarm;
throw, bouncing or dribbling a ball with the dominant hand whilst walking, ball roll, basic ball trap with feet;
kick a rolling ball;
balance skills such as scorpion, v-sit, stork, lead up skills such as bunny hop, balance on either leg for 5-10
seconds.
Skip in a short rope using a basic jumping pattern.
Confidently participate in basic jumping activities with elastics.
Confidently participate in hoop handling activities.
Confidently complete climbing, hanging and swinging activities on playground and gymnastic equipment.
Apply movement concepts such as relationships (to people, objects and sounds in the environment) and
qualities (time, force and flow) of movement to a variety of locomotor and body management skills.
Students combine motor skills and movement patterns during individual and group activities.
Examples:
Perform locomotor and non-locomotor skills on apparatus such as balance benches, boxes, and mats.
Maintain balance when moving or stationary.
Combine locomotor and/or non-locomotor movements, and/or balance skills into movement sequences such
as a simple exercise to music routine, a folk dance, a gymnastic floor routine, playground line marking
activities, small group relays requiring students to move individually or with a partner, a movement station
circuit, an obstacle course.
Combine arm and leg movements in a recognised stroke for 10 metres.
Be pulled through the water with a rope for 5 metres to a standing position, surface dive to pick up object in
waist deep water, recover from a back float/glide to standing position.
Students demonstrate control when participating in locomotor activities requiring a change of speed,
direction and level.
Examples:
Participate safely in chasing/ fleeing/ tag/dodging games.
Participate in simple group activities such as relays.
Participate in group games such as “Shipwreck” and “Here, There, Where?” “Popcorn”, “Streets and Lanes”
which require changes of direction and level.
Perform a variety of low level animals walks such as seal walk, crab walk, inch worm on the floor and on
balance benches.
Begins a movement sequence at a high level and complete the sequence at a low level such as a jump and
landing from a jumping box.
Changes direction, speed and style of movement on a signal from the teacher.
Students create and perform simple rhythmic movement sequences in response to stimuli.
Examples:
Skip in a long rope to skipping rhymes and music.
Perform simple folk dances such as The Chicken Dance, Heel Toe Polka, Shortnin’ Bread individually, with a
partner and in a group.
Creates a simple line dance according to criteria supplied by teacher with a partner/group (eg four different
movements, each movement is repeated eight times).
Respond to rhythm using locomotor and non-locomotor movements.
Express moods and feelings through movement in response to stimuli such as colours, sounds, machines,
circus characters, natural phenomena.
Students regularly engage in sessions of moderate to vigorous physical activity and describe the link
between physical activity and health.
Examples:
Participate in physical education programs of 20 - 30 minutes daily.
Participate in Jump Rope for Heart program.
Differentiate between examples of moderate and vigorous physical activities.
Can describe some benefits of regular participation in physical activity.
Know how much daily physical activity is recommended for children.
Identify how participation in physical activity can contribute to the development of friendships, confidence
and self-esteem.
Students explain the contribution rules and procedures make to safe conduct of games and activities.
Examples:
For a familiar game students can: identify game rules; suggest reasons why a particular rule is needed;
describe possible consequences of removal of a rule; explain the rules of a game to their peers.
Explain the need for rules that govern movement and behaviour in environments where they play eg
swimming pool, beach, playground.
Can create a poster for safe play.
Students use equipment and space safely.
Examples:
Demonstrate safe landing skills.
Participate co-operatively and safely in minor games.
Consider the safety of others during physical activity.
Identify the need for safety equipment eg, padding around goal posts, safety boundaries, gym mats,
collapsible hurdles, elasticised high jump ropes, security fences and gates around home swimming pools.
Identify safety signs in a variety of environments, indoor, outdoor and aquatic.
FACTORS IMPACTING ON LEARNING IN CHILDREN 5-8 Years
Knowing what you can and cannot expect from children in Prep-Year2 can make considerable difference in how much
they learn in the early years. The experiences you choose can influence whether or not children will carry a love of
physical activity for life.
The following points about childhood maturation and development are important to consider when planning the
physical education curriculum:
Many visual skills that are required in sports do not mature until late childhood or early adolescence, for
example, figure-ground perception, depth perception, peripheral vision, visual motor coordination
Changes in size of body parts in relation to one another can have quite an impact on strength, coordination
and balance
Children under seven years of age have limited ability to think logically or abstractly and are only able to
handle only one aspect of a problem at a time
Children under eight years of age need time to consider the movements they want to make, their decision
making abilities are slower than those of adults
Children under eight years of age can only hold two or three items at a time in their memory so if a long list of
instructions is given then there is little chance that children will be listening by the time the list is finished
The following points should also be taken into consideration:
Learning to cooperate must precede learning to compete

Children respond to and seek adult approval but peer acceptance becomes a stronger influence in years 1-2
Gender awareness is evident and children from 6-8 will generally play with others of the same sex in small
groups
Process matters far more than product. In physical activity the process is in the playing, younger children
don’t care about winning, (to some extent this is gender related). Winning is a product and an adult concept
Being capable at physical activities, games and sports contributes enormously to the development of positive
self esteem. Physical Education and motor development experts contend that children should experience an
80% success rate during physical activities. If they don’t, then scale back the challenges.
(Adapted from Physical Education for Young Children, Rae Pica, Human Kinetics 2008)
Why is Physical Activity, Physical Education and Play so important in the Early Years of
School?
Movement is at the centre of children’s lives
Children will skip rather than walk, dance rather than stroll, run rather than walk, jump rather than sit, hop rather
than lie down, climb rather than go around in short they LOVE TO MOVE, it is at the very centre of their lives. This
innate need to move is integral to their development and learning. Children need to develop their movement skills
through a variety of movement experiences in order to understand themselves and the world around them.
(Appropriate Practices in Movement Programs for Children)
An Active Healthy Lifestyle
Childhood is the time to begin ensuring an active healthy lifestyle and teachers have the responsibility to teach the
development of skills, knowledge and attitudes leading to an active, healthy lifestyle.
Normal Development
Quality programs for young children view movement as an integral part of the overall learning process. Early years
teachers are increasingly aware that movement plays an important role in young children’s physical, social, cognitive
and emotional development. Physical activity is essential for normal physical growth and development of the skeletal,
muscular and cardio respiratory systems. Additionally during movement activities, children use many of their sensory
systems thereby creating neural connections for future learning. The branching of those connections comprises the
first step in wiring the brain for future learning. The focus on multiple intelligences also adds to the importance of
movement, with kinaesthetic intelligence being one of eight intelligences identified by Gardner (2000). A learning
environment enriched with movement experiences can lead to enhanced long-term motor, cognitive, emotional and
social development.
Developmentally appropriate practices in movement programs are those that recognise children’s differing
movement capabilities and promote learning experiences that challenge each child to move to the next level of
development.
Cognitive Development and Academic Performance
Learning, memory, concentration and mood all have a significant bearing on a student’s academic performance and
there is increasing evidence that physical activity enhances each. Evidence that exercise may also improve cognitive
development and academic performance provides yet another reason to promote physical activity for students.
(American Journal of Play, Winter, 2009, p365). The development of motor skills involves more than just performing
movements. Understanding the cognitive, affective and kinaesthetic knowledge of movement facilitates learning of
similar activities and ultimately improves skill acquisition. Movement can also be used to reinforce knowledge
concepts in literacy, numeracy, science and humanities. Movement activities have been shown to help children
understand through the use of additional sensory modalities concepts that are traditionally taught in the classroom
environment.
Affective Growth
An important outcome of any quality physical education program is the enhancement of the affective domain.
Learning in this area increases the ability of children to act, interact and react effectively with other people as well as
with themselves. Positive socialisation is a primary goal for Prep – Year 2 learners within the Victorian Essential
Learning Standards. Participation in physical activities generally occurs in a social setting that requires children to
make decisions about cooperative and competitive behaviours. Physical education has tremendous potential to teach
about honesty, teamwork, loyalty, self control and fair play and about working cooperatively towards achieving
common goals.
Self Esteem
Being capable at physical activities, games and sports contributes enormously to the development of positive self
esteem. Since young children’s world frequently centres on play and vigorous activity the successes they experience
in these areas are important in establishing positive self esteem.
Movement Skill Learning
Movement skill acquisition is at the core of the physical education curriculum. Movement skill refers to the
development of motor control, precision and accuracy in the performance of both fundamental and specialised
movements. It is vitally important that children master a wide variety of movement skills so they have plenty of
choice in pursuing an active healthy lifestyle. Failure to develop and refine movement skills during early childhood
often results in frustration, failure and non-participation in adolescence. Children cannot take part with success in an
activity if they have not learned the essential movement skills associated with the activity.
Quality Movement Programs for Children Prep-Year 2

Children should engage in curriculum designed for their individual development levels
The development of movement is age related but not age determined. Not all children beginning school are
at the same ability level. Learning is a process involving both maturation and experience. Teachers can
influence the experiential component but not the maturational aspect.
Young children learn through interacting with their environment
Children learn by doing and they learn through active involvement with people and objects.
Young children learn and develop in an integrated fashion.
Although movement serves as the primary medium for young children’s learning, the motor, cognitive,
emotional and social development domains are interrelated. Learning experiences in movement should
include other areas of development including cognitive, emotional and social development into the
movement experiences.
Planned movement experiences enhance play experiences
A combination of unstructured play opportunities – along with planned movement experiences through the
physical education program designed specifically to help children develop their fundamental movement skills
assists young children in their development. Regular indoor and outdoor play experiences that give children
opportunities to freely develop skills that match their unique developmental status enhance regular physical
education lessons.
Teachers serve as guides or facilitators for early years students
Young children learn through involvement, observation and modelling. Teachers create the environment with
specific outcomes in mind and then guide children towards those outcomes. Children should be offered
opportunities to make choices and explore multiple solutions to movement challenges.
Fundamental Movement Skills
Fundamental movement skills include a wide variety of basic skills which serve as foundations for the acquisition of
more advanced skills. Fundamental Movement skills are commonly classified into three categories, locomotor
movements, manipulative movements and stability skills. (Gallahue 1996)
Stability skills are considered to be the key aspect of learning to move. They enable children to control the
balance of their body while stationary and in motion. Activities such as stretching, twisting, turning, bending
are in the stability category.
Locomotor skills are those tat transport the body from place to place; running, jumping, hopping and
skipping.
Development of these skills is essential as they enable children to explore and participate in the world around
them.
Manipulative skills involve handling (hand, feet or other parts of the body) objects such as bats, balls,
frisbees, balloons, scarves, ribbons, hoops.
Categories of Fundamental Movement Skills
Stability/non-locomotor skills Locomotor skills Manipulative skills
bending walking throwing

stretching running catching
twisting & turning jumping kicking
swinging hopping trapping
hanging skipping striking
landing galloping volleying
stopping sliding bouncing
dodging leaping rolling
balancing climbing
shake
Movement Concepts
The movement concept categories of body awareness, space awareness, qualities of movement and relationships
provide structure and direction for planning new movement experiences for Prep –Year 2 students. As they
experience movement they are also introduced to the vocabulary of movement.
BODY AWARNESS
This defines what the body can perform, the shapes it can make, how it can balance and the transfer of weight to
different body parts.
SPACE AWARENESS
This defines where the body can move. It is important that young children learn to use space effectively when
moving. The following elements determine how space can be modified and used in movement experiences:
General or Personal Space
Direction
Level
Pathways
Planes
QUALITIES OF MOVEMENT
This defines how the body moves. It involves the following elements:
Time or speed
Force
Flow
RELATIONSHIPS
This element defines with whom and/or what the body relates. A relationship is defined as the position of the
performer to the apparatus or other performers. Additionally relationships can define the body parts of a single
performer.
Combining Fundamental Movement Skills with Movement Concepts
Examples of challenges:
Can you make a wide balance (stability) with three supports and one elbow the highest point (shape + weight
bearing)?
Show me how you can jog (locomotion) slowly down the netball court, and stopping at each line (speed +
direction + flow).
Run and jump off one foot (locomotion) as high as you can (level + direction + take off + flow).
Move on the spot in time to the beat while in a curled shape (personal space +shape + direction + flow).
Show me how you can throw the bean bag as far as you can (direction + equipment + effort).
Can you catch the ball above your head (equipment + level)?
Can you skip in a zigzag pathway and on my signal change to galloping in a straight line (pathways)?
Taking it in turns to lead and follow your partner show me how you would walk under a very low fence, then
climb over a closed gate (level + people)
Can you make a balance with a twisted shape, then balance on different body parts in a tall shape (shape +
transfer of body weight)?
RHYTHM
Rhythm is associated with the element of time, but it is important to make special reference to it because of its many
facets and benefits to students. Rhythm is a critical aspect of all coordinated movement. Responding to rhythm is one
of the strongest and most basic urges of childhood. It is basic to life processes itself as evidenced by the rhythmical
functions of the body. It relates not only to music but also encompasses the rhythms of life.
Rhythm is a part of most sports including swimming, football, cricket and athletics. Words have a rhythm as do
various locomotor skills (skipping, galloping and hopping). Clapping activities can demonstrate the rhythm of words.
A sizeable portion of the Level 1&2 programs should be devoted to rhythmic activities. Rhythmic activities in the early
years programs include fundamental rhythms, movement chants and songs, creative rhythms, folk dances, musical
games, skipping activities with music, games with rhymes, aerobic dancing and rhythmic gymnastics (ribbons, hoops,
ropes and balls)
See appendix 1 for sample chants and rhymes that can assist the development of rhythmic movement. The chants
and rhymes from Fundamental Motor Skills and Literacy by Lee Anton Hem were reprinted with permission from the
publisher Eleanor Curtain Publishing (www.ecpublishing.com.au)
Body Awareness Spatial Awareness Movement Qualities Relationships
Body Shape Personal Space – General Space Time Position to objects or people
Stretched - wide, thin, tall ..Direction Slow ..near-far
Curled Forwards Fast ..above – below
Twisted Backwards Moderate ..over – under
Sideways Sudden ..on front – behind
General Body Awareness Upwards Sustained ..on – off
Parts leading Downwards Changing speed ..together – apart
Parts involved Diagonal Gradual
Relation of parts Body Parts
Level Effort arms together – apart
Body Supports High Heavy/light arms symmetrical –
Parts Medium Tense/relaxed asymmetrical
Numbers Low Strong/weak
Types With People
Size Flow ..leading – following
Change of Body Supports Large Smooth ...mirroring – matching
Transfer of weight from one Small Jerky ..unison - opposites
body support to another Free - unrestricted
Pathway Bound - restricted
Direct
Indirect
Pattern
Straight
Angular
Curved
Twisted
See Appendix 2 for word lists to assist the development of Movement Concept and Motor Skill lesson
development
TEACHING MOVEMENT SKILLS AND CONCEPTS
It is essential to provide children with a core of movement experiences, concepts and movement vocabulary which
will enable them to solve tasks set by the teacher in a physical education program.
Recognise and cater for individual differences - physical development maturation, rates of learning, learning
styles, individual interests and background.
Emphasise the natural learning process - exploration, discovery, selection and consolidation.
Emphasise learning through understanding - an understanding and awareness of movement factors and
types.
Emphasise cognitive effort - by setting tasks and challenges which stimulate constructive thinking.
Create opportunities for social and emotional development.
Ensure each child experiences success and a sense of achievement at all levels.
Realise that each stage of learning has its own intrinsic value as well as being a stepping stone towards a final
goal.
Teaching Methodologies
A teaching method provides direction for presenting information, organised practice, providing feedback, keeping
students engaged and monitoring progress towards goals. The use of a different teaching style in an appropriate
setting can improve the learning environment for students. Teachers can use a combination of styles within a lesson
or unit. It is generally accepted that a continuum of teaching styles is based on the degree of control and decision
making exercised by the students and teachers. At one end of the continuum (direct) the teacher makes all
instructional decisions. At the other end, children make the majority of decisions about their learning (indirect).
Along the continuum there is a gradual shift in decision making and responsibility for learning.
Direct Task Mastery Cooperative Guided Discovery Exploratory
Teacher controls more learning decisions Students control more learning decisions
Continuum of learning styles
Problem Solving Style
(Adapted from Dynamic Physical Education for Elementary School Children by Robert Pangrazi)
The problem solving method allows for multiple solutions to challenges and encourages creative thinking. It has
much to offer young children in all three domains of development and it is recommended it be a large part of the
instructional approach
Defining the problem should include one or more of the following instructions:
What to do
Where to move
How to move
With whom or what to move
1. Show me how a ...... moves (alligator, snake, rabbit etc)

2. Have you seen a ..... jump (frog, jumping jack, kangaroo)
3. How many ways can you….. (leap over the skipping rope, move slowly across the floor)
4. See how many ways you can ....(hang from the ladder, climb over the A Frame)
5. What kinds of thing can you .... (do with a hoop, and a partner do when holding hands)
6. Can you ... (move the ball across the ground with your foot, skip to the beat and change directions on my signal,
keep the balloon in the air with your hands)
7. How does .... (a cat stretch, a snake slither, a bear walk)
8. Show ... different ways to ...(four different ways to move across the floor, three different ways to balance on
three parts of your body)
9. Show me .... ( a crooked shape, a wide balance, a twisting movement)
10. Pretend your feet are glued to the floor. Can you twist your body…..( four different ways, high and low,
slowly/quickly, and bend your body at the same time, twist two parts of your body at the same time)
11. See how many different ways you can push …. (an object, a friend over a line, a beanbag along the floor with
your elbow, a ball to a partner)
12. Run in general space and …. (change direction every time you come close to another person, shadow your
partner)
13. Can you throw the beanbag … ( with both hands, with right hand only, from one hand to the other hand, around
various body parts, above your head turn around and catch, clap hands/ touch the floor/click your heels/pretend
to comb your hair and catch, )
Experiment and Explore
Encourage children to enhance their movements and responses. Variety can be encouraged by setting limitations
and presenting problems in the form of statements or questions.
Examples:
Try it again another way

See how far ( many times, high, close, low)
Find a new way to
How else can you
Make up a sequence that contains
Now try to link a ... with
Alternate
Repeat the last movement and add a
See if you can...
Find another part of the body to ...
On my signal...
Observe and Discuss Various Solutions
Children benefit from observing some of the patterns that others have created. Demonstrations stimulate further
effort and creative thinking. Justifying and explaining solutions can help others understand how to solve future
problems.
Refine and Expand Solutions
This involves integrating the variety of ideas students have observed and then expanding their responses. It is a good
opportunity for students to work with a partner or in small groups.
See Appendix 3 for Problem Solving Progressions Lesson Development Plans
Direct Style
Is the most teacher controlled approach. The teacher provides instruction to either the entire class or small groups
and guides the pace and direction of the students. A lesson typically begins with an explanation and demonstration,
followed by skill practice. During this time the teacher moves around and gives feedback, encouragement and praise.
Students are then brought together and given evaluation comments, then follows more practice and group activities.
The direct style is effective for specific skills particularly when correct technique is paramount for example the
forward dive, ballet positions and steps but should play a lesser role in your program than indirect styles particularly
in Prep and Year 1
Guided Discovery Style
Guided discovery is used when there is a predetermined choice or result that the teacher wants students to discover,
for example, when teaching the concept of stepping forward with the opposite leg to throwing arm when throwing a
ball. Students are given different foot patterns to experiment with the goal of selecting the most effective.
For example: Experiment with using different ways of using your legs as you throw. Try throwing with your feet
together. Now try stepping forward with the foot on the same side as you throw. This time try stepping forward with
the opposite foot. Did you notice any difference in how far the ball went. Which is the best foot to step forward with
when you throw? Which foot does a cricket player step forward with when he fields the ball?
Exploratory Style
This is the most child centered style of learning suitable for Prep-Year 2 students. It is used effectively to introduce
new equipment, concepts and ideas to children so they generate new ideas and responses. Very few limits are
imposed except those dictated by safety. The teacher presents broad based challenges or questions without
requiring a specific solution. No demonstration or verbal explanation is given. By focusing primarily on the learning
process rather than the outcome the exploratory method does not emphasise form or precision or require children
to perform the task in the same manner.
Examples of movement challenges:

Show me three different crooked body shapes
Can you balance in a wide shape?
Show me five different things you can do with your hoop
Can you jump and land in different ways?
Show me how you can move across the floor in different ways?
Can you use the gymnastics ribbon to make shapes in the air?
Show me how tall you can be
Can you walk and change levels as I raise and lower my hand?
Can you slide in the direction I point?
Can you move three different ways while bouncing a ball?
Can you stop a ball that is moving towards you? Show me how you can stop a ball and then send it back to
your partner?
Can you bounce the ball and change levels with each bounce?
GAMES
Games are an important Education Tool for Prep –Year 2
They are part of the cultural heritage of all children

Most children like playing games
They provide an excellent activity for teaching socialization and cooperative skills
With guidance children can learn how to behave in a competitive setting
Provide opportunity to apply skills
Provide opportunity to learn safety rules and procedures
Games should be carefully scrutinised and evaluated in terms of what they offer students:
Physical skills required

Cooperative or competitive
Number of participants
Complexity of the rules
Amount of strategy required
Physical activity opportunities
Safety
Cooperative Learning in Physical Education
Cooperation can be simply defined as Children playing with each other rather than against and includes two or more
students working together to achieve a common goal
Children involved in cooperative learning understand that they will not be diminished if a peer performs better than
they do. In cooperative learning personal best, caring and sharing and fun are evident in the learning environment.
Children are given plenty of opportunities for teamwork, communication, coordination and division of roles.
Cooperative learning focuses on children’s development rather than on quantitative performance. As well as skill
development children are evaluated on participation, behaviour and effort. Cooperation is more difficult to learn,
place the emphasis here in the Prep-Year 2 years (Games for Motor Learning Ronald Dienstmann.)
Competition can be defined as opponents working against each other as each tries to reach a goal or reward.
Dienstmann points out that care should be taken not to deny the existence of children’s natural tendency to compete
but instead create conditions in which cooperative behaviours can flourish before placing an emphasis on
competition.
When using competitive activities try to ensure that the less skilled children have the opportunity to participate fully.
Avoid placing children in a situation where he/she is expected to perform beyond their skill.
See appendix 3 for sample cooperative games from Dienstmann, R. Games for Motor Learning Human Kinetics 2008
See appendix 4 for sample minor games from Prangrazi, R. Dynamic Physical Education for Elementary School
Children Pearson 2006
How is a Comprehensive Physical Education Program Developed?
Step 1: A SCOPE and SEQUENCE PLAN
Establishing a scope and sequence plan is the first step in the planning for a comprehensive physical education
program. The plan provides an overview of the units to be taught and details the placement, sequence and duration
of units.
A scope and sequence plan needs to demonstrate the following. It:
has the scope to cover all essential learning

documents which elements of the standards are addressed in each unit;
links the Movement and Physical Activity dimension with other dimensions;
allocates ample time in each unit to provide opportunities for students to acquire deep understandings of
concepts;
provides opportunities for students to direct their own learning;
provides opportunities for regular participation in moderate to vigorous physical activity.
Further Considerations
When designing a scope and sequence plan, schools need to consider:
specific needs of students and the wider school community;
the relative emphasis to be placed on content areas;
placement of related community initiatives/events such as Physical Education Week,

Ride To School Day, Commonwealth Games;
additional content that reflects local needs and interests.
Step 2
Develop a standards mapping grid that demonstrates which elements of the standards each unit addresses
Step 3
Write Unit Overviews that highlight the focus of each unit and demonstrate links to other dimensions.
Following are examples of Scope and Sequence Plans at Level 1. These include the Scope and Sequence Plan, the
standards mapping grids and unit descriptions for a Prep program.
Level 1 UNIT OVERVIEWS
Unit Description
Where Can I Students begin to learn the classification of movement concepts of space and body awareness. Through exploration,
Move, questioning and movement challenges they discover personal and general space, direction, shapes and balance and
What Can I are introduced to relevant movement vocabulary.
Do? (5)
How Can I Students continue the study of movement concepts of speed, time and the position of the performer in relationship to
Move, What equipment or other students. Through exploration, problem solving and movement challenges they experience
Can I Move moving at different speeds, for different lengths of time. Working with small equipment they experience concepts
With? (5) such as near, above, below, together and apart from equipment. They focus on developing the cooperative skills such
as listening to their partner and taking turns.
Using the Students explore the function and possibilities of a variety of playground equipment. They develop a set of safety
Playground rules and discuss the need for rules. They describe their favourite equipment and feelings when they use it. They
Equipment (5) participate in follow the leader activities and obstacle courses on the playground equipment or respond to movement
challenges such as moving over, through, around on top of equipment.
Move and Go Students experience individual and group movement activities with a focus on the locomotor skills of jumping,
(5) hopping, walking and running. With a focus on skill development through exploration problem solving and movement
challenges they are encouraged to improve technique. They are introduced to the concepts of moderate and vigorous
physical activity. They describe the bodies’ response to participation in different types of physical activity.
It’s All About Students respond to a variety of rhythmic stimuli using locomotor (walking, running, skipping, galloping and sliding)
Rhythm (5) and non-locomotor (bending, swaying, twisting, pushing and pulling) motor skills. Emphasis on the development of
social skills occurs when the students are challenged to cooperate with a partner to create a short rhythmic sequence.
Gymnastics Students are introduced to “safe landings” on two feet. They explore a variety of landing positions to discover the
(Springs, best technique. They practice landings with and without equipment. Springing activities include springing from two
landings and feet to two feet and one foot to two feet. Children explore moving, stopping and holding a balance position and a
balance) variety of balances on a wide base of support. The concept of a tight body in order to hold a balance is introduced.
They cooperate with a partner to create a short balance sequence.
Action Songs Students continue response to rhythm activities through learning a variety of traditional action songs and dances
and Dances including Seven Steps, The Grand Old Duke of York, Hokey Pokey, Paw Paw Patch, Yankee Doodle, Shorten’Bread.
These provide opportunities to develop locomotor and non-locomotor skills, partner and group work.
Things I Can This exploratory unit focuses on students experimenting with a variety of objects that they can throw such as soft
Throw toys, balloons, scarves, bean bags, fleece balls and soft foam balls. Students discuss the safety rules needed when
playing with these objects. They practice throwing straight up above, underarm throw and overarm throw. They
participate in small group throwing activities with an emphasis on cooperating with one another.
Where Can I Students continue to learn the classification of movement concepts of space and body awareness. They revise
Move, personal and general space, directions, shapes and balance. Through exploration, questioning and movement
What Can I challenges they discover movement pathways such as zig zag, circles, curved, wriggly and level ie where the body is in
Do? relationship to the floor or apparatus.
How Can I Students revise the movement concepts of speed, time and the position of the performer in relationship to apparatus
Move, Who or other students. Through exploration, questioning and problem solving they are introduced to the concepts of force
Can I Move and moving with each other both in unison and mirroring. They reflect on how cooperative skills can improve how
With? they work together.
Creative Using nature as a stimulus (rain, wind, volcanoes, storms, the sea, hot sand, snowfalls etc) students identify
Movement - vocabulary that describes how these phenomena move. They create movement sequences that illustrate these action
Nature words with and without music. They explore the contrasting ways these phenomena can behave and move
accordingly.
Move and Go Students revise and practice to improve the locomotor skills introduced in Term 1through individual and group
(locomotor activities. They expand their knowledge of locomotor skills to include skipping, leaping, dodging and sidestepping.
and non- Non-locomotor skills including swinging, rocking, stretching are introduced. Students participate in movement
locomotor experiences alternating between locomotor and non-locomotor movements.
movement
skills)
Games for Students participate in a variety of games that focus on developing social skills such as leading, following directions,
Getting to making decisions, accepting individual differences and working together. Chasing and tagging games, cooperative
Know Each games and games using small games equipment are included. Students identify which games involve moderate or
Other. vigorous activity and discuss the need to adhere to safety rules.
Long Rope Students participate in a variety of lead up long skipping rope activities. They learn to turn the long rope, the basic
Skipping jumping pattern and entering and leaving. Rhymes and chants are used to assist the development of rhythmic
jumping pattern
Gymnastics Through problem solving and movement challenges students experience a variety of individual and partner rocking
(rock, roll and and rolling activities. They work with a partner to create a movement sequence of two rocks and two rolls which is
balance) performed to another pair. They revise wide support balances taught in Term 1 and explore partner balances and
counter balances.
Balls to Throw Through individual, partner and small group activities students experiment with throwing and catching balls of
and Catch different sizes and texture. Through guided discovery students identify the technique components of two hand and
one hand underarm throw and catch. They watch a partner practice the skills. They participate in a throwing and
catching circuit of activities.
Level 1 Scope and Sequence Plan

Dimensions - Movement and Physical Activity, Building Social Relationships
WEEK Lesson 1 Lesson 2 Lesson 3 Lesson 4
1................ Where Can I Move and How Can I Move and Using the Playground Move and Go!
What Can I Do? What Can I Move With? Equipment – fun and safety (locomotor skills)
2................
3................ Gymnastics Singing Games

It’s All About Rhythm (spring and landings, Things I Can Throw
4................ statics)
5................
6................
7................
8................
9................
10..............
1................ Where Can I Move? How Can I Move? Creative Movement Move and Go!
(locomotor skills)
2................ What Can I Do? Who Can I Move With?
3................
Gymnastics
4................ Games For Little Kids (locomotion, rotation) Long Rope Skipping Balls to Throw and Catch
(safety and rules)
5................
6................
7................
8................
9................
10..............
1................ Rhymes and Games Gymnastics Folk Dance Twist, Turn, Rock, Bend
(balls, hoops and and Stretch
2................ ribbons) (non-locomotor skills)
3................
4................ Cooperative Games Gymnastics Long Rope Skipping Balls are Fun to Kick and
(springs and landings, Roll
5................ statics)
6................
7................
8................
9................
10..............
LEVEL 1 PHYSICAL EDUCATION STANDARDS MAPPING GRID

The following grid maps the coverage of the standards in Term 1 in relation to the Scope and Sequence Chart. In this
sample physical education teachers are required to include content and assess student learning from the Movement
and Physical Activity Dimension and the Interpersonal Development Domain.
UNIT(S) IN WHICH STANDARDS ARE

Movement and Physical Activity ADDRESSED
At level 1 students:
Where Can I Move, What Can I Do? How Can I Move, Who
perform a basic motor skills and movement patterns, with
Can I Move With? Move and Go, Gymnastics, Things I Can
and without equipment, in a range of environments
Throw, Action Songs and Dances, Creative Movement,
Long Rope Skipping, Balls to Throw and Catch
regularly engage in periods of moderate to vigorous physical Move and Go, Action Songs and Dances, Long Rope
activity Skipping, Games for Getting to Know One Another,
Creative Dance
use simple vocabulary to describe movement, the physical Where Can I Move, What Can I do? How Can I Move, Who
responses of their bodies to activity and their feelings about Can I Move With? Move and Go,
participation in physical activity
when participating in movement and physical activities, they Using the Playground Equipment, Gymnastics, Things I
follow rules and procedures and share equipment and space Can Throw, Where Can I Move, What Can I Do?
safely
Interpersonal Development UNIT(S) IN WHICH STANDARDS ARE ADDRESSED

At level 1 students:
Using the Playground Equipment, How Can I Move, Who
identify the qualities of a friend and demonstrate care for
Can I Move With? Games For Getting to Know One
other students
Another
Contribute to the development of positive social Using the Playground Equipment, Action Songs and
relationships in a range of contexts Dances, Games For Getting to Know One Another, How
Can I Move, Who Can I move With?
use appropriate language and actions when dealing with Games For Getting to Know One Another, How Can I
conflict Move, Who Can I Move With?
describe basic skills required to work together cooperatively How Can I Move, Who Can I Move With? Gymnastics
in groups
Perceptual Motor Programs (PMP)

Being able to absorb, assimilate and react to the incoming multi-sensory information through movement is referred
to as perceptual motor learning. Movement is at the core of a comprehensive physical education program and
perceptual motor activities can easily be introduced into a physical education curriculum that is student centred and
based on the Victorian Essential Learning Standards. The theory of perceptual motor activities is that they assist
children achieve a general state of readiness that in turn helps them prepare for the academic work of the classroom.
A physical education curriculum that emphasises the development of fundamental stability, locomotor and
manipulative movement skills directly enhances the perceptual motor components of body awareness, spatial
awareness, directional awareness and temporal awareness.
Body Awareness
Children are continually exploring the movement potential of their bodies – what the whole body and body parts can
do and how to make them do it. Teachers can assist this exploratory process by offering structured learning
experiences that offer the opportunity to use a variety of body parts in a multitude of activities.
Spatial Awareness
Spatial awareness involves two primary factors personal space and general space. Through spatial awareness activites
children will:
learn how much space their body occupies
be able to project their bodies into general space
be able to locate objects in space from a personal frame of reference
be able to locate objects in space independent of one another
improve fundamental movement skills
Directional Awareness
Directional awareness activities involve both an internal and external awareness for sidedness. Practice in movement
activities that emphasise the directional aspect of the task:
contribute to the development of laterality (internal awareness of direction)
contribute to the development of directionality (external projection of laterality)
contribute to the development of fundamental movement abilities
enhance the ability to move efficiently and safely through space
Temporal Awareness
Temporal awareness involves the development of a sense of timing within the body. Eye-hand coordination and eye-
foot coordination are the result of a fully established internal time structure. This helps children better coordinate the
movements of their bodies with the various sensory systems. Through temporal movement activities children will
learn:
synchrony the ability to get the body parts to work together smoothly
rhythm the process of performing many movements in a harmonious pattern or succession (refer to pages of
the module for further information)
sequence which is the proper order of actions required to perform a skill
eye-hand and eye-foot coordination.
The information about perceptual motor learning has been taken from Gallahue,D. Developmental Physical Education
for Today’s Children, Third Edition, WCB/McGraw-Hill, 1996
(Further information and activities to develop perceptual motor learning can be found in the above text on pages 517
– 537)
Some schools make a decision to run a specific PMP program during Prep-2. If schools make that decision we advise
that it be in addition to the physical education program not instead of it. It is clear that the PMP program alone
cannot meet the standards of the Health and Physical Education Domain and the Interpersonal Development
Domain.
Assessment of the Learning through Movement Program

To effectively assess against the Victorian Essential Learning Standards a combination of summative and formative
assessment is required.
Summative (assessment of learning) is required to determine what the student has achieved. Formative (assessment
for learning and assessment as learning) is required to inform the next stage of learning that will occur, and to
encourage students to reflect on their own learning. Both forms of assessment need to include authentic assessment
tasks which are those in which students are asked to perform real world tasks demonstrating the application of
knowledge and skill.
Assessment must be conducted in an integrated way rather than treating each and every standard as discrete.
Assessment in this manner more clearly reflects how students actually learn and develops deep understanding in
learners which can be transferred to new and different contexts.
Effective assessment practices can assist students to learn more effectively if they develop student’s capacity to
reflect on their learning, develop deeper understanding and cultivate higher order thinking skills.
Assessment for improved student learning and deep understanding requires a range of assessment practices to be
used with three overarching purposes:
Assessment of Learning (summative)
Is the product of ‘on-balance’ judgement based on an accumulated range of assessment sources to determine what
the student has achieved at the end of a learning sequence or unit. Conducting summative assessment at the end of
a unit enables teachers to ascertain student’s development against the unit goals and to set future directions for
learning. Summative assessment can be referred to as assessment of learning.
Assessment for Learning (formative)
Entails assessment tasks which occur during the teaching and learning activities. Assessment for learning occurs
when teachers make inferences about student learning to inform their teaching. It provides continuous feedback to
both students and teachers which enables them to monitor progress, identify and address gaps and errors in
learning.
Assessment as Learning (formative)
Occurs when students reflect on and monitor their progress to inform their future learning goals. The purpose is to
involve students in their own assessment as they learn. When students become proficient at self assessment it helps
them understand the purpose of their learning and clarify learning goals.
Authentic Assessment
“An authentic assessment task is one that is performed in a real life context that approximates as much as possible,
the use of that skill or concept in the real world. (Elementary Physical Education Teaching and Assessment, Hopple,C
p11)
Authentic assessment is based on the development of a meaningful product, performance or process over time.
Students develop and demonstrate the application of their knowledge and skills in real world situations which
promote and support the development of deeper levels of understanding. Authentic assessment stems from clear
criteria which students are aware and involved in the development and evaluation of.
The more authentic the context or situation the more motivational the assessment is for the students.
It is not possible to make every assessment task authentic in nature but it is worthwhile asking the question when
considering assessment tasks.
Authentic assessments meets all/some of the following criteria. It refers to assessment that:
looks at students actively engaged in completing a task that represents the achievement of a learning goal or
standards;
takes place in real life situations;
asks students to apply their knowledge in lifelike situations;
intertwines assessment and teaching making it difficult to tell them apart;
students are given/negotiate the criteria against which they are being assessed.
Assessment Strategies
The following assessment strategies can be successfully used with Prep-2 students:
Checklists
Skills Tests
Structured observation
Anecdotal records
Posters
Self assessment
Peer assessment
Video analysis
Graphic organisers
Role plays
Reflection
Interviews
Goal setting
Concept maps
Rubrics
Pedometers
The following assessment tasks are examples of summative and formative assessment tasks teachers may use to
assess the Learning through Movement curriculum.
When considering which assessment tasks to use consider which elements of the Movement and Physical Activity
standards and the Managing Personal Learning standards each assessment task relates to.
Assessment should always be against the Victorian Essential Learning Standards.

Assessment task: Ball Skills Level 2
There are three parts to the assessment task:
• Part 1: During minor games, students perform an overhand throw from a stationary position.
• Part 2: During minor games, students perform a catch from a stationary position.
• Part 3: During minor games, students move into position and perform an overhand throw or catch.
Suggested duration: 8 lessons. Assessment can be integrated throughout the teaching and learning
sessions.
Rubric
Assessment criteria
1 Ability to perform the Attempts overhand throw but Demonstrates overhand throw Performs overhand throw with
overhand throw proficiently lacks correct technique or with the correct technique and correct technique and control
while in a stationary position. control. control. under pressure from opposition
2 Ability to perform the catch Attempts catch of a medium Demonstrates catch of a Performs catch of a medium
proficiently while in a size ball but lacks correct medium size ball with the size ball in a game situation
stationary position. technique or control. correct technique and control.
3 Ability to move into position Does not move into the Demonstrates skills with the Moves into correct position to
to proficiently perform the correct position or moves into correct technique and control perform skills with the correct
overhand throw or catch. the wrong position, and/or after moving into correct technique and control in
performs skills without the position. response to demands in a
correct technique or control. complex skill development
activity.
Sample Record Sheet
Student Name: ______________________________
Date Session Session Session Session Session Session Session Session On balance
1 2 3 4 5 6 7 8 judgement
Criterion 1
Criterion 2
Criterion 3
Elements of Standards Assessed:

Movement and Physical Activity Level 2: Students demonstrate basic motor skills and some more complex skills
Movement and Physical Activity Level 3 Students demonstrate a wide variety of motor skills and apply them to basic,
sport specific situations
Source: Adapted from VCAA Assessment Advice

Name ______________________________________________________ Class ________
Catch Me If You Can!

Which of these pictures show skills you use when you chase, run away or dodge?
Circle them.
Then put an X on the skills you don’t use.
Name one game that uses chasing, fleeing or dodging: _________________________________

Name _________________________________________________ Class ________
Catch This!
1. What is one important thing to remember when you are trying to catch a ball?
__________________________________________________________________________
2. What are two good hints to remember when throwing a ball?

Forward Roll: Peer Teaching
Name: _________________________________________________________ Class: ____________
Watch your partner perform 3 forward rolls on the foam wedge. If you see your partner do the following things,
mark a smiley face in the circle. If your partner does not, mark a cross in the circle
Show your partner this checklist when you have finished watching.
CROUCH DOWN IN SQUAT POSITION
CHIN TUCKED INTO CHEST
WEIGHT ON HANDS
PUSH OFF WITH FEET
BODY CURLED IN TUCK POSITION

Physical Education
Dance Self Evaluation Sheet

NAME______________________ Grade_________ Date_________
No Sometimes Yes
☺
I like dance
I worked well with my group
I have learnt new dance steps
I enjoyed listening to the music
I can remember the steps to the dances
I like watching everyone dance
..I participated to the best of my ability

Developed by Nicolette Pratt
How well do you think you are going at Physical Education in these areas?
Dance: VG G Need Help
Playing Games: VG G Need Help
Gymnastics: VG G Need Help
Do you like physical education lessons? YES NO
Why?_______________________________________________
____________________________________________________
What do you like doing best of all? _______________________
Why?_______________________________________________
Is there any thing that you don’t like about Physical Education lessons?
____________________________________________________
____________________________________________________
How does trying something new at Phys. Ed. make you feel?
____________________________________________________
Developed by Nicolette.Pratt
PREP SELF-ASSESSMENT
1. Draw a picture of yourself doing your FAVOURITE Physical

Education activity.
2. Write one or two words that tell me how you FEEL when you are doing
lessons.
Developed by Nicolette Pratt

Level 2 Movement Sequence Teacher Rubric
Create a movement sequence that contains at least four locomotor skills, three changes of direction, three different
pathways and shows effective use of general space.
Name____________
Locomotor Skills Four different Four different Three different Three different
locomotor skills are locomotor skills are locomotor skills are locomotor skills are
included and are included and three included and two included and one is
performed with are performed with are performed performed correctly,
correct technique correct technique correctly and with a lack of precision
and control and control control and control is
generally evident
Direction Three changes of Three directional Two directional One directional
direction are clearly changes are changes are change is included
evident and included but all were included but were but was not
occurred with not clearly evident not immediately immediately evident
precision and evident
control
Pathways Three or more Three pathways are Three pathways are Two or less
pathways are evident and the evident but pathways are
evident and the transition between noticeable observed but the
transition between pathways occurs hesitations between distinction between
pathways occurs with slight transitions are them is not always
without hesitation hesitation evident evident and many
hesitations occur
during transitions
General Space The sequence The sequence The sequence The sequence
demonstrates includes good use of includes some use of includes little use of
expansive use of general space and general space and general space and
general space and awareness of where demonstrated some frequently
awareness of where classmates are lack of awareness of demonstrates a lack
classmates are moving most of the classmates of awareness of
moving at all times time positions classmates positions
Level 2 Standards – Movement and Physical Activity
Students combine motor skills and movement patterns during individual and group activities. They demonstrate
control when participating in locomotor activities requiring change of speed, level and direction.
Level 2 Physical Activity Participation and Knowledge – Culminating Rubric
Score
Always participates with Usually participates Occasionally Rarely seems to

Physical enthusiasm. Takes every with enthusiasm. participates with participate with
Activity opportunity to be Takes most enthusiasm. Takes some enthusiasm and
Participation physically active during opportunities to be opportunity to be takes few
physical education physically active physically active during opportunities to be
lessons. Is able to sustain during class time. class time. Sometimes physically active
physical activity for Can usually sustain has difficulty sustaining during class time. Is
required time physical activity for activity for required unable or unwilling
required time time to sustain activity for
required time
Able to clearly describe Able to describe the Usually distinguish Rarely able to
Moderate and demonstrate the difference between between moderate and distinguish between
and Vigorous difference between moderate and vigorous physical moderate and
Activity moderate/vigorous vigorous physical activity. Is able to vigorous physical
physical activity and activity and describe identify some of the activity and is unable
clearly describes the some of the body’s body’s responses to to identify the body’s
body’s responses to responses to participation responses to
participation participation participation
Understands and analyse Understands the Shows some Shows little
Physical the influence physical influence physical understanding of the understanding of the
Activity and activity has on normal activity has on link between physical link between physical
Health growth and physical growth and physical activity, normal growth activity, normal
health and knows all the health and knows and physical health and growth and health.
physical activity most of the physical knows some of the Has little knowledge
recommendations for activity physical activity of the physical
children recommendations for recommendations for activity
children children recommendations
for children
Level 2 Standards – Movement and Physical Activity
Students regularly engage in sessions of moderate to vigorous physical activity and describe the link between physical
activity and health.
RULES AND SAFE CONDUCT SELF ASSESSMENT RUBRIC
Level 2 Year 2………
Name:
_____________
RULES I always follow I usually follow I sometimes I hardly ever

classroom rules classroom rules follow classroom follow classroom
during physical during physical rules during rules during
education classes education physical physical
classes. education classes education classes.
ο ο ο
ο
USING SPACE I am always able to I am mostly able I have some I am always
move around the to move around trouble moving crashing into
playing area the playing area around the other students
without crashing without crashing playing area when I am
into my friends in to other without crashing moving around
students into other the playing area.
ο students
ο ο
HELPING MY I always help other I usually help I sometimes help I can’t be
TEAM MATES students when I can students. other students. bothered helping
other students, I
want to get lots
ο of turns myself
ο ο
USING I take turns, use I usually take I sometimes take I hardly ever take
EQUIPMENT equipment safely turns, use turns with turns, I want to
and always help to equipment safely equipment, but use the
put it away and usually help like to get more equipment all the
put it away. turns myself. time and I can’t
be bothered
ο putting it away.
ο ο
VELS Level 2 Movement and Physical Activity
Movement and Physical Activity - They work with others to achieve goals in both cooperative and
competitive sporting and games’ situations.
Interpersonal Development
Building Social Relationships - They support each other by sharing ideas and materials, offering
assistance
Working in Teams - students cooperate with others in teams for agreed purposes, taking roles and
following guidelines established within the task. They describe and evaluate their own contribution
and the team’s progress towards the achievement of agreed goals.
Personal Learning
Managing Personal Learning - They comment on task progress and achievements. They manage
their feelings in pursuit of goals and demonstrate a positive attitude towards their learning.
Resources
FUNdamental Movement in Early Childhood – Linley Campbell
Physical Education for Young Children – Rae Pica
Dynamic Physical Education For Elementary School Children – Robert Pangrazi
Developmental PE for All Children – David Gallahue
Active Bodies Active Brains – Mary Ellen Clancy
Games for Motor Learning – Ronald Dienstamann
Fundamental Motor Skills Resources ACHPER Victorian Branch
Sport It - Australian Sports Commission (out of print)
Sportstart Developing Your Kids’ Skills at home – Australian Sports Commission (out of print)
Motor Skills & Movement Stations Lesson Plans for Young Children - Landy and Burridge
Learning Language Through Movement – Garry Powell and Debra Armstrong
Fundamental Motor Skills and Literacy – Lee Anton-Hem
PEP Dance Lower Primary – ACHPER National
PEP Fitness Lower Primary – ACHPER National
PEP Gymnastics Lower Primary – ACHPER National

APPENDICES
APENDIX 1
Movement Words
OTHER LIVING NON-LIVING

WHOLE BODY BODY PARTS MOVEMENTS MOVEMENTS
in place jump face hands glide explode
wiggle creep smile open fly burst
wriggle crawl frown close float melt
writhe roll sneer clench soar freeze
squirm walk pout grab sail congeal
stretch skip scowl stroke swoop ooze
bend run grin scratch slide bubble
twist gallop yawn squeeze slither boil
turn leap chew string plunge seethe
flop hop wince knead dive simmer
drop stride grimace snatch drift swirl
collapse prance squint slap climb crumble
fall strut blink pat swim crumple
shake stroll wink pinch lope crash
swing saunter gape point jog shatter
sway meander stare poke trot evaporate
rock limp glare pluck burrow effervesce
spring hobble leer tap wallow shrink
bounce stagger grasp buck shrivel
bob march arms and hands beckon butt disintegrate
unruly scurry pound clasp roar infiltrate
whirl trudge strike pick
spin stalk grind rub MOVEMENT WITH WORDS WHICH
revolve race sweep SPECIFIC IMPLY
rotate plod cut legs and feet EMOTIONAL MOVEMENT
contract amble slice kick CONTENT search
expand sprint chop shuffle shudder hide
curl slink push stamp cringe discover
uncurl tramp pull trample tremble escape
rise scramble thrust tiptoe shiver hurry
sink dodge clutch scuff crouch rush
lunge hustle dig slip cower hesitate
tumble throw mince fawn delay
lean fling stumble grovel linger
slouch catch tap sneak meeting
pounce beat drag flinch greeting
lurch whip lurk parting
droop stir advance welcome
totter wave retreat threaten
sag punch attack pursue
slump lift defend attract
jostle reach struggle repulse
grope fight growth
weave chase decay
flee bloom
caress wither
hug wilt
fondle appear
embrace disappear
APPENDIX 2
Adapted with permission from Eleanor Curtain Publishing from Fundamental Motor Skills and Literacy by Lee Anton-Hem
CHANTS AND RHYMES for RHYTHMIC MOVEMENT
Walking
Nursery Rhymes
o Baa Baa Black Sheep
o Oranges and Lemons
o Little Bo Peep
o Ding Dong Dell
o Twinkle Twinkle Little Star
General Rhymes
o The Postman
o Pussy on the Roof Top
o Little Soldiers
Chants
o Hot cross buns, hot cross buns
o one a penny, two a penny
o hot cross buns
o Feet, take me east

feet, take me west
feet, take me home again
to tea and let me rest.
o I'm walking on the pavement with my head held high

and my knees held stiff and my shoes kept dry,
for the streets are awfully muddy when the cars splash by
so I'm walking on the pavement with my head held high.
Marching chants
o Marching in our gumboots,

tramp, tramp, tramp,
marching in our gum boots,
we won't get damp.
o Left, right, left, right,

out of the shadow into the light.
Left, right, off we go,
see the clouds flying and hear the winds blow.
o Splashing through the puddles,

in the rain, rain, rain -
splashing through the puddles,
and splashing home again.
o They're changing the guard at Buckingham Palace,

Christopher Robin went down with Alice,
Alice is marrying one of the guard, a soldier's life is terribly hard, says Alice.
o Oh, the grand old Duke of York, he had ten thousand men,
he marched them up to the top of the hill,
and he marched them down again,
and when they were up, they were up,
and when they were down, they were down,
and when they were only half-way up,
they were neither up nor down.
Running
• Nursery Rhymes
- Yankee Doodle
- Polly Put the Kettle On
• General Rhymes
- I Have a Little Dog
- Choo Choo
• Chants
- Run, run, run, run, have a little fun -
in and out the shadows and in and out the sun.
- Now run in the rain, and run in the sun,
Again and again, oh, isn't it fun.
- Run to the window, run to the door,
run round the table as fas as we are able,
round and round the table and sit on the floor.
- Follow him up and follow him down,
follow him round and about the town.
Where he will take you to nobody knows,
but follow your leader wherever he goes.
Skipping
• Nursery Rhymes
- Pop Goes the Weasel
- Jack and Jill
- Sing a Song of Sixpence
General Rhymes
` My mother made a chocolate cake,

How many eggs did she break?
One, two, three…
Lickity, Lickity, Lickity, split.
How many jumps until I quit?
One, two, three…
My teacher is crazy,
She joined the Navy,
When she was
One, two, three…
My little sister dressed in pink,
Washes the dishes in the sink,
How many dishes did she break?
One, two, three…
Mickey Mouse built a house,

How many bricks did he need?
One, two, three…
Cinderella,
Dressed in yella,
Went upstairs to kiss a fella,
How many kisses did she get?
One, two, three…
Peaches in the pantry,

Apples on the shelf,
I’m getting tired,
Skipping by myself,
One, two, three…
Cinderella dressed in red,

Went downstairs to bake some bread,
How many loaves did she make?
One, two, three…
Strawberry, Apple, my Jam Tart,

What is the name of my sweetheart?
A, B, C…..
Cinderella dressed in silk,

went to the fridge to get some milk,
How many glasses did she have?
One, two, three…
Teddy bear, teddy bear,

Turn around
Touch the ground
Shine your shoe
Say “how do you do?”
Go upstairs
Say your prayers
Teddy bear, teddy bear
Turn out the light
Teddy bear teddy bear,
Say goodnight
Jelly jelly on a plate

Jelly jelly on a plate
Wiggle Waggle
Wiggle waggle
Jelly on a plate
Chants
- Skipping is fun, skipping is fun,
skipping is fun for everyone.
The longer you skip, the better you skip,
so skip, skip, skip.
- A-skippetty, skippetty skip, heigh ho,
a-skipping off to school we go,
down the road to quite a while,
it isn't far if you skip and smile,
a-skippetty, skippetty, skip!
- If you can skip on the top of your toes,
I'll give you a ribbon to tie into bows.
Skip Skip
For everyone knows it's easy to skip,
on the tip of your toes.
Galloping
• Nursery Rhymes
- Ride a Cock Horse
- A Frog He Would a Courting Go
• General Rhymes
- The Rocking Horse
- This is the Way They Ride
• Chants
- I had a little pony, they called him dapple-grey,
I lent him to lady, to ride a mile away.
She whipped him, she lashed him,
she rode him through the mire.
I would not lend that pony now, for all the lady's hire.
- To market, to market, to buy a fat pig,
home again, home again, jiggety jig.
To market, to market to buy a fat hog,
home again, home again, jiggety jog.
- The brumbies out on the mountain top said
let us gallop and never stop.
Gallop away, and gallop away,
from evening light til break of day,
and gallop still til daylight's done,
gallop away til the set of the sun.
Hopping
• Nursery Rhymes
- Mary Mary Quite Contrary
• General Rhymes
- Moppety-Moppet
• Chants
- Hopping on our right legs, here we go!
Hopping on our right legs, all in a row!
We mustn't use our left legs - so here we go!
Hopping on our right legs, all in a row!
- My right leg hops, my left leg hops!
I can't hop them together - so I hop, hop, hop!
- Skip! Skip! Skip!
up in the air we skip
up in the air -
up in the air -
Skip! Skip! Skip!
Hop! Hop! Hop!
up in the air we hop
up in the air -
up in the air -
Hop! Hop! Hop!
Jump! Jump! Jump!
up in the air we jump
up in the air -
up in the air -
Jump! Jump! Jump!
Leaping
Jack be nimble
Jack be quick
Jack leap over the candlestick
Jack leapt high
Jack leapt low
Jack Leapt over and broke
Swaying
• Nursery Rhymes
- Rock-a-Bye Baby
- See Saw Marjorie Daw
- Hush-a-Bye
• General Rhymes
- Jimmy Monkey
- Christmas Bells
- Push the Swing
• Chants
- Oh, rock-a-bye birdies,
the sun's in the west,
and nothing can harm you,
up there in the nest.
Who slumbers the sweetest,
the birds overhead,
or mother's own darlings,
tucked snugly in bed.
- Rock the cradle to and fro,
Baby off to sleep must go,
Now the smiles,
Now the sighs,
Watch him blink,
Sleepy eyes,
Drowsy eyelids,
Downward creep,
Hush, speak softly,
Fast asleep.
- Hush, hush, little baby,
the sun's in the west,
the lamb in the meadow,
has laid down to rest.
The bough rocks the bird now,
the flower rocks the bee,
the wave rocks the lily,
the wind rocks the tree.
And I rock the baby,
so softly to sleep -
it must now awaken,
till daisy-buds peep.
APPENDIX 3
Sample Progression of the Problem Solving Style of teaching

Adapted from Dynamic Physical Education for Elementary School Children by Robert Pangrazi
Movement Theme BRIDGES
Level One – Prep

Elements of Standards Addressed
Movement and Physical Activity Dimension - Students perform basic motor skills and movement patterns without
equipment. They follow rules and procedures and share space safely
Movement Concepts Body Awareness– Shapes, Balance Weight Bearing, Transfer of Body Weight
Minor Movement Concepts – Relationships
Introductory/ Warm up Activity
Revise general space and locomotor movement skills
Step 1 Define the problem
Show me a bridge made by using your hands and feet

Can you make a bridge with other body parts
Can you make a bridge using only three/two body parts
Show me a wide bridge, a narrow bridge
Step 2 Experiment and Explore
Can you make a bridge that opens when a boat goes through?
Can you make bridge
Show me how a bridge would fall down
Show me a twisted bridge, a curved bridge
Step 3 Observe and discuss various solutions
Can you think of another way to make a bridge?

Look at the way Julia made her bridge open, Julia why does your bridge open that way?
Lets all make our bridge open the same way.
Add Julia’s way of opening a bridge to your way of opening a bridge
Step 4 Repeat asking another child to demonstrate
When might a bridge fall down? Why?

Lets look at the way David’s bridge falls down?
Can you make your bridge fall down the same way?
How would a bridge fall if a boat hit it?
Why would it fall that way?
Step 5 Refine and Expand Solutions
Working with a partner - One is a boat the other a bridge.

The boat sails under the bridge then makes a bridge, swap roles
If you are the boat find three ways to go under the bridge
If you are the bridge change your supports each time the boat goes under.
With you partner make a two person bridge, can you think of another bridge to make?
With you partner create a sequence of two person bridge positions going smoothly from one position to the next
Join up with another pair and teach you sequence to each other.
B Movement Theme – ANIMALS
Level 2 Year 2
Elements of Standards Addressed

Movement and Physical Activity – Students combine motor skills and movement patterns during individual and
group activities. They create and perform simple rhythmical movement sequences in response to stimuli.
Working in Teams – Students work in teams in assigned roles, stay on task and complete structured activites within
set timeframes.
Movement Concepts – Body Awareness – Weight on hands and feet, Flight
Fundamental Movement Skills – Locomotion
Step One Develop the problem
Can you move like three different animals?

Move from your personal space as one animal, on my signal jump up and turn and move back to your personal space
as a different animal.
Try it again choosing different animals
Step Two Experiment and explore
Which animals jump/spring as they move? Can you move like an animal that
Move from your personal space as one animal that jumps and on my signal move back to your personal space as a
different animal that jumps.
Can you think of a different animal that jumps as it moves. Show me how it moves
Try to walk with the same arm and leg moving forward at the same time. Do you know an animal that moves like
that?
Lie on your stomach, can you move using only your hands? Which animals move like that?
Which animals have two feet and two arms? Can you move like a chimpanzee? Show me how a monkey swings from
tree to tree?
Can you sit in a tree like a chimpanzee then swing on branches to another tree?
Step 3 Observe and discuss various solutions
Use this time to discuss the different ways animals move and what parts of their bodies carry the weight. Choose a
few children to demonstrate their animal movements and ask the rest of the class to imitate
Step 4 Refine and Expand Solutions
Put children in groups of four. Work with your group to create an animal dance. You need to show me at least six
different animals who move in different ways. Sometimes you move altogether and sometimes you move by yourself.
When you are not moving you need to be still in your personal space sitting like an animal.
rock and talk
S
Skkiilllss Locomotor movements and social skills
E
Eqquuiippm
meenntt Upbeat rhythmic music
FFoorrm
maattiioonn Free
D
Deessccrriippttiioonn
Give students a locomotor movement, such as running, skipping, galloping sliding, crab
walking, frog jumping, speed walking, slow motion running, leaping, mummy walking, or air
swimming and explain that they are to do this movement while the music is playing. Start the
music.
When the music stops, after 20 - 30 seconds, each student quickly looks for the closest
available partner.
Partners quietly shake hands and listen to your directions. Give them a discussion topic (see
examples at the end of these directions).
After 10 - 15 seconds of discussion give the students the next locomotor command and say,
"Go".
Each time the music stops, the students have to shake hands with a different partner. They
may never turn their backs to someone coming to shake their hands. Explain the necessary
social skills for this activity before beginning.
Here are examples of Rock and Talk discussion topics:

1. Your full name and where you were born
2. The best thing you did during the holidays
3. Your favorite physical activity/sport
4. Your favorite book
5. What you'd like to do when you grow up
6. Your favorite place to go on the weekend
7. Your favorite thing to do at recess
Adapted with permission from Ronald Dienstmann 2008 Games for Motor Learning Champaign, IL: Human Kinetics
crazy trains
S
Skkiilllss Locomotor movements, space awareness, cooperative skills
E
Eqquuiippm
meenntt None
FFoorrm
maattiioonn Groups of four to six students
D
Students stand in line, forming a train, connected to each other in any way they want.
The train can move in many ways. Students think of several fun, funny, interesting, challenging
ways that their train can move; forwards, backwards, sideways, zigzag, dancing, skipping,
crawling, knee walking, marching.
With every new locomotor idea, a new student becomes the conductor, who is the first person
in the line.
Variation- use music for students to move to- change of music means it is time to change the
way the train is moving.
spinning stars
S
Skkiilllss Locomotor exploration, cooperative skills
E
Eqquuiippm
meenntt None
FFoorrm
maattiioonn Three students holding hands in a cross shape at the centre (their left hands are all
touching); the remaining students are lined up a few meters away.
D
The students holding hands begin to walk slowly counter clockwise with their right hand
extended to form a spinning tar. Send the remaining students, lined up away from the star, one
by one to join one of the points of the star by taking the hand of one of the students.
As more players are sent in, tell the spinning star to move slightly faster (speed walking is
recommended) until the star breaks down and everyone gets a big laugh.
Begin the star again with new students moving clockwise. Students can also try skipping.
line tag
S
Skkiilllss Running, cooperation skills
E
Eqquuiippm
meenntt Two soft foam balls
FFoorrm
maattiioonn
Two taggers, each with one soft foam ball, run on line marking on the floor or netball/basketball
court.
The remaining players also run on the lines.
D
Taggers run after the players trying to touch (tag) them with the ball; once tagged, the player
takes the ball and becomes the new tagger.
All players and taggers have to stay on the lines.
The most important rule of the game s that no one is allowed to pass another player.
When two players run towards each other from opposite directions, one of them has to turn
around. Players decide who turns around based on the positions of the taggers.
If a player is being chased by a tagger and several players are blocking the way, all the players
in the way must turn around and run the other way.
Rules should be strictly enforced so the game is fair for everyone
TTiippss
Step 1- Teaching the game to Prep - Year 1

When teaching this game to younger children, you can have them run around the gym or
playing area, staying on the lines and never passing each other. This gives them a chance to
practice the concept of not passing and also introduces the central focus of this game, which is
to develop cooperative strategies to escape from taggers.
APPENDIX 5
MINOR GAMES FOR PREP – YEAR TWO
Minor games for Prep-2 should feature lots of individual games and creative play. Dramatic elements are evident in
some games and others may help develop number concepts and movement concept vocabulary. Many of the games
also contain rhymes which the children chant as they play the game. Rhyming games encourage rhythmical
movement. Ball games generally require the simpler skills of throwing and catching rather than kicking and striking
skills. Many appropriate games can be found in the references listed at the conclusion of this module. The following
games are found in Pangrazi, R. Dynamic Physical Education for Elementary School Children Pearson 2006
cat and mice
S
Skkiilllss Running, dodging
E
Eqquuiippm
meenntt None
FFoorrm
maattiioonn
D
Form a large circle. Two or three children are the cats and four others are the mice. The cats
and mice cannot leave the circle. On signal, the cats chase the mice inside the circle. As they
are caught, the mice join the circle. The last three mice caught become the cats for the next
round. Start at one point in the circle and go around the circle, selecting mice so that each child
gets a chance to be in the centre.
Sometimes, children have difficulty catching the last mouse or any of the mice. If this is the
case, children forming the circle can take a step toward the centre, thus reducing the running
area. Keep the game moving by stopping any prolonged chase sequence.
charlie over the water
S
Skkiilllss Skipping, running, stopping, bowling (ball rolling)
E
Eqquuiippm
meenntt Soft foam playground balls
FFoorrm
maattiioonn Scattered
D
Place the class in circle formation. Two or more children are placed in the center of the circle,
holding a ball. One of the center players is designated as Charlie (or Sally). The class skips
around the circle to the following chant.
'Charlie over the water

Charlie over the sea
Charlie caught a bluebird
But can't catch me!'
On the word me, the center players toss their balls in the air while the rest of the class runs and
scatters throughout the area. When Charlie catches his balls, he shouts, "Stop!" All of the
children stop immediately and must not move their feet. The center players roll their ball in an
attempt to hit one of their scattered classmates. If a ball us rolled into a scattered player, that
child becomes a new Charlie. If center players miss, they remain in the center and the game is
repeated. If a center player misses twice, however, he or she joins the circle and picks another
person as a replacement.
Variation: no equipment required

On the word me the circle players run to the designated safe area/s whilst centre players give
chase. If a circle player is tagged that child becomes Charlie.
marching ponies
S
Skkiilllss Marching, running
E
Eqquuiippm
meenntt None
FFoorrm
maattiioonn
D
Two or three children are ringmasters and crouch in the center of a circle of ponies formed by the rest of
the class. Two goal lines on opposite sides of the circle are established as safe areas. The ponies march
around he circle in step, counting as they do so. At a predetermined number (whispered to the
ringmasters by the teacher), the ringmasters jump up and attempt to tag the others before thy can reach
the safety lines. Anyone tagged joins the ringmasters in the center and helps catch others. Reorganise
the game after six - eight children have been caught. Try other characterisations, such as lumbering
elephants, jumping kangaroos, etc.
may I chase you?
S
Skkiilllss Running, dodging
E
Eqquuiippm
meenntt None
FFoorrm
maattiioonn
D
The class stands behind a line long enough to accommodate all. Two or three runners stand
about 1.5 meters in front of the line. The class asks, "May I chase you?" One of the runners
(designated by the teacher) replies, "Yes, if you are wearing ...." and names a colour, an article
of clothing, or a combination of the two. All who qualify immediately chase the runners until one
is tagged. New runners are chosen and the game is repeated. Encourage payers to think of
other ways to identify those who run.
Variation: The class recites the rhyme
Man from Mars, Man from Mars,
May I chase you to the stars?
Yes if you………….
Rhythmic activities
WAVE AND SWING SCARF
S
Skkiilllss Waves and Swings, Serpents and Snakes, Circles
E
Eqquuiippm
meenntt One scarf per child, held by one corner
LLooccaattiioonn Indoor or open grassed area with defined boundaries
IInnssttrruuccttiioonnss
Swing beside body
Swing straight arm down by side and forward in front of body.
Swing arm back by side and back behind body.
Swing above head
Start with both arms stretched out.
Swing scarf over head, left to right.
Swing in front of body (extra)
Start with both arms stretched out.
Swing scarf in front of body to left then right.
P
Prrooggrreessssiioonn In each swing, once scarf is moving correctly, add step in each direction withthe swing.
Once wave and steps are mastered at the end of each swing lean the body and stretch.
S
Skkiilllss Serpents (Snakes)
Scarf on right hand. Zig-Zag movements of scarf. Hold scarf out in front of the body.
V
Vaarriiaattiioonnss
Snakes in front of body
Snake scarf in front of body left to right and back again.
Snakes can be small or large where the whole arm is used.
Add steps, lunges and body snakes vertically whilst turning.
Snake scarf whilst turning around.
Horizontal snakes
Same action only scarf is snaked in front of body form side to side.
Keep scarf out in front of body and walk backwards.
Snakes in front of body left to right horizontally.
Circles
Stand straight, feet together, arms by side, scarf in right hand.
Do not lock elbow when describing a circle. Use a straight relaxed arm.
They should follow all plane ie horizontally and vertically as true as possible.
Horizontal and above head
Circle scarf above head, keep arm straight.
Vertical circles
Circle scarf in large movements keeping arm straight, close to side and close to ear.
R
Roouuttiinnee P
Paarrtt A
A Teach Hokey Pokey. Add scarf movements. Start in lines all facing same direction.
Song Instructions
Put your Right hand in Scarf swings forward
Put your Right hand out Scarf swing out
Put your Right hand in and snake it all about Swing your right hand in and snake scarf from side to side
Do the Hokey Pokey Circle scarf above the head
And turn right around Turn whilst snaking scarf
And that's what it's all about Swing scarf above head left to tight 6 times
Repeat with left hand
figure of eight scarf
S
Skkiilllss Figure of eights. Vertical Serpents (Snakes) running forwards and backwards.
E
Eqquuiippm
meenntt One scarf per child
LLooccaattiioonn Indoor open grassed area with defined boundaries
IInnssttrruuccttiioonnss
Figure of eight
Scarf in right hand
Swing arm up and across the body to left
Turn wrist over and repeat swing from left to right forming movements
V
Vaarriiaattiioonnss In front of body on fontal plane.
Side to side using more of vertical plane and twisting of body on each side.
V
Vaarriiaattiioonnss
Serpents
Snake scarf vertically whilst walking backwards, scarf in front of body.
Keep arm straight.
R
Roouuttiinnee
P
Paarrtt B
B Song Instructions
Put your Right hand in Scarf swings forward
Put your Right hand out Scarf swing out
Put your Right hand in and shake it all about Figure of eight
Do the Hokey Pokey Circle scarf above the head
And turn right around Turn whilst snaking scarf
And that's what it's all about Swing scarf above head left to tight 6 times
P
Paarrtt C
C Left hand
P
Paarrtt D
D Running in circles snaking scarf behind when 'Put your whole body in ....'
ribbon patterns
S
Skkiilllss Waves, Serpents, Circles, Figure of Eight.
E
Eqquuiippm
meenntt One short stick and shortened ribbon per child/pair
LLooccaattiioonn Indoor open grassed area with defined boundaries
TTeeaacchhiinngg PPooiinnttss
Emphasise stretching body and arms to keep ribbon off body.
Class spaced to avoid any accidents.
Class facing one way, all using same arm.
As arms tire swap with partner, change from right to left hands.
R
Riibbbboonnss w wiillll kknnoott w
whheenn aarrm
mss bbeenntt -- iim
mmmeeddiiaatteellyy uunnddoo kknnoottss..
Teach movements to counts of 8.
Teach routine to music once routine mastered
Use any gentle music with even 4/4 beat (ie 4 bets to bar).
Skills: Serpents or snakes. Ribbon in right hand, zig zag movement with ribbon in front of body/to
the left and right, add steps and lunges, snake ribbon while turning around, horizontal snakes, same
action only scarf is snaked in front of body from side to side.
Circles: stand straight, feet together, arms by side, ribbon in right hand. Use a straight
relaxed arm and make circles horizontally and vertically.
Figure of eight: ribbon in right hand, swing arm up and across body
R
Roouuttiinnee
P
Paarrtt A
A
Commence feet together, ribbon in right hand.
4 figures of eights in front of body 1, 2; 3, 4; 5, 6; 7, 8; (try and bend knees on each side
movement).
Turn to right (snaking) as turn 1, 2, 3, 4.
4 vertical circles close o ear 5, 6, 7, 8.
Swing ribbon down by side and above head.
4 horizontal circles above head 1, 2, 3, 4.
Run in small circle snaking ribbon behind body as you run, finish in pose =on knee as you
swing ribbon over head 5, 6, 7, 8.
ribbon spirals
S
Skkiilllss Spirals
E
Eqquuiippm
meenntt One short stick and one shortened ribbon per child/pair
LLooccaattiioonn Indoor or outdoor grassed area with defined boundaries
TTeeaacchhiinngg P
Pooiinnttss
Hold ribbon stick out in front, ribbon below end of stick.
Complete circles of ribbon using wrist not whole arm.
Spiral should be even in size and use entire length of ribbon.
V
Vaarriiaattiioonnss
Spiral in front of body as you walk backwards.
Spiral along floor in front of body.
Spiral as you turn around on spot.
Spiral as you walk forward, ribbon stick held high and behind body, ribbon must spiral below
end of ribbon stick.
R
Roouuttiinnee P
Paarrtt A
A ooff tthhee rroouuttiinnee iiss iinncclluuddeedd iinn tthhee rriibbbboonn ppaatttteerrnnss lleessssoonn..
P
Paarrtt B
B Counts 1-6 Walk forward spiralling ribbon behind body.
7-8 Turn once as you circle ribbon above head.
1-4 Walk backwards as you spiral ribbon.
5-8 Turn once to right as you continue to spiral ribbon along floor.
Practise with partner to prepare routine to music

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FOUNDATIONS LEARNING THROUGH MOVEMENT PREP – YEAR 2

At the completion of this module, participants will:

PHYSICAL EDUCATION AND SPORT POLICY

Prep–Year 3: 20 – 30 minutes of physical education a day

DRUG EDUCATION POLICY

PHYSICAL ACTIVITY RECOMMENDATIONS FOR CHILDREN AND YOUNG PEOPLE

demonstrate control when participating in

create and perform rhythmic movement

use equipment and space safely

Domain Level 1 Level 2 Dimension Level 2 Dimension

LEVEL 1 DIMENSION MOVEMENT AND PHYSICAL ACTIVITY

Students regularly engage in periods of moderate to vigorous physical activity.

LEVEL 2 MOVEMENT AND PHYSICAL ACTIVITY

Students use equipment and space safely.

The following points should also be taken into consideration:

Learning to cooperate must precede learning to compete

Movement is at the centre of children’s lives

An Active Healthy Lifestyle

Cognitive Development and Academic Performance

Movement Skill Learning

Quality Movement Programs for Children Prep-Year 2

Young children learn through interacting with their environment

Young children learn and develop in an integrated fashion.

Planned movement experiences enhance play experiences

Teachers serve as guides or facilitators for early years students

Categories of Fundamental Movement Skills

Stability/non-locomotor skills Locomotor skills Manipulative skills

bending walking throwing

Create opportunities for social and emotional development.

Direct Task Mastery Cooperative Guided Discovery Exploratory

Continuum of learning styles

Problem Solving Style

1. Show me how a ...... moves (alligator, snake, rabbit etc)

Experiment and Explore

Try it again another way

Observe and Discuss Various Solutions

See Appendix 3 for Problem Solving Progressions Lesson Development Plans

Guided Discovery Style

Examples of movement challenges:

Games are an important Education Tool for Prep –Year 2

They are part of the cultural heritage of all children

Physical skills required

Cooperative Learning in Physical Education

Step 1: A SCOPE and SEQUENCE PLAN

A scope and sequence plan needs to demonstrate the following. It:

has the scope to cover all essential learning

When designing a scope and sequence plan, schools need to consider:

specific needs of students and the wider school community;

the relative emphasis to be placed on content areas;

placement of related community initiatives/events such as Physical Education Week,

additional content that reflects local needs and interests.

Level 1 Scope and Sequence Plan

WEEK Lesson 1 Lesson 2 Lesson 3 Lesson 4

3................ Gymnastics Singing Games

LEVEL 1 PHYSICAL EDUCATION STANDARDS MAPPING GRID

UNIT(S) IN WHICH STANDARDS ARE

Interpersonal Development UNIT(S) IN WHICH STANDARDS ARE ADDRESSED

Name: _____________________________________________ Class: