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Listed under:  Health  >  Physical activity
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How can we include others and build respectful relationships? – Stage 1

In this unit students: • Learn to value diversity and foster connection with others through recognising similarities and differences within groups. • Develop social awareness through participating in group activities (such as yarning circles). • Explore ways to interact with others that promotes inclusion. • Identify and ...

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How can I solve problems while moving? - Stage 1

In this unit students will test and create solutions to a variety of movement challenges through modifying movement sequences and games. For example, they may explore different ways to propel an object accurately within the playing area.

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Getting to know games

In this unit students will learn and refine fundamental movement skills in a range of game contexts. Students will participate in a variety of movement activities to demonstrate and enhance body control, body awareness, object manipulation, anticipation and timing. Students will participate in competitive and non-competitive, ...

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How can I develop a wide range of skills while moving? – Stage 2

In this unit students develop a wide range of skills including running, jumping and throwing using a wide range of activity styles, including an inquiry-based approach. Students make connections to how these skills may transfer to other movement activities including a school-based athletics carnival. They apply this knowledge ...

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How can I solve problems while moving? - Stage 3

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

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Moving through food

In this unit students will critically inquire into healthy food choices by participating in a number of kinaesthetic learning activities. Kinaesthetic learning assists students to make connections between body movements (learn through doing) and the concept of healthy eating to improve their ability to retain, understand ...

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How can I solve problems while moving? - Early Stage 1

In this unit, students will test and create solutions to a variety of movement challenges through modifying movement sequences and games. For example, they may explore different ways to propel an object accurately within the playing area.

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Moving oceans

This unit explores the Moving Oceans project as a model for students to create their own project designed for their local community. It is not necessary to live in a coastal geographic location for this learning sequence to be implemented into classroom contexts.

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Net and court games

In this unit students develop and refine movement skills and strategies to net/court games. Examples include volleyball, newcombe ball, European handball, paddle tennis and table tennis. Emphasis is placed on the opportunity skill development provides for enhancing participation in lifelong physical activity. Focus of discussion ...

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Pass it on – invasion games

In this unit students develop offensive and defensive skills in a range of games through modified and traditional participation. Examples include touch, flag football, oztag, soccer, hockey, basketball, ultimate frisbee and sofcrosse. Focus is on students being exposed to effective recognised strategies as well as developing ...

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Your body is a wonderland

This unit allows students to focus on how the body functions. This includes the impact of hormones on the body, the brain and the body’s response to hormones in relation to mental health, food and nutrition and physical activity. The unit aims to empower students to recognise that hormones impact a person’s thoughts, feelings ...

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Be on the Safe Side Year 7-8 HPE

This is a unit of work about how to be a safe, active and responsible citizen on and around the rail network. The resource focuses on identifying the hazards and the hazardous behaviours and influences such as emotions and peer pressure that may impact the decisions young people make on and around the rail network. It includes: ...

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Be on the Safe Side Year 9-10 HPE

This is a unit of work about how to be a safe, active and responsible citizen on and around the rail network. The resource focuses on identifying: hazards, pedestrian and crowd behaviour, emotions, bullying and peer pressure that impact on the decisions young people make. It includes: teacher notes, three learning experiences, ...