Sample course outline Health and Physical Education – Preliminary Unit 3 (notional timeframe only – may take up to a whole year) Week Key teaching points Content Two sessions per week, focused on: fundamental movement skills brainstorming and demonstrating rules through first game coordinated, balanced movement in and reflection individual activities discussing additional basic rules for a chosen skills to control an object in modified sport/activity game situations the development of fundamental movement skills basic rules and safety concepts when 1 moving and interacting with others in a variety of activity settings Note: The above content areas are ongoing and will be addressed throughout the practical skill development teaching and learning activities for two sessions per week. Four sessions, focused on: relationships and sexuality what is a relationship? characteristics of healthy 2–3 the definition of respect relationships, including self-respect the ways in which a person can show respect and respect for others the reasons why showing respect is important Four sessions, focused on: relationships and sexuality techniques, practices and behaviour that will assist in 4–5 ways to support and maintain maintaining positive relationships healthy relationships Four sessions, focused on: relationships and sexuality what is puberty and adolescence? physical and emotional changes 6–7 the various physical and emotional changes that a person associated with puberty and may go through during puberty adolescence Four sessions, focused on: nutrition a variety of healthy and unhealthy foods healthy eating what makes food unhealthy? consumer health – labels and how does healthy food affect the body? advertising 8–9 Iiformation on food labels interpreting food labels Task 1 due Week 8 Four sessions, focused on: communicable diseases what is a communicable disease? identify types 10–11 common communicable diseases risk factors ways in which these diseases may affect the body Four sessions, focused on: communicable diseases strategies to avoid contracting a communicable disease prevention (harm minimisation) reliable sources of help in dealing with a communicable where to go for help 12–13 disease Task 2 due Week 13 Four sessions, focused on: asking questions about health from various sources of reliable health information different sources, including teachers, 14 school counsellor, healthcare professionals Task 3 due Week 14
Sample course outline Health and Physical Education – Preliminary Unit 3 (notional timeframe only – may take up to a whole year) Week Key teaching points Content 1 Two sessions per week, focused on: brainstorming and demonstrating rules through first game and reflection discussing additional basic rules for a chosen sport/activity the development of fundamental movement skills fundamental movement skills coordinated, balanced movement in individual activities skills to control an object in modified game situations basic rules and safety concepts when moving and interacting with others in a variety of activity settings Note: The above content areas are ongoing and will be addressed throughout the practical skill development teaching and learning activities for two sessions per week. 2–3 Four sessions, focused on: what is a relationship? the definition of respect the ways in which a person can show respect the reasons why showing respect is important relationships and sexuality characteristics of healthy relationships, including self-respect and respect for others 4–5 Four sessions, focused on: techniques, practices and behaviour that will assist in maintaining positive relationships relationships and sexuality ways to support and maintain healthy relationships 6–7 Four sessions, focused on: what is puberty and adolescence? the various physical and emotional changes that a person may go through during puberty relationships and sexuality physical and emotional changes associated with puberty and adolescence 8–9 Four sessions, focused on: a variety of healthy and unhealthy foods what makes food unhealthy? how does healthy food affect the body? Iiformation on food labels interpreting food labels Task 1 due Week 8 nutrition healthy eating consumer health – labels and advertising 10–11 Four sessions, focused on: what is a communicable disease? common communicable diseases ways in which these diseases may affect the body communicable diseases identify types risk factors 12–13 Four sessions, focused on: strategies to avoid contracting a communicable disease reliable sources of help in dealing with a communicable disease Task 2 due Week 13 communicable diseases prevention (harm minimisation) where to go for help 14 Four sessions, focused on: various sources of reliable health information Task 3 due Week 14 asking questions about health from different sources, including teachers, school counsellor, healthcare professionals
Health-and-Physical-Education-Preliminary-U3-and-U4-sample-course-outline-WACE-201516.docx