PDHPE Stage 2

Term Term Term Term

1 2 3 4
COS2.1 Uses a variety of ways  shares ideas, feelings and opinions with others about issues such as
to communicate with bullying, passive smoking
and within groups.
 communicates with students in a buddy class using email to find out their
likes and dislikes

 uses clip art and word processing to develop merit certificates that
acknowledge achievement (sporting, academic, social)

 reports on participation in games and activities to a large group

 role-plays correct road crossing procedure

 demonstrates assertive responses to protect themselves from drug related

harm

 makes a complaint, states a problem or disagrees in acceptable ways

DMS2.2 Makes decisions as an  discusses advantages and disadvantages of options with friends when
individual and as a making decisions, eg decisions about smoking
group member.
 discusses safe choices for different environments, eg pedestrian
distractions

 gathers accurate information about drugs from reliable sources

INS2.3 Makes positive  Participates in the development of class rules

contributions in group
activities.  Helps others to achieve set tasks

 Works independently or in a group to devise a simple game

 Develops friendships and support networks with arrange of people

  Displays tolerance in relation to individual differences eg ability levels,
culture

 Discusses personal strategies to deal with difficult situations

 Participates in group discussions to list the harms relating to tobacco and

alcohol use

MOS2.4 Displays a focus on  throws overarm proficiently

quality of movement in
applying movement  kicks and strikes proficiently for distance
skills to a variety of
familiar and new  performs a simple dance combining locomotor and non-locomotor
situations. movements

 performs a forward roll down an incline

 performs bunny hops over a low bench

 shows a range of ways to enter and move through the water

PSS2.5 Uses a range of  Analyses problem situations

problem solving
strategies.  identifies ways to improve unsafe environments

 performs a simple movement sequence given particular limitations, eg

restricted use of space, varied levels and tempo

 initiates problem solving on a group or individual basis

 uses reach and throw techniques to perform a water rescue

 develops a plan to increase shade in the playground

 identifies what needs to be done to achieve a goal

 identifies ways that drug use can cause harm eg medication, tobacco,
alcohol
ALS2.6 Discusses the  participates in regular physical activity and discusses progress
relationship between
regular and varied  keeps a log of activity using a spreadsheet and analyses patterns of
physical activity and participation over time.
health.
 identifies factors that influence participation in physical activity

 identifies the activities people participate in to maintain an active lifestyle,

eg bushwalking, sports

 contributes to physical activity programs, eg peer leader/tutor, sharing

equipment

 describes links between nutrition, exercise and performance

DAS2.7 Performs familiar  Compares and practises basic movements of dance styles
movement patterns in  Creates and performs a dance sequence that includes movements from
a variety of dance sports, life, culture
situations.
 Varies a simple sequence by applying elements of dance eg speed,
direction

 Practises and reproduces a simple folk or teacher devised dance

 Transfers movement patterns from one dance situation to another eg adds

square dance movements to a bush dance

GSS2.8 Participates and uses  demonstrates fun ways of practising skills, eg partner, team
equipment in a variety
of games and modified  describes how cooperation and encouragement lead to success in games
sports.
 practises and refines movement skills in a variety of games from a range of
cultures

 demonstrates efficient ways of using equipment while working

cooperatively with others
  demonstrates a range of skills in practices and modified games, eg
throwing and catching in moving and stationary positions, striking or
dribbling with hand, foot, stick or bat

 explains how their level

of skill can influence their participation in movement activities

 runs in, skips and runs out of large rope turned by others

 explains the correct use of specific sports equipment

GDS2.9 Describes life  Explains and values the differences in growth and development between
changes and individuals at different stages
associated feelings.
 Identifies their own strengths and limitations

 Values their own unique abilities

 Identifies feelings associated with life changes, eg grief, loss, family

change, new friends

 Describes how achievements and responsibilities change as people grow

older

 Expresses any fears or concerns about change appropriately

 Demonstrates sensitivity to the needs, rights, feelings and efforts of others

 Recalls and reports about some situations and feelings they experience as
a result

 Identifies situations where expectations can differ according to gender

GYS2.10 Demonstrates  identifies ways they can move by using different pathways, levels and
control in directions
performing
sequences of  practises and reproduces movement sequences and skills that include a
introductory starting and finishing position
gymnastic
movements.  creates and performs movement sequences that vary in shape, size,
direction, level, speed, and flow

 takes weight on different body parts to perform a series of static balances

demonstrating different shapes, eg tuck sit, front and rear support with
stretched, tucked, twisted shapes

 identifies aspects of a performance that indicate control

IRS2.11 Describes how  identifies people from whom they can seek
relationships with a advice and support
range of people
enhance wellbeing.  recognises that families and groups have both common and different
customs, behaviours, values

 explains how positive relationships are developed

 discusses how trust is developed in relationships

 participates in group situations, showing consideration for the needs,

rights and feelings of others

 demonstrates communication skills that enhance relationships eg

listening, showing care, negotiating, refusing, assertiveness

 discusses the benefits of friendships

 recognises behaviours that are threatening, such as bullying, being

bribed, and identifies people who can help

 discusses ways that peers and others can influence decisions about
safety and risk
PHS2.12 Discusses the  explains the need for good health practices
factors influencing
personal health  discusses reasons why people use drugs for medical and nonmedical
choices. purposes

 identifies major steps involved in making decisions in regard to drug use,

eg tobacco and alcohol

 identifies physical factors that influence lifestyle choices, eg asthma,

diabetes, skin type

 identifies their responsibility to contribute towards a healthy environment

 discusses food needs for growth and activity

 identifies foods prepared and enjoyed by particular cultural groups

 identifies and discusses family practices related to lifestyle that keep them
healthy and safe, eg administration and storage of medicines

 identifies how climatic and cultural influences impact upon people’s health
choices, eg clothes worn, foods eaten, immunisation
SLS2.13 Discusses how safe  discusses why substances • such as tobacco can be dangerous to the body
practices promote
personal wellbeing.  recognises behaviours that are risky and identifies people who can help

 describes certain • behaviours that can create a safe environment

for themselves, their school and community, eg wearing a helmet when riding
or skating

 identifies people from • whom they can seek advice and support in
emergency situations

 explains the need for rules and laws made for the protection of themselves
and others

 identifies the potential hazards of various appliances in their environment

 Creates a safety presentation, eg responsible passenger behaviour, smoke-

free areas

 explains the need for rules for safe behaviour in familiar settings

 compares the characteristics of people and situations that cause students to

feel safe and unsafe

 recognises how their body reacts and how they might feel in safe and unsafe
situations