PDHPE News

This has certainly been a different term for the PDHPE department working in a remote environment. The staff have been working very hard to create engaging lessons at home. We made the decision to focus on our theory lessons hoping that when we returned at the end of term to have a focus on practical. As this plan changed during the term please know that we will return to having a theory and practical component in Term 4. Below is a showcase of what your daughter’s have been working on in their lessons as well as some outstanding work samples by our Bethany students. 

 

Year 7 PDHPE

During remote learning students in year 7 have been studying the unit ‘Body In Motion’ where they have been developing an understanding of the features of movement composition and the elements of composition. Students have been creating their own movement sequences making use of different stimuli around their houses to create a movement sequence. Students completed a practical exploration activity. They began by making shapes from their stimuli, these were then developed into a 32-count movement sequence combining a range of locomotor and non-locomotor movements and using floor pathways. Below is the sequence put together by Vienna Strauss and Kiara Ristevski

Ideational:

Feelings Inspired                Grateful                         Excited                              Peaceful

 

Vienna Strauss

 

Kiara Ristevski

Students for their assessment viewed a dance performance of Cry Me A River and applied the knowledge and terminology developed this term in the Body in Motion unit to respond to a question. Below is the outstanding work by Sienna Kovacevic

 

“Explain how ONE (1) element of composition and its TWO (2) components enhances the performance of Cry Me a River.

 

The use of dynamics and its components enhance the performance of ‘Cry Me a River.  In dance, dynamics are referred to as how the dancer/s move, consisting of the components energy, weight and flow. 

The use of energy in ‘Cry me a River’ enhances the performance. Energy refers to how smooth or sharp a dancer’s movements are. The energy throughout the duration of the performance is mostly smooth to recreate the gentle ebbing of a river to hint at the title. To represent more emotion, the movements gradually become more sharp and sudden in the middle of the performance. This enhances the performance, as it represents the currents in a river growing stronger in a storm. Sharp and sudden movements are found in the performance from 1: 50 to 2:01. However, from 2:01 to 2:05, the dancers bend down on a lower level, and do this as a canon, with very soft and smooth movements, different to the movements they performed earlier. The use of smooth movements being integrated into sharp and sudden movements creates good flow and enhances the performance. This particular movement also creates the effect of a river, which, once again, makes the performance more engaging, especially when done with sustained movements. Thus, the use of energy in ‘Cry me a River’ enhances the performance.

The use of flow enhances the performance of ‘Cry me a River.’ Flow refers to how free or bound a person’s movements are in dance. The male soloist of the performance demonstrates both free and bound movements in various ways and levels, making the performance more interesting and engaging, but also keeps it organised. An example of this is found from 0:46 to 1:16 where he demonstrates a combination of both free and bound movements. The female dancers also demonstrate flow in this section by recreating a flowing river in a very organised manner. Flow in the performance is also found from 2:10 to 2:30, where the dancers manage to create the effect of a flowing river by staying synchronised and organised. It is the use of flow in this section that really creates the effect of an ebbing river. Thus, the use of flow enhances the performance of ‘Cry me a River.

The use of dynamics and its two components; energy and flow, enhance the performance of ‘Cry me a River.

 

Year 8 PDHPE

During remote learning this term, the Year 8 PDHPE students learnt about First Aid as part of their ‘Health Matters’ Unit. The students have looked at protective strategies, how to treat medical conditions such as asthma and anaphylaxis and how to resuscitate a person who is not breathing. The images below showcase a creative improvisation by Christina Koleski, and Jessica Poulios during remote learning while learning about how to enact the DRSABCD action plan.

 

 

 

 

In the unit, students also looked at mental health and simple steps to remain calm when feeling stressed. Thanks to Chrissy Zagoudis for this poster.

 

 

Year 9 PDHPE

The Year 9 students have been studying the topic ‘Nutrition, The Media and Me’. They have been learning about factors influencing food choices, looking at nutritional strategies, evaluating media messages and learning how to read food labels. In one of the activities, students were required to look at the sugar content in a range of popular drinks. Students were shown how to read the nutritional panel on the drinks and were then given the formula to work out the number of teaspoons of sugar per serving. Then they had to get resourceful in their own kitchens and measure out the number of teaspoons in each drink. Most of the students were generally surprised at the sugar content per serve of what they were consuming on a regular basis and said they would take this into consideration when choosing a drink! See work below from Jessica Brightwell and Feaba Annie Jojo.

                          Jessica Brightwell 9PDE.M

                      Feaba Annie Jojo 9PDE.M

 

The Year 9 Newman class embarked on a collaborative project-based learning experience, a teaching method in which students learn by actively engaging in real-world and personally meaningful projects for the Unit of Work Nutrition, the Media and Me. The class completed the project alongside completing the core content. Through research, the students were able to answer the following driving question and produce a piece of work that is authentic and able to be presented to their target audience – young people.

 

Two aspects of the PBL are student voice and choice and the production of a public product for an authentic audience. Please view the links to the students work;

Canva

Instagram

Website

 

Year 9 Child Studies

The Year 9 elective Child Studies classes has been working on a unit about ‘Food and Nutrition’ for children under the age of 8. One of their tasks this term was to create a daycare / preschool menu for children, taking into consideration children’s allergies and the nutritional value of foods. Work samples are below from Caitlin Coyne, Sienna Deas and Kiana French.  Students also spent time looking at allergies from food and the impact that this can have on children. Work samples of this can be seen below by Maria Papadakis, Sophia Dinh and Brianna Nikolovksi.

 

 

Year 9 PASS

During Term 3, PASS students have been learning about ‘Promoting Active Lifestyles’. In this unit students have reflected on their own participation in physical activity, created initiatives to improve physical activity levels and have used the Olympic Games to reflect on Australia as a sporting nation. Student work samples demonstrating their learnings from this unit below by students Jessica Brightwell and Sienna Ajjaka.

Jessica Brightwell designed ‘Neon Walk’ as a new physical activity initiative to be held at Sydney Olympic Park

Jessica Brightwell designed ‘Neon Walk’ as a new physical activity initiative to be held at Sydney Olympic Park

 

Students also participated in the ‘Olympics Bingo’ to learn more about the athletes and determine their commonalities they share with the to athletes:

 

Sienna Ajjaka learnt about the following athletes.

 

During our Zoom lesson, we also completed a poll on the top reasons our class participates in physical activity. See the results:

Students then used this data to analyse and compare reasons why young people participate in physical activity.

 

Year 10 PDHPE

Year 10 have been working on a unit on Road Safety and Drug Use. This is an important unit for the students as many of our girls will embark on getting their driver’s licence in the near future. Students have spent time looking at the laws / rules around drug use and driving, as well as the implications. This unit focuses on relevant issues for our students. Please see below some work samples from Isabella Moreno on speed limits and Eva Gouramaris presenting reduction strategies to reduce road-related injuries.

Isabella Moreno – Speed limits are designed to enhance safety by reducing the risks created by drivers selecting the speed they wish to drive. Without speed limits, drivers would be traveling at different rates, which would greatly increase the chance of a collision. For example, school zones help protect children on their way to and from schools at the times and places where they are often in high numbers. As for, rural interstates, in particular, usually have the highest speed limits of any roadway in a State. Almost 1 in 4 speeding- related fatalities occurs on local roads, in both urban and rural areas.

 

Reduction Strategy

Outline of Example 1 and how this contributes to the reduction of road-related injuries

Outline of Example 2  and how this contributes to the reduction of road-related injuries

 

Education

Kids and Traffic, the Early Childhood Road Safety Education Program, is funded by the Centre for Road Safety and delivered in partnership with Macquarie University to more than 3,500 early childhood services across NSW. The program provides professional development workshops, road safety education information, resources, advice and other strategies to various peoples and groups in society. This program contributes to the mitigation of road-related accidents as it informs infants about the road and its potential risks, which can in turn, prevent a child from getting caught up near or on the road if they are aware of the dangers.

Safety Town is a suite of digital and non-digital teaching and learning activities to support the teaching of road safety from Kindergarten to Year 6 in NSW primary schools. The website includes interactive activities, comprehensive teaching notes, links to relevant transport information, and updated information for parents and carers. Safety Town helps parents to reinforce road safety messages and concepts that are taught at school which can help to reduce the number of road-related incidents on the road which involve children. If kids are constantly reminded of this issue, it is likely that children will engage in safe actions, away from the road.

Better Design of Vehicles

Brake assist

Brake assist detects when a driver initiates a panic stop (as opposed to ordinary gradual stops) and applies the brakes to maximum force. In conjunction with anti-lock brakes, the system enables threshold braking without locking up the wheels. Studies have shown that most drivers, even in panic stops, don’t apply the brakes as hard as they could, so Brake Assist intervenes to reach the shortest possible stopping distance.

Forward-collision warning (FCW)

Forward-collision warning uses cameras, radar or laser (or some combination thereof) to scan for cars ahead and alert the driver if they are approaching a vehicle in their lane too fast and a crash is imminent. Most systems alert the driver with some sort of visual and or audible signal to a potential crash, allowing time for you to react.

Road Improvements

The Safety Edge is a simple engineering solution that can help save lives. This design strategy shapes the edge of the pavement with a 30-degree lip that prevents drivers from dropping off the road if they drift on the way. The asphalt Safety Edge provides a durable and robust safety feature that allows drivers to re-enter the roadway safely even at higher speeds because it helps stabilize and redirect vehicles as they enter the roadway. The goal of the Safety Edge is to ensure the safety of drivers if they drift while driving, and several states are working to standardize the design for all new paving and resurfacing projects.

Raised medians and pedestrian islands provide a way for pedestrians and cyclists to cross halfway through the road and then reevaluate oncoming traffic from the safety of the pedestrian island. This can, in some cases, prevent death. Instead of requiring pedestrians to risk their safety standing in the unprotected streets, many city planners are building raised medians and pedestrian islands to help cross the street safer. These roadways tools are often built near busy intersections or popular destinations with high foot traffic like stadiums.

Improvements in Medicine

If necessary, a GP or specialist may prescribe a type of medicine known as a stimulant, such as modafinil. This medicine stimulates your central nervous system, which can help keep you awake and alert during the day. Patients with excessive daytime sleepiness (EDS) are at high risk for driving accidents, and physicians are concerned by the effect of alerting drugs on driving skills of sleepy patients. Taking this stimulant can ultimately improve the driving performance of individuals, minimising fatigue and tiredness which lead to these road-related accidents. 

Other stimulants include dexamphetamine, methylphenidate or pitolisant, provided by your GP or pharmacist. These wake-promoting drugs are usually taken as tablets every morning which help to combat sleepiness and fatigue, hence improving the driving performance of individuals, keeping them more awake while driving. This can, in fact, contribute to the reduction of road-related injuries.

 

During our PDHPE practical lessons we have had to get a little creative in allocating students tasks in line with the current restrictions for their LGA. Below is a snapshot of a ‘snap challenge’ activity that Ava Stathatos completed, students had to take as many photos of the listed topics that they could on their walk. The girls enjoyed completing this activity as it got them out of the house and they were able to engage in their surroundings and have a break from their computer screen!

 

Flower 1

Splash of H20 (water) (ie – river, pond, creek, bubbler)

Animal

Abstract

Flower 2

Happiness

 

Workout equipment/playground

Landscape

Something refreshing

Something bright / of colour

 

 

Something you ate today

 

Selfie

Something you found interesting on the walk

Interesting Sign/message

Black & White

 

 

Stage 6 – PDHPE, CAFS and SLR

Our senior students have been working hard on their zoom lessons on their relevant units. Below are some samples of outstanding work by our students.

 

Manaia Wilson-Wilson designed a coaching session which focuses on three skills for oz tag for primary school age children in the Sport, Lifestyle and Recreation (SLR) Course in Year 11.

Sport: Oztag

Introduction

–      Learning a new sport called oztag

–      a non-tackling game.

–      Eight players in each team are on the field at any one time. Players wear shorts with a Velcro patch on each side.

–      low/medium-contact sport and the rules are designed to encourage this

Warm-up

–      1 lap around the provided area. Eg. – court. Field

–      Exercise circle were students create a circle arm’s length apart, one at a time each student will come up with an exercise, for example, star jumps, or arm cross, continue until each student has a turn

Risk assessment and safety precautions

Risk

Assessment

Prevention

Jaring of fingers

Minor

 

If this occurs ice can be applied to fingers

Teaching students the right technique to preventing finger they turing when tagging or catching the ball

Small cuts and grazes from falling onto the ground

Minor/ mild

 

Using water to wash any dirt away can use bandaids

If more serious teachers may need to further inspect and use more first aid

Making sure student understand and follow rules and are aware of surroundings

KEY:

Skill development and practice

 

 PASSING:

 

 

 

CATCHING:

 

 

TAGGING:

Skill development

–       Gripping the ball with two hands fingers spread and creating a W shape

–       Bring the ball to the side of the hip

–       Swing the ball across the body

–       Releasing the ball with a flick motion of the wrist and fingers

–       Extending and Following through with fingers pointing to the target

–       The aim is to point the hand towards the receiver’s chest as the target is the hands

Practice:

–       The student will get into partners with one ball per group

–       Students will stand stride by side with 1 meter apart

–       Both facing one direction

–       Students will practise the skill

 

Progression:

–       Creating more distance between the partners

–       This makes the pass harder

–       This also creates an awareness for each student that the further the pass the more power they will need to use

                                                

Skill development

–       Each student will start with a tennis ball each

–       They will first be developing their hand coordination by Bouncing the tennis ball on the ground catching it with two hands

–       Hands are in a W shape with fingers spread apart

This will teach students to be able to catch the ball coordinating with eyes and hands

When catching The receiver ball:

–       Receiver needs to give the passer a target by putting their hands at chest level with a W shape with fingers spread apart

–       Communicating when the passer can pass

Practice:

(same practice activity as passing )

–       The student will get into partners with one ball per group

–       Students will stand stride by side with 1 meter apart

–       Both facing one direction

–       Students will practise the skill and then progress the meters apart

 

Progression:

–       As the distances increase stners increase the more errors will occur so students must adapt positions and structure  allowing them to receive the ball with ease

 

Skill development:

–       When tagging players must be using both  palms

–       Bending down reaching for the tag

–       Making sure not to use fingers as it could lead to injury

–       When the tag is griped in a down wads motion pull the tag towards the body pulling it off

Practice:

–      In partners taking turns, students will tag each other

Progression

–      The player being tagged is standstill position but is allowed to move or sway hips making it harder and then progress to being able to move around

Games

TAG ‘N’ OUT

–      In a 10x10m box

–      Two teams will have tags on

–      Each team will have different coloured tags eg team one blue, team two red

–      The aim of the game is to pass the ball around to team players within the box

–      Tagging team can only tag a person with the ball

–      If you get tagged with the ball you are out but your team still has the ball

–      If your team drops the ball or is intercepted the other team will gain the ball and continue

–      To win the game is to have the most players when the timer is out

–      Each game will be timed for 5 min

–      There will be 3 rounds and whoever wins the most round wins the game

Fitness

Passing relay:

–      Two teams lined up from one side of the area to other

–      1 meter apart from each other

–      The ball will start a one end

–      When the teacher says go the ball will be passed down the line to the end

–      Once it reaches the end the last student will have to run to the other side and start the passing again

–      This will continue until the first person from the start of the game is back to the front of the line

Warm down

–      Touching toes

–      Butterfly sit

–      Arm cross

–      Cat stretch

–      Walk around the provided area

Equipment:

–      Cones x

–      Tennis balls (however many students)

–      Footballs (NRL) – enough for 1 per patterns

–      Tags and belts (one per student)

–      Stopwatch

Year 11 Community and Family Studies classes have been using collaborative work to look at the levels of organisation within the community.

 

One of the units in year 11 PDHPE we have completed in remote learning is Better Health for Individuals – one of our students Lucy Flanagan has written a very current response about current strategies that Australian schools could use to promote health.

The initiative of “no hat no play”, promotes effective sun protection behaviours, which educates students about the dangers of the sun. Hence reducing extended periods of sun exposure, which will further reduce the risk of the development of skin cancers.  In addition, Crunch and Sip promotes nutritious eating, through eating a fruit/vegetable daily. Healthy eating reduces cardiovascular diseases and obesity, hence being beneficial for individuals physical health. Through eating fruits and vegetables, there is an increase in students’ alertness and attention in class, therefore enabling greater cognitive development. Furthemore, “RU Okay Day”, is a health promotion aimed to create awareness about mental health, by enabling students to ensure the mental wellbeing of peers. Promoting people who suffer from mental health to seek guidance, therefore, reduces the rate of suffering and fatalities. Westmead Hospital’s trauma centre B-street smart enlightens yr 10-11 students of road-related injuries and educates on safe driving behaviours to reduce fatalities. Being an effective health promotion, as students develop the knowledge and skills needed to ensure the safety of themselves and others on the roads.

 

Year 12 PDHPE and CAFS have been busy preparing for their final assessments as well as finishing off their content before the HSC. We are so proud of how the students have kept up their motivation during remote learning. The CAFS classes were lucky to be involved in a Year 12 Masterclass on Monday 6th September which provided some revision strategies for their HSC. Thanks to Kelly Bell at the Learning Network for providing this opportunity.

 

Michelle Barrass

PDHPE Coordinator