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Item 1: Food and Nutrition

An online resource (i.e. one already available online) relating to the teaching of food
and nutrition.

(Lunch Box Blitz, 2015)

A creative online visual resource to assist children to create a healthy and nutritious
meal for their lunch box. This resource allows students to be educated on a healthy balanced
diet that is attractive to children.
This resource would be used to help children between years one and two plan a
healthy, well balanced lunch box including vegetables, fruits, main meal, snack, dairy and
water in conjunction with Fresh Fruit Fridays . Fresh Fruit Fridays is a program that offers
free fresh fruit and valuable healthy eating education to Victorian Primary schools (Free Fruit
Friday, 2012). Its aim is to support the key messages of healthy eating, designed to address
childhood obesity issues in schools. This resource will be further used to aid children in the
decision making process, instead of choosing and packing the same old items in their lunch

box, opting for a nutritious variation and try some tasty and simple new meals, which will be
published in the schools newsletter weekly. Birch and Marlin (1982), believe the more
children are exposed to healthy food, the more their preference for it will gradually increase.
Food and nutrition are vital factors of health and physical education, as physical
activity is not possible without the adequate energy, which is fuelled by good food and
nutrition. It is essential for teachers to reinforce a positive manner about food and nutrition
and provide a supportive message about food choices, nutrients and growth. Many children
perceive that their eating in the home is largely controlled by adults (Robinson, 2000), but
children are capable of making their own choices and they need and want to exercise choice,
and are positive about their choices (Dixey et al., 2001).
On a previous placement experience, the primary school was allocated funding for
Fresh Fruit Friday in terms one and four. The students always looked forward to Fridays and
were eager and excited to try new fruit and vegetables. Some of the children even stopped
bringing chips and chocolate in their lunch boxes and replaced these with healthy and
nutritious options.
Benefits of this resource are to stimulate, to inspire and to influence the students to
make better, healthier and more nutritious choices within their diet. It is vital that as a
practicing teacher we are competent to converse constructive messages about the nutritional
values of the diverse kinds of foods and the ways that children can make food choices that
will best ensure healthy growth and development.
Limitations to this resource are the socio-economic context in which children live.
Childrens diets are subject to and influenced by this. Culture and diversity also need to be
taken into account and how this impacts on social aspects of eating. Nutritional imbalances

can be associated with certain dietary practices which are associated with peoples beliefs,
religion and culture (Chappiti et al., 2000).
The content of the resource is based on the content descriptor of the learning area in
the Australian Curriculum as Health and Physical Education / Years 1 and 2 / Personal, Social
and Community Health / Being healthy, safe and active / ACPPS018 (Australian Curriculum,
Assessment and Reporting Authority [ACARA], 2014) and Health and Physical Education /
Years 1 and 2 / Personal, Social and Community Health / Contributing to healthy and active
communities / ACPPS022 (ACARA, 2014).
Item 2: Movement Skills
An online video (i.e. one already available online) you can use to highlight correct
technique of a movement skill. Your descriptive rationale must include an outline for a
program or plan to develop the skill presented in the video. This plan must incorporate ability
and inclusion concerns.
(NSW Department of Education and Communities, 2011).
An online video resource which highlights the correct technique of kicking a ball. The
video identifies the correct technique of kicking as a fundamental movement skill through
simple and clear stages, utilising visual, verbal and written segments throughout.
This online video resource pinpoints the correct technique of kicking a ball. A plan to
develop the skill presented in the selected video is to commence this technique from a
stationary place kick stance. The video was a great starting point for teaching kicking as it

displays the preparation and stages for the accurate technique of kicking a ball and it also
outlines the critical learning points to ensure maximum benefits (AFL Community, 2015).
These stages included having your eyes focused, forward and sideways swing of
opposite arms for balance and greater force, foot placement, knee bends, top of your foot
contacts the ball and finally finish with a high follow through towards your target (NSW
PDHPE Curriculum, 2015).
In development of kicking it is imperative to consider any ability and inclusions
concerns. Things to consider would be cultural aspects as certain forms of movements may be
complicated if physical contact between teacher and child is required. Safety of all students is
of the utmost importance and foundation skill development as well as the different sized,
shaped and weight of various balls to aid ability and inclusion (Swinburne Online, 2015).
A vital facet of a teachers role is to enhance the development of the students
movement skills, especially when not every child has developed or established movement
skills previously (Swinburne Online, 2015). Teachers need to have an understanding of
developmental motor structures to design, convey and measure suitably in the physical
education area. Heightened learning of fundamental skills arises with well-informed training,
clear teaching and chances to rehearse in a diversity of surroundings (Callcott et al., 2012).
The teaching strategies implemented here are suggested by Pangrazi et al (2009), to
break the skill down into smaller parts and focus on one teaching cue at a time. This will be
done through talking about the process of the skills rather than the outcome, whilst providing
the students with positive reinforcement throughout.
Benefits of this resource are that it introduces, explains and demonstrates the correct
technique of kicking a ball. It also allows the students to model themselves on professional
athletes with comprehensive kicking techniques to support their development (AFL

Community, 2015). Limitations could be frustration in practising kicking the ball which could
influence the students learning as well as physical and mental fatigue (Callcott et al., 2012).
The content of the resource is based on the content descriptor of the learning area in
the Australian Curriculum as Health and Physical Education / Foundation Year/ Movement
and Physical Activity / Moving our body /ACPMP008 (Australian Curriculum, Assessment
and Reporting Authority [ACARA], 2014) and Health and Physical Education / Foundation
Year Movement and Physical Activity /Learning through movement / ACPMP 013 (ACARA,
Item 3: Rhythmic and Expressive Movement
A resource you have found (e.g. piece of music, image, story, object) that can be used
as a prompt for expressive movement. Your descriptive rationale must include an explanation
of how you could apply a teaching style to underpin your use of this resource. This must
incorporate one of the teaching styles covered in your eText (Meldrum & Peters, 2012) pp.

(Teacher Lingo, 2013).

(Okanokumo, 2015).

An online musical piece along with the flashcards will be used to explore the types of
expressive movement which can be expressed. This is designed for students to act out the
flashcards presented in their own way through their own analysis, to the music to interpret the
music through movement. These skills can be accomplished to rhythm and music with a
partner or in a group, in a circle or in a square (Physical Education Curriculum Guide, 2014).
The teaching style chosen that underpins this resource is the Divergent discovery
style. The teacher in this scenario has decided on the content material and articulated
questions to pose to engage the children in developing numerous responses to the questions
as well as agree that individuals can comprehend answers in diverse ways (Meldrum, K., &
Peters, J, 2012). For example the teacher can lead the lesson with prompts such as How
would a dog move to this music?, or Show me how you would move to this music in
gumboots (Physical Education Curriculum Guide, 2014).
This resource was also chosen as it allows children to participate in physical
education for movement as it offers prospects to involve children who may be dejected by
more formal physical activities (Swinburne Online, 2015). Rhythmic and expressive
movement activities allow children to display their creativity with endless possibilities to do
so. For example students could tell a story through movement to music and execute it for the
class. The class could endeavour to identify and voice the story (Physical Education
Curriculum Guide, 2014).
Benefits of this resource are that rhythmic and expressive movement can provide a
variety of ways for children to express their feelings and moods. As well as animal movement
activities could focus on animals studied in other subject areas. Children dont like to be

directed all the time (Boyce, 1992); they appreciate the prospect to make some choices for
them, to ascertain things for themselves and to be permitted to be innovative.
Limitations are that as students progress through primary school they may be less
willing to participate in rhythmic and expressive movement activities, due to being more
mindful of peer criticism (Swinburne Online, 2015).
The content of the resource is based on the content descriptor of the learning area in
the Australian Curriculum as Health and Physical Education / Years 5 and 6/ Movement and
Physical Activity / Learning through movement /ACPMP068 (Australian Curriculum,
Assessment and Reporting Authority [ACARA], 2014) and Health and Physical Education /
Years 5 and 6 / Movement and Physical Activity /Understanding movement / ACPMP065
(ACARA, 2014).


AFL Community. (n.d.). Kicking Guide for Coaches. Retrieved November 20, 2015,
Australian Curriculum, Assessment and Reporting Authority [ACARA]. Foundation
to year 10 curriculum: Retrieved from
Birch, L. and Marlin, D. (1982) I dont like it; I Never tried it: Effects of Exposure on
Two-Year Old Childrens Food Preferences. Appetite Journal for Intake Research, Vol 3, 353360.
Boyce, B.A. (1992), The effects of three styles of teaching on university students
motor performance, Journal of Teaching in Physical Education, 11, 389-401.
Callcott, D., Miller, J., & Wilson-Gahan, S. (2012). Health and Physical Education:
Preparing Educators for the Future. Cambridge: Cambridge University Press.
Chapiti, U., Jean-Marie, S. and Chan, W. (2000) Cultural and Religious influences on
Adult Nutrition in the UK, Nursing Standard, Vol 14 (29) 47-51.
Dixey, R., Sahota, P., Atwal, S., Turner, A. (2001). Ha Ha, Youre Fat, Were
Strong; A Qualitative Study of Boys and Girls Perceptions of Fatness, Thinness, Social
Pressures and Health using Focus Groups, Health Education, Vol 101, (v) 206-216.
Free Fruit Friday. (2012). ABOUT FREE FRUIT FRIDAY. Retrieved November 16,
2015, from
Lunch Box Blitz. (n.d.). Build your lunch. Retrieved November 05, 2015, from
Meldrum, K., & Peters, J. (2012). Learning To Teach Health and Physical Education.
Frenchs Forest, NSW: Pearson.
NSW Department of Education and Communities. (2011). Fundamental movement
skills. Retrieved from

NSW PDHPE Curriculum. (n.d.). Get Skilled: Get Active - Kick video. Retrieved
November 20, 2015, from
Okanokumo. (n.d.). Relaxing music with river sounds 1hour. Retrieved November 27,
2015, from
Pangrazi, R., Beighle, A., Pangrazi, D. (2009), Promoting Physical Activity & Health
in the Classroom, Pearson Benjamin Cummings, Boston, MA.
Physical Education curriculum guide. (n.d.). THEME: RHYTHMIC ACTIVITIES.
Retrieved November 26, 2015, from
Robinson, S. (2000) Childrens Perception of Who Controls their Food, Journal of
Human Nutrition and Dietetics, Vol 13, 163-171.
Swinburne Online. (n.d.). Module A: Topic 2: Movement skills. Retrieved November
20, 2015, from
Swinburne Online. (n.d.). Module A: Topic 3: Rhythmic and Expressive Movement.
Retrieved November 27, 2015, from
Teacher Lingo. (n.d.). Flashcards. Retrieved November 26, 2015, from