Documente Academic
Documente Profesional
Documente Cultură
Physical
Education
Portfolio
for Year 2
Lillian Willett
S00132791
Reference List
Page | 1
Lillian Willett
S00132791
curriculum for Years 1 and 2 include personal, social and community health,
movement and physical activity. Gardners theory of multiple intelligences
suggests that combining different areas can help students understand activities
better.
Using Piagets theory of cognitive development, teachers are able to develop
activities that are in his stages of development. When it comes to Year 2,
students are in the Concrete Operational Stage which is a period between ages
seven and eleven during which children gain a better understanding of mental
operations. Children begin thinking logically about concrete events, but have
difficulty understanding abstract or hypothetical concepts
(psychology.com, 2014).
Using
these five activities, teachers can help develop this stage of development. It is
also useful for teachers to also incorporate Vygotskys sociocultural perspective
in activities that include PE, as it helps builds students learn about the world and
that it helps students engage
Page | 2
Lillian Willett
S00132791
Rob the Nest is a fun game that involves the counting and number aspect of the
mathematics curriculum.
1) The students are divided into four teams and each have a hoop or a nest
they have to protect.
2) Each of these hoops are on the corners of a square. This activity would
best be executed in a hall or a tennis court where the teacher can pick out
a square and place the hoops on the corners.
3) In the middle of this square, there would be another hoop that would have
a number of balls that are different shapes and sizes.
4) The teams would then collect the balls from the middle, one student per
team at a time.
5) Once all of the balls have been collected from the middle hoop, the teams
are then allowed to steal the balls from the other teams.
6) Once the time limit is up, the teams then count how many balls they have
in their hoop. The team that has the most balls wins.
This fun activity can last around 2-4 minutes with Year 2. Not only does it get the
students active and running, it also helps them improve their counting skills at
the end of the game. The Key Learning Areas that are incorporated in this
activity are from the Mathematics and Physical Education areas of the Australian
Curriculum:
Students are able to explore the connection between addition and
subtraction. (ACMNA029). After the game has finished the students can then
find the difference between the teams by adding or subtracting from their
teams total amount.
Students need to recognise model, represent and order numbers to at least
1000 (ACMNA027).
Identify and explore natural and built environments in the local community
where physical activity can take place (ACPPS023)
Use strategies to work in group situations when participating in physical
activities (ACPMP030)
Gardner (1995) suggests that using the bodily kinaesthetic and logical
mathematical can be combined in activities such as this as it involves controlling
Page | 3
Lillian Willett
S00132791
the bodily motions in holding the ball and the students will be thinking about
numbers when it comes to counting how many balls they have in their hoop.
Page | 4
Lillian Willett
S00132791
Scavenger hunts have always been a fun activity with students. Using the areas
of Geography and English, students are able to discover new areas of the school.
For this activity to work, the teacher will need to:
1) Divide the students into team of either 2 or 3.
2) Each team will be given a set of clues in which they have to find the
objects that are hidden around the school.
3) Once the students have been divided into their teams, give each team a
set of clues that lead to different objects around the school or area that
the teacher had laid out
4) Once the students have gotten their clues, let the hunt begin
5) The first team to come back with all of the items wins
6) Once all of the teams have returned, give the students time to reflect on
what they found
This activity incorporates these KLAs from the Humanities and Social Science,
Physical Education and English areas of the Australian Curriculum:
Present findings in a range of communication forms, for example, written,
oral, digital and visual, and describe the direction and location of places,
using terms such as north, south, opposite, near, far (ACHGS017)
Reflect on their learning and suggest responses to their findings
(ACHGS018)
Create short imaginative, informative and persuasive texts using growing
knowledge of text structures and language features for familiar and some
less familiar audiences, selecting print and multimodal elements
appropriate to the audience and purpose (ACELY1671)
Describe ways to include others to make them feel that they belong
(ACPPS019)
Vygotsky (1978) states that social interaction plays a fundamental role in a
childs process of cognitive development. This activity is very important to a
childs social interaction as it encourages the use of teamwork and it develops
Page | 5
Lillian Willett
S00132791
Page | 6
Lillian Willett
S00132791
In year 2, students start to understand that there are three different types of
nouns: common, proper and pronouns. In this activity, students will need to
point out which noun is which by standing in certain areas of the classroom or
outside.
1) Get the students outside or sitting on the carpet
2) Go through the different types of nouns
3) Explain that they are going to work out whether the words that the
teacher is about to call out are common, proper or pronouns
4) Begin calling out words
5) Continue this process until all of the words have been called out
This activity incorporates these KLAs from the English and Physical Education
areas of the Australian Curriculum:
Understand that nouns represent people, places, concrete objects and
abstract concepts; that there are three types of nouns: common, proper
and pronouns; and that noun groups/phrases can be expanded using
articles and adjectives. (ACELA1468)
Propose a range of alternatives and test their effectiveness when solving
Page | 7
Lillian Willett
S00132791
touching anyone
5) Call out the events one by one
6) Name famous Australians athletes that have participated or won a medal
in these events
The KLAs that are incorporated in this activity are from the Physical Education
and Humanities and Social Science areas of the Australian Curriculum:
Sequence familiar objects and events (ACHHS047)
Perform fundamental movement skills in different movement situations
(ACPMP025)
Construct and perform imaginative and original movement sequences in
(Hardner, 2009).
culture around them and using the Commonwealth Games in activities will help
students to easily understand the games and their significant influence in the
world today along with the Olympic Games.
Page | 8
Lillian Willett
Page | 9
S00132791
Lillian Willett
S00132791
Page | 10
Lillian Willett
S00132791
Respond to music and consider where and why people make music,
(ACPMP025)
Create and participate in games (ACPMP027)
Using Eriksons stages of affective development theory, teachers are able to use
this activity as it is social, uses bodily movement and the power of the mind, and
if they want, can us the cultural aspect as well. People are heavily influenced by
the world around them and therefore, if they learn about different cultures early,
they can see how different their lives are compared to others.
Page | 11
Lillian Willett
S00132791
Reference List
Unknown (2014) Australian Curriculum
<http://www.australiancurriculum.edu.au>, accessed 13th August, 2014
http://edr.sagepub.com/content/18/8/4.short
Gardner, H. (1995) Intelligence Reframed: Multiple Intelligences for the 21st
Century
http://www.toolsofthemind.org/philosophy/vygotskian-approach/
http://www.learning-theories.com/vygotskys-social-learning-theory.html
Hardner, A F. (2009) The Development stages of Erik Erikson, Learning Place
Online, <www.learningplaceonline.com/stages/organize/Erikson.htm>, accessed
14 August, 2014|}
Margetts, K. Woolfolk, A (2010). Educational Psychology (2nd edition) French
Forests, NSW: Pearson
Meldrum, K. Peters, J. (2012) Learning to teach health and physical education.
French Forests, NSW: Pearson
http://psychology.about.com/od/developmentalpsychology/ss/early-childhooddevelopment_3.htm
Vygotsky, L. S. (1978). Mind in society: The development of higher mental
process. Cambridge, MA: Harvard University Press.
Page | 12