Below is an example of the Physical Education program at FNPS.

Prep students will be

• learning the rules & expectations for P.E.
• developing their personal safety & boundary awareness.
• learning how to correctly respond to stimuli while playing games.
• playing games that are designed to develop their base of locomotor skills e.g. walking, jogging, running, hopping, jumping and some animal movements.
• introduced to fundamental movement skills. These include catching, throwing and kicking.
• participating in individual skill based activities that will allow them to focus on their skill development.
• exposed to different types of equipment that can be caught, thrown and kicked. These include bean bags, juggling scarves, odd shaped objects, a variety of different sized balls and other random objects.
• .introduced into playing teamwork games and challenges.
• learning how to participate in relay races which will develop patience, concentration and communication skills.
• further developing their fundamental movement skills catching, throwing and kicking with more of a focus on passing.
• participating in conversations about the characteristics of being a good sport.
• learning about the definition of physical activity and all of the different ways they can be physically active.
• participating in a range of physical activities that include individual challenges, teams games, evasion games, striking and fielding games, circuits, yoga, gymnastics, target games, obstacles course walks throughout the school and an introduction to net and wall games.
• learning through discussions how to be more active at school, at home and in the community.
• learning through play and discussion the importance of being physically active and how to do it safely.

Year One students will be

• engaging in class discussions to remind them of the rules & expectations for P.E.
• playing movement based games to further develop their locomotor skills e.g. skipping, leaping, galloping, etc.
• playing gymnastics based games to develop their body strength and positioning with a focus of animal movements and static holds.
• participating in a range of different evasion / dodging games that are designed to improve spatial awareness and overall safety.
• working on a unit designed to develop their fundamental movement skills. Students will begin to learn the correct hand positions for catching, the correct whole body movements for throwing underarm and overarm and will start to learn how to use different parts of their foot for different styles of sport related kicks.
• participating in partner and team based activities that will allow them to develop their cathing, throwing and kicking skills in a team environment.
• exposed to different types of equipment that can be caught, thrown and kicked. These include bean bags, juggling scarves, odd shaped objects, a variety of different sized balls and other random objects.
• developing their passing skills
• learning how to spread out and not ball chase
• introduced to modified team games
• learning how to work together and communicate during different physical challenges and games
• learning about how their bodies respond to physical activity and all of the different ways they can be physically active.
• participating in a range of physical activities that range from low to high intensity. These activities will include; individual challenges, teams games, evasion games, striking and fielding games, circuits, yoga, gymnastics, target games, obstacles course walks throughout the school and foundation level net and wall activities.
• learning through discussions and play about the different ways their bodies react to different types and intensities of activities. E.g. sweating, breathing, body temperature, heart rate, emotional feeling, etc.
• learning through play and discussion the importance of being physically active, how to do it safely and how to engage in it more frequently at school, at home and in the community.

Year Two students will be

• engaging in class discussions to remind them of the rules & expectations for P.E.
• introduced to the skills set of jumps and turns through participation in gymnastic based games.
• developing their balance and strength through gymnastic movements that have an emphasis on static holds and poses.
• participating in a range of team based evasion / dodging games that are designed to improve spatial awareness and introduce them to the concept of developing team strategies.
• working on a unit designed to develop their fundamental movement skills. Students will begin to learn the correct hand positions for catching, the correct whole body movements for throwing underarm and overarm and will start to learn how to use different parts of their foot for different styles of sport related kicks.
• participating in partner and team based activities that will allow them to develop their cathing, throwing and kicking skills in a team environment.
• exposed to different types of equipment that can be caught, thrown and kicked. These include bean bags, juggling scarves, odd shaped objects, a variety of different sized balls and other random objects.
• developing their passing skills
• learning how to spread out and not ball chase
• introduced to modified team games
• learning how to work together and communicate during different physical challenges and games
• learning about how their bodies respond to physical activity and all of the different ways they can be physically active.
• participating in a range of physical activities that range from low to high intensity. These activities will include; individual challenges, teams games, evasion games, striking and fielding games, circuits, yoga, gymnastics, target games, obstacles course walks throughout the school and foundation level net and wall activities.
• learning through discussions and play about the different ways their bodies react to different types and intensities of activities. E.g. sweating, breathing, body temperature, heart rate, emotional feeling, etc.
• learning through play and discussion the importance of being physically active, how to do it safely and how to engage in it more frequently at school, at home and in the community.

Year Three students will be:

• participating in a unit of invasion games e.g. keepings off, zone/end ball, European Handball and Soccer.
• playing games that will teach them the skills of spreading out, moving into space and penetrating past an opposition's defense.
• learn how to link together different sets of skills in a smooth fashion e.g catching, into dribbling, into passing/shooting.
• developing a base level of offensive and defensive skills.
• Students will engage in class discussions and answer questions about this unit, using a Plicker card system. This system allows for everyone to have a voice.
• focusing on a unit of athletics in preparation for the FNPS athletics carnival at the beginning of Term 3.
• every week will look at a new component of athletics i.e. Running, Hurdles, Shot Put, Discus, Long Jump, Triple Jump and High Jump.
• learning different techniques for each athletic event depending on their skill set.
• learn about healthy competition and how to support their fellow competitors.
• as athletics is an individual pursuit, we will also play multi-team games at the end of most lessons so students can continue to work as part of a team.
• learning attacking and defending skills, like moving into space and playing in zones.
• Introduced to striking and fielding games.
• learning how to maintain position of the ball in different match settings and how to choose the correct passing option.
• playing a range of modified teams sports e.g. Ultimate Frisbee, Rounders, Multi games , etc.
• learning how to engage in conversations about team strategy and apply these strategies during play.
• learning about the benefits of physical activity.
• exploring through discussion physical fitness (cardiorespiratory and muscular fitness), heart health, bone health, improved brain functioning (academic performance, cognitive function), mental health (reduced symptoms of depression) and improved social capabilities/opportunities.
• learning about the different categories of physical activity through play and class discussions. The different categories of physical activity addressed will be:
  • Intentional exercise (leisure/recreation, sport and exercise)
  • Incidental exercise (transport and school/home/work duties)
• participating in exercise circuits, leisurely walks, team games, individual skill based activities, yoga and will engage in discussions about ways to be more physically active at home and in the community.

Year Four students will be:

• participating in a unit of invasion games e.g. keepings off, zone/end ball, European Handball and Soccer.
• playing games that will teach them the skills of spreading out, moving into space and penetrating past an opposition's defense.
• learn how to link together different sets of skills in a smooth fashion e.g catching, into dribbling, into passing/shooting.
• developing a base level of offensive and defensive skills.
• Students will engage in class discussions and answer questions about this unit, using a Plicker card system. This system allows for everyone to have a voice.
• (In Term 1 the grade 4 students will also have the opportunity to try out for the FNPS swimming and cross country teams.)
• focusing on a unit of athletics in preparation for the FNPS athletics carnival at the beginning of Term 3.
• every week will look at a new component of athletics i.e. Running, Hurdles, Shot Put, Discus, Long Jump, Triple Jump and High Jump.
• learning different techniques for each athletic event depending on their skill set.
• learn about healthy competition and how to support their fellow competitors.
• as athletics is an individual pursuit, we will also play multi-team games at the end of most lessons so students can continue to work as part of a team.
• learning attacking and defending skills, like moving into space and playing in zones.
• Introduced to striking and fielding games.
• learning how to maintain position of the ball in different match settings and how to choose the correct passing option.
• playing a range of modified teams sports e.g. Ultimate Frisbee, Kickball, Multi games , etc.
• learning how to engage in conversations about team strategy and apply these strategies during play.
• learning about the benefits of physical activity.
• exploring through discussion physical fitness (cardiorespiratory and muscular fitness), heart health, bone health, improved brain functioning (academic performance, cognitive function), mental health (reduced symptoms of depression) and improved social capabilities/opportunities.
• learning about the different categories of physical activity through play and class discussions. The different categories of physical activity addressed will be:
  • Intentional exercise (leisure/recreation, sport and exercise)
  • Incidental exercise (transport and school/home/work duties)
• participating in exercise circuits, leisurely walks, team games, individual skill based activities, yoga and will engage in discussions about ways to be more physically active at home and in the community.

Year Five students will be:

• engaging in a unit called components of fitness.
• learning about skill related and fitness related components e.g. speed, power, strength, flexibility, muscular endurance, aerobic endurance, balance, agility, hand eye coordination and reaction time.
• participating in activities to develop the above components of fitness and then developing their own exercises to train these fitness components.
• participating in tests and recording their results for each component of fitness.
• engaging in class discussions related to the components of fitness and how to improve them in their everyday lives.
• Students will engage in class discussions and answer questions about this unit, using a Plicker card system. This system allows for everyone to have a voice.
• (Interschool sports training and team selections also commence during Term 1. Students will be able to try out for the swimming, cross country, football, soccer, netball and tee-ball teams.)
• focusing on a unit of athletics in preparation for the FNPS athletics carnival at the beginning of Term 3.
• every week will look at a new component of athletics i.e. Running, Hurdles, Shot Put, Discus, Long Jump, Triple Jump and High Jump.
• learning different techniques for each athletic event depending on their skill set.
• learn about healthy competition and how to support their fellow competitors.
• as athletics is an individual pursuit, we will also play multi-team games at the end of most lessons so students can continue to work as part of a team.
• playing different team sports e.g. Ultimate Frisbee, Rounders, Basketball, etc.
• designing team strategies by engaging in group discussions. They will then attempt to apply these team strategies to game settings.
• learning about the different roles involved in running a sports competition e.g. Coaching, managing, refereeing, etc.
• learning how to participate in friendly competition by maintaining an overall sense of sportsmanship.
• participating in a Sport Education in Physical Education Program (SEPEP) unit, with a focus on European Handball. The rules have been modified to allow for maximum participation for all students.
• performing the roles and responsibilities of not just players but also additional off field roles that allow for a sports competition to run effectively. These roles include; Coach, Captain, Manager, Statistician, Umpire/Referee, Publicity Officer, Time Keeper / Scorer and Videographer.
• organising their own matches, rounds, finals and best and fairest presentation on completion of the unit.
• finishing off the year with a focus on Tennis which will also encompass discussions about the Australian Open and how that organisation runs their major tournament.
• learning how to play a list of different target games on the hotter days later in the term. These games will include; Quoits/Ring Toss, Bocce, Finska and Cornhole.

Year Six students will be:

• engaging in a unit called components of fitness.
• learning about skill related and fitness related components e.g. speed, power, strength, flexibility, muscular endurance, aerobic endurance, balance, agility, hand eye coordination and reaction time.
• participating in activities to develop the above components of fitness and then developing their own exercises to train these fitness components.
• participating in tests and recording their results for each component of fitness.
• engaging in class discussions related to the components of fitness and how to improve them in their everyday lives.
• Students will engage in class discussions and answer questions about this unit, using a Plicker card system. This system allows for everyone to have a voice.
• focusing on a unit of athletics in preparation for the FNPS athletics carnival at the beginning of Term 3.
• every week will look at a new component of athletics i.e. Running, Hurdles, Shot Put, Discus, Long Jump, Triple Jump and High Jump.
• learning different techniques for each athletic event depending on their skill set.
• learn about healthy competition and how to support their fellow competitors.
• as athletics is an individual pursuit, we will also play multi-team games at the end of most lessons so students can continue to work as part of a team.
• playing different team sports e.g. Ultimate Frisbee, Rounders, Basketball, etc.
• designing team strategies by engaging in group discussions. They will then attempt to apply these team strategies to game settings.
• learning about the different roles involved in running a sports competition e.g. Coaching, managing, refereeing, etc.
• learning how to participate in friendly competition by maintaining an overall sense of sportsmanship.
• participating in a Sport Education in Physical Education Program (SEPEP) unit, with a focus on European Handball. The rules have been modified to allow for maximum participation for all students.
• performing the roles and responsibilities of not just players but also additional off field roles that allow for a sports competition to run effectively. These roles include; Coach, Captain, Manager, Statistician, Umpire/Referee, Publicity Officer, Time Keeper / Scorer and Videographer.
• organising their own matches, rounds, finals and best and fairest presentation on completion of the unit.
• finishing off the year with a focus on Tennis which will also encompass discussions about the Australian Open and how that organisation runs their major tournament.
• learning how to play a list of different target games on the hotter days later in the term. These games will include; Quoits/Ring Toss, Bocce, Finska and Cornhole.