Health and Physical Education (Version 8.4)

Please select at least one year level to view the content
Please select at least one Strand to view the content

Rationale

In an increasingly complex, sedentary and rapidly changing world it is critical for every young Australian to not only be able to cope with life’s challenges but also to flourish as healthy, safe and active citizens in the 21st century. This is a strong investment in the future of the Australian population.

Read More >>

Aims

The Australian Curriculum: Health and Physical Education (F–10) aims to develop the knowledge, understanding and skills to enable students to:

access, evaluate and synthesise information to take positive action to protect, enhance and advocate for their own and others’ health, wellbeing, safety and physical activity participation across their lifespan

Read More >>

Key ideas

Health and Physical Education propositions
The Australian Curriculum: Health and Physical Education has been shaped by five interrelated propositions that are informed by a strong and diverse research base for a futures-oriented curriculum:
Focus on educative purposes

Read More >>

Structure

Strands, sub-strands and threads
The Australian Curriculum: Health and Physical Education is organised into two content strands: personal, social and community health and movement and physical activity. Each strand contains content descriptions which are organised under three sub-strands.

Read More >>

PDF documents

Resources and support materials for the Australian Curriculum: Health and Physical Education are available as PDF documents. 
Health and Physical Education: Sequence of content
Health and Physical Education: Sequence of achievement 
Health and …

Read More >>

Glossary

Read More >>

Foundation Year

Foundation Year Level Description

The Foundation Year curriculum provides the basis for developing knowledge, understanding and skills for students to lead healthy, safe and active lives. The content gives students opportunities to learn about their strengths and simple actions they can take to keep themselves and their classmates healthy and safe.

The content explores the people who are important to students and develops students’ capacity to initiate and maintain respectful relationships in different contexts, including at school, at home, in the classroom and when participating in physical activities.

The Foundation curriculum provides opportunities for students to learn through movement. The content enables students to develop and practise fundamental movement skills through active play and structured movement activities. This improves competence and confidence in their movement abilities. The content also provides opportunities for students to learn about movement as they participate in physical activity in a range of different settings.

Focus areas to be addressed in Foundation include:

  • safe use of medicines (AD)
  • food and nutrition (FN)
  • health benefits of physical activity (HBPA)
  • mental health and wellbeing (MH)
  • relationships (RS)
  • safety (S)
  • active play and minor games (AP)
  • fundamental movement skills (FMS)
  • rhythmic and expressive movement activities (RE).

Foundation Year Content Descriptions

Being healthy, safe and active

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

Personal and Social Capability

Self-awareness
  • Understand themselves as learners
  • Recognise personal qualities and achievements

  • identifying things they are good at and describing how these have changed over time
    Literacy

    Composing texts through speaking, writing and creating
    • Use language to interact with others
    • Deliver presentations

    Word Knowledge
    • Understand learning area vocabulary

    Personal and Social Capability

    Self-awareness
    • Understand themselves as learners
    • Develop reflective practice
    • Recognise personal qualities and achievements

    focuses on learning through which students actively engage in play with people, objects and representations; indoors, outdoors, alone, with a partner or in a group. The content supports students to be physically active and develop skills such as persistence, negotiation, problem solving, planning and cooperation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 4 will participate in the following:

    • imaginative play
    • small group games
    • minor games
    • lead-up games.

    addresses how mental health and wellbeing can be enhanced and strengthened at an individual and community level. The content supports students to develop knowledge, understanding and skills to manage their own mental health and wellbeing and to support that of others.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • mental health and wellbeing, and mental health promotion
    • destigmatising mental illness in the community
    • the impact of physical, social, spiritual and emotional health on wellbeing
    • body image and self-worth and their impact on mental health and wellbeing
    • resilience, and skills that support resilient behaviour
    • coping skills, help-seeking strategies and community support resources
    • networks of support for promoting mental health and wellbeing.
  • participating in a range of minor games and exploring which ones they enjoy and what makes them enjoyable
    Personal and Social Capability

    Self-awareness
    • Recognise personal qualities and achievements
    • Understand themselves as learners
    • Develop reflective practice

    Social management
    • Work collaboratively

    addresses the influence and impact regular physical activity participation has on individual and community health and wellbeing. The content supports students to develop knowledge, understanding and skills to make active choices and to explore the range of influences on physical activity participation and choices.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • physical benefits of participating in physical activities (including impact on health-related and skill-related components of fitness)
    • benefits of physical activities based on intensity, nature and frequency
    • social, emotional and cognitive benefits of regular physical activity
    • social, cultural and environmental influences on physical activity participation
    • sedentary behaviours and their impact on health and wellbeing
    • strategies for minimising sedentary behaviour and including physical activity in daily routines.

    focuses on learning through which students actively engage in play with people, objects and representations; indoors, outdoors, alone, with a partner or in a group. The content supports students to be physically active and develop skills such as persistence, negotiation, problem solving, planning and cooperation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 4 will participate in the following:

    • imaginative play
    • small group games
    • minor games
    • lead-up games.
  • describing how they feel when they are learning a new skill and what strategies they can use to persist until they are successful
    Personal and Social Capability

    Self-awareness
    • Recognise personal qualities and achievements
    • Develop reflective practice
    • Understand themselves as learners

    Self-management
    • Become confident, resilient and adaptable
    • Express emotions appropriately
    • Work independently and show initiative

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas

    addresses the influence and impact regular physical activity participation has on individual and community health and wellbeing. The content supports students to develop knowledge, understanding and skills to make active choices and to explore the range of influences on physical activity participation and choices.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • physical benefits of participating in physical activities (including impact on health-related and skill-related components of fitness)
    • benefits of physical activities based on intensity, nature and frequency
    • social, emotional and cognitive benefits of regular physical activity
    • social, cultural and environmental influences on physical activity participation
    • sedentary behaviours and their impact on health and wellbeing
    • strategies for minimising sedentary behaviour and including physical activity in daily routines.

    focuses on the development of fundamental movement skills that provide the foundation for competent and confident participation in a range of physical activities such as games, sports, dance, gymnastics and physical recreation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 6 will have opportunities to practise and develop the following skills:

    Locomotor and non-locomotor skills:

    • rolling
    • balancing
    • sliding
    • jogging
    • running
    • leaping
    • jumping
    • hopping
    • dodging
    • galloping
    • skipping
    • floating and moving the body through water to safety.

    Object control skills:

    • bouncing
    • throwing
    • catching
    • kicking
    • striking.

    focuses on learning through which students actively engage in play with people, objects and representations; indoors, outdoors, alone, with a partner or in a group. The content supports students to be physically active and develop skills such as persistence, negotiation, problem solving, planning and cooperation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 4 will participate in the following:

    • imaginative play
    • small group games
    • minor games
    • lead-up games.
  • identifying ways they can use their strengths to help themselves and others
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas

    Personal and Social Capability

    Self-awareness
    • Recognise personal qualities and achievements
    • Understand themselves as learners

    Self-management
    • Develop self-discipline and set goals
    • Work independently and show initiative

    Social management
    • Work collaboratively

    focuses on learning through which students actively engage in play with people, objects and representations; indoors, outdoors, alone, with a partner or in a group. The content supports students to be physically active and develop skills such as persistence, negotiation, problem solving, planning and cooperation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 4 will participate in the following:

    • imaginative play
    • small group games
    • minor games
    • lead-up games.

    addresses physical, social and emotional changes that occur over time and the significant role relationships and sexuality play in these changes. The content supports students to develop knowledge, understanding and skills that will help them to establish and manage respectful relationships. It also supports them to develop positive practices in relation to their reproductive and sexual health and the development of their identities. In doing so, students will gain an understanding of the factors that influence gender and sexual identities.

    During Foundation to Year 2, students will learn about:

    • parts of the body and how the body changes as they grow
    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will learn about the following:

    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves
    • establishing and managing changing relationships (offline and online)
    • bullying, harassment, discrimination and violence (including discrimination based on race, gender and sexuality)
    • strategies for dealing with relationships when there is an imbalance of power (including seeking help or leaving the relationship)
    • puberty and how the body changes over time
    • managing the physical, social and emotional changes that occur during puberty
    • reproduction and sexual health
    • practices that support reproductive and sexual health (contraception, negotiating consent, and prevention of sexually transmitted infections and blood-borne viruses)
    • changing identities and the factors that influence them (including personal, cultural, gender and sexual identities)
    • celebrating and respecting difference and diversity in individuals and communities.
Name parts of the body and describe how their body is growing and changing (ACPPS002 - Scootle )
Literacy

Composing texts through speaking, writing and creating
  • Deliver presentations
  • Compose texts
  • Use language to interact with others

Word Knowledge
  • Understand learning area vocabulary

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas

Personal and Social Capability

Self-awareness
  • Develop reflective practice

  • recognising how bodies grow and change over time
    Personal and Social Capability

    Self-awareness
    • Develop reflective practice

    Numeracy

    Estimating and calculating with whole numbers
    • Estimate and calculate

    Recognising and using patterns and relationships
    • Recognise and use patterns and relationships

    Using measurement
    • Estimate and measure with metric units

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas

    addresses physical, social and emotional changes that occur over time and the significant role relationships and sexuality play in these changes. The content supports students to develop knowledge, understanding and skills that will help them to establish and manage respectful relationships. It also supports them to develop positive practices in relation to their reproductive and sexual health and the development of their identities. In doing so, students will gain an understanding of the factors that influence gender and sexual identities.

    During Foundation to Year 2, students will learn about:

    • parts of the body and how the body changes as they grow
    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will learn about the following:

    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves
    • establishing and managing changing relationships (offline and online)
    • bullying, harassment, discrimination and violence (including discrimination based on race, gender and sexuality)
    • strategies for dealing with relationships when there is an imbalance of power (including seeking help or leaving the relationship)
    • puberty and how the body changes over time
    • managing the physical, social and emotional changes that occur during puberty
    • reproduction and sexual health
    • practices that support reproductive and sexual health (contraception, negotiating consent, and prevention of sexually transmitted infections and blood-borne viruses)
    • changing identities and the factors that influence them (including personal, cultural, gender and sexual identities)
    • celebrating and respecting difference and diversity in individuals and communities.
  • recording and mapping growth on individual and group growth charts or constructing a class height line
    Numeracy

    Estimating and calculating with whole numbers
    • Estimate and calculate

    Using measurement
    • Estimate and measure with metric units

    Recognising and using patterns and relationships
    • Recognise and use patterns and relationships

    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Literacy

    Visual Knowledge
    • Understand how visual elements create meaning

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    addresses physical, social and emotional changes that occur over time and the significant role relationships and sexuality play in these changes. The content supports students to develop knowledge, understanding and skills that will help them to establish and manage respectful relationships. It also supports them to develop positive practices in relation to their reproductive and sexual health and the development of their identities. In doing so, students will gain an understanding of the factors that influence gender and sexual identities.

    During Foundation to Year 2, students will learn about:

    • parts of the body and how the body changes as they grow
    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will learn about the following:

    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves
    • establishing and managing changing relationships (offline and online)
    • bullying, harassment, discrimination and violence (including discrimination based on race, gender and sexuality)
    • strategies for dealing with relationships when there is an imbalance of power (including seeking help or leaving the relationship)
    • puberty and how the body changes over time
    • managing the physical, social and emotional changes that occur during puberty
    • reproduction and sexual health
    • practices that support reproductive and sexual health (contraception, negotiating consent, and prevention of sexually transmitted infections and blood-borne viruses)
    • changing identities and the factors that influence them (including personal, cultural, gender and sexual identities)
    • celebrating and respecting difference and diversity in individuals and communities.
  • identifying and labelling private parts of the body and understanding the contexts when body parts should be kept private
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Visual Knowledge
    • Understand how visual elements create meaning

    addresses physical, social and emotional changes that occur over time and the significant role relationships and sexuality play in these changes. The content supports students to develop knowledge, understanding and skills that will help them to establish and manage respectful relationships. It also supports them to develop positive practices in relation to their reproductive and sexual health and the development of their identities. In doing so, students will gain an understanding of the factors that influence gender and sexual identities.

    During Foundation to Year 2, students will learn about:

    • parts of the body and how the body changes as they grow
    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will learn about the following:

    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves
    • establishing and managing changing relationships (offline and online)
    • bullying, harassment, discrimination and violence (including discrimination based on race, gender and sexuality)
    • strategies for dealing with relationships when there is an imbalance of power (including seeking help or leaving the relationship)
    • puberty and how the body changes over time
    • managing the physical, social and emotional changes that occur during puberty
    • reproduction and sexual health
    • practices that support reproductive and sexual health (contraception, negotiating consent, and prevention of sexually transmitted infections and blood-borne viruses)
    • changing identities and the factors that influence them (including personal, cultural, gender and sexual identities)
    • celebrating and respecting difference and diversity in individuals and communities.

    addresses safety issues that students may encounter in their daily lives. The content supports students to develop knowledge, understanding and skills to make safe decisions and behave in ways that protect their own safety and that of others.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • safety at school
    • safe practices at home, in road or transport environments, in the outdoors and when near water
    • safe and unsafe situations at home, school and parties and in the community
    • strategies for dealing with unsafe or uncomfortable situations
    • safe practices when using information and communication technologies (ICT) and online services, including dealing with cyberbullying
    • managing personal safety
    • first aid and emergency care, including safe blood practices
    • safety when participating in physical activity, including sports safety, sun safety, use of protective equipment and modifying rules
    • relationship and dating safety.
Identify people and demonstrate protective behaviours and other actions that help keep themselves safe and healthy (ACPPS003 - Scootle )
Personal and Social Capability

Self-management
  • Become confident, resilient and adaptable
  • Work independently and show initiative

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

  • identifying characters in different texts who help the main character to stay safe and healthy
    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas

    Personal and Social Capability

    Social awareness
    • Understand relationships

    addresses how mental health and wellbeing can be enhanced and strengthened at an individual and community level. The content supports students to develop knowledge, understanding and skills to manage their own mental health and wellbeing and to support that of others.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • mental health and wellbeing, and mental health promotion
    • destigmatising mental illness in the community
    • the impact of physical, social, spiritual and emotional health on wellbeing
    • body image and self-worth and their impact on mental health and wellbeing
    • resilience, and skills that support resilient behaviour
    • coping skills, help-seeking strategies and community support resources
    • networks of support for promoting mental health and wellbeing.

    addresses safety issues that students may encounter in their daily lives. The content supports students to develop knowledge, understanding and skills to make safe decisions and behave in ways that protect their own safety and that of others.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • safety at school
    • safe practices at home, in road or transport environments, in the outdoors and when near water
    • safe and unsafe situations at home, school and parties and in the community
    • strategies for dealing with unsafe or uncomfortable situations
    • safe practices when using information and communication technologies (ICT) and online services, including dealing with cyberbullying
    • managing personal safety
    • first aid and emergency care, including safe blood practices
    • safety when participating in physical activity, including sports safety, sun safety, use of protective equipment and modifying rules
    • relationship and dating safety.

    addresses physical, social and emotional changes that occur over time and the significant role relationships and sexuality play in these changes. The content supports students to develop knowledge, understanding and skills that will help them to establish and manage respectful relationships. It also supports them to develop positive practices in relation to their reproductive and sexual health and the development of their identities. In doing so, students will gain an understanding of the factors that influence gender and sexual identities.

    During Foundation to Year 2, students will learn about:

    • parts of the body and how the body changes as they grow
    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will learn about the following:

    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves
    • establishing and managing changing relationships (offline and online)
    • bullying, harassment, discrimination and violence (including discrimination based on race, gender and sexuality)
    • strategies for dealing with relationships when there is an imbalance of power (including seeking help or leaving the relationship)
    • puberty and how the body changes over time
    • managing the physical, social and emotional changes that occur during puberty
    • reproduction and sexual health
    • practices that support reproductive and sexual health (contraception, negotiating consent, and prevention of sexually transmitted infections and blood-borne viruses)
    • changing identities and the factors that influence them (including personal, cultural, gender and sexual identities)
    • celebrating and respecting difference and diversity in individuals and communities.
  • identifying knowledge, skills and understandings that can help keep them safe and healthy
    Personal and Social Capability

    Self-management
    • Become confident, resilient and adaptable
    • Work independently and show initiative

    addresses safety issues that students may encounter in their daily lives. The content supports students to develop knowledge, understanding and skills to make safe decisions and behave in ways that protect their own safety and that of others.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • safety at school
    • safe practices at home, in road or transport environments, in the outdoors and when near water
    • safe and unsafe situations at home, school and parties and in the community
    • strategies for dealing with unsafe or uncomfortable situations
    • safe practices when using information and communication technologies (ICT) and online services, including dealing with cyberbullying
    • managing personal safety
    • first aid and emergency care, including safe blood practices
    • safety when participating in physical activity, including sports safety, sun safety, use of protective equipment and modifying rules
    • relationship and dating safety.
  • identifying different relationships they have with people and which of these relationships make them feel loved, safe and supported
    Personal and Social Capability

    Self-management
    • Become confident, resilient and adaptable
    • Work independently and show initiative
    • Express emotions appropriately

    Self-awareness
    • Recognise personal qualities and achievements

    Social awareness
    • Understand relationships

    addresses physical, social and emotional changes that occur over time and the significant role relationships and sexuality play in these changes. The content supports students to develop knowledge, understanding and skills that will help them to establish and manage respectful relationships. It also supports them to develop positive practices in relation to their reproductive and sexual health and the development of their identities. In doing so, students will gain an understanding of the factors that influence gender and sexual identities.

    During Foundation to Year 2, students will learn about:

    • parts of the body and how the body changes as they grow
    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will learn about the following:

    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves
    • establishing and managing changing relationships (offline and online)
    • bullying, harassment, discrimination and violence (including discrimination based on race, gender and sexuality)
    • strategies for dealing with relationships when there is an imbalance of power (including seeking help or leaving the relationship)
    • puberty and how the body changes over time
    • managing the physical, social and emotional changes that occur during puberty
    • reproduction and sexual health
    • practices that support reproductive and sexual health (contraception, negotiating consent, and prevention of sexually transmitted infections and blood-borne viruses)
    • changing identities and the factors that influence them (including personal, cultural, gender and sexual identities)
    • celebrating and respecting difference and diversity in individuals and communities.

    addresses how mental health and wellbeing can be enhanced and strengthened at an individual and community level. The content supports students to develop knowledge, understanding and skills to manage their own mental health and wellbeing and to support that of others.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • mental health and wellbeing, and mental health promotion
    • destigmatising mental illness in the community
    • the impact of physical, social, spiritual and emotional health on wellbeing
    • body image and self-worth and their impact on mental health and wellbeing
    • resilience, and skills that support resilient behaviour
    • coping skills, help-seeking strategies and community support resources
    • networks of support for promoting mental health and wellbeing.

    addresses safety issues that students may encounter in their daily lives. The content supports students to develop knowledge, understanding and skills to make safe decisions and behave in ways that protect their own safety and that of others.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • safety at school
    • safe practices at home, in road or transport environments, in the outdoors and when near water
    • safe and unsafe situations at home, school and parties and in the community
    • strategies for dealing with unsafe or uncomfortable situations
    • safe practices when using information and communication technologies (ICT) and online services, including dealing with cyberbullying
    • managing personal safety
    • first aid and emergency care, including safe blood practices
    • safety when participating in physical activity, including sports safety, sun safety, use of protective equipment and modifying rules
    • relationship and dating safety.
  • naming trusted people in their community who can help them stay safe and healthy, and practising ways of asking for help in a range of different scenarios
    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts
    • Use language to interact with others

    Word Knowledge
    • Understand learning area vocabulary

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas

    Personal and Social Capability

    Self-management
    • Become confident, resilient and adaptable
    • Work independently and show initiative
    • Express emotions appropriately

    addresses physical, social and emotional changes that occur over time and the significant role relationships and sexuality play in these changes. The content supports students to develop knowledge, understanding and skills that will help them to establish and manage respectful relationships. It also supports them to develop positive practices in relation to their reproductive and sexual health and the development of their identities. In doing so, students will gain an understanding of the factors that influence gender and sexual identities.

    During Foundation to Year 2, students will learn about:

    • parts of the body and how the body changes as they grow
    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will learn about the following:

    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves
    • establishing and managing changing relationships (offline and online)
    • bullying, harassment, discrimination and violence (including discrimination based on race, gender and sexuality)
    • strategies for dealing with relationships when there is an imbalance of power (including seeking help or leaving the relationship)
    • puberty and how the body changes over time
    • managing the physical, social and emotional changes that occur during puberty
    • reproduction and sexual health
    • practices that support reproductive and sexual health (contraception, negotiating consent, and prevention of sexually transmitted infections and blood-borne viruses)
    • changing identities and the factors that influence them (including personal, cultural, gender and sexual identities)
    • celebrating and respecting difference and diversity in individuals and communities.

    addresses safety issues that students may encounter in their daily lives. The content supports students to develop knowledge, understanding and skills to make safe decisions and behave in ways that protect their own safety and that of others.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • safety at school
    • safe practices at home, in road or transport environments, in the outdoors and when near water
    • safe and unsafe situations at home, school and parties and in the community
    • strategies for dealing with unsafe or uncomfortable situations
    • safe practices when using information and communication technologies (ICT) and online services, including dealing with cyberbullying
    • managing personal safety
    • first aid and emergency care, including safe blood practices
    • safety when participating in physical activity, including sports safety, sun safety, use of protective equipment and modifying rules
    • relationship and dating safety.
  • suggesting safe places at home, at school, while playing or while shopping and identifying what makes those places safe
    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Consider alternatives
    • Imagine possibilities and connect ideas

    Personal and Social Capability

    Self-management
    • Become confident, resilient and adaptable
    • Work independently and show initiative

Communicating and interacting for health and wellbeing

Practise personal and social skills to interact positively with others (ACPPS004 - Scootle )
Personal and Social Capability

Self-management
  • Become confident, resilient and adaptable
  • Work independently and show initiative

Self-awareness
  • Understand themselves as learners
  • Develop reflective practice

Literacy

Word Knowledge
  • Understand learning area vocabulary

Composing texts through speaking, writing and creating
  • Compose texts
  • Use language to interact with others

  • accessing stories about characters who have been excluded from a group and discussing how the character could deal with the situation
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas

    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Use language to interact with others

    Personal and Social Capability

    Self-management
    • Express emotions appropriately

    Social management
    • Work collaboratively

    addresses physical, social and emotional changes that occur over time and the significant role relationships and sexuality play in these changes. The content supports students to develop knowledge, understanding and skills that will help them to establish and manage respectful relationships. It also supports them to develop positive practices in relation to their reproductive and sexual health and the development of their identities. In doing so, students will gain an understanding of the factors that influence gender and sexual identities.

    During Foundation to Year 2, students will learn about:

    • parts of the body and how the body changes as they grow
    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will learn about the following:

    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves
    • establishing and managing changing relationships (offline and online)
    • bullying, harassment, discrimination and violence (including discrimination based on race, gender and sexuality)
    • strategies for dealing with relationships when there is an imbalance of power (including seeking help or leaving the relationship)
    • puberty and how the body changes over time
    • managing the physical, social and emotional changes that occur during puberty
    • reproduction and sexual health
    • practices that support reproductive and sexual health (contraception, negotiating consent, and prevention of sexually transmitted infections and blood-borne viruses)
    • changing identities and the factors that influence them (including personal, cultural, gender and sexual identities)
    • celebrating and respecting difference and diversity in individuals and communities.
  • discussing how it feels to be included in activities
    Literacy

    Composing texts through speaking, writing and creating
    • Use language to interact with others

    Personal and Social Capability

    Social management
    • Work collaboratively

    Self-management
    • Express emotions appropriately

    Self-awareness
    • Recognise personal qualities and achievements

    addresses the influence and impact regular physical activity participation has on individual and community health and wellbeing. The content supports students to develop knowledge, understanding and skills to make active choices and to explore the range of influences on physical activity participation and choices.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • physical benefits of participating in physical activities (including impact on health-related and skill-related components of fitness)
    • benefits of physical activities based on intensity, nature and frequency
    • social, emotional and cognitive benefits of regular physical activity
    • social, cultural and environmental influences on physical activity participation
    • sedentary behaviours and their impact on health and wellbeing
    • strategies for minimising sedentary behaviour and including physical activity in daily routines.

    addresses physical, social and emotional changes that occur over time and the significant role relationships and sexuality play in these changes. The content supports students to develop knowledge, understanding and skills that will help them to establish and manage respectful relationships. It also supports them to develop positive practices in relation to their reproductive and sexual health and the development of their identities. In doing so, students will gain an understanding of the factors that influence gender and sexual identities.

    During Foundation to Year 2, students will learn about:

    • parts of the body and how the body changes as they grow
    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will learn about the following:

    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves
    • establishing and managing changing relationships (offline and online)
    • bullying, harassment, discrimination and violence (including discrimination based on race, gender and sexuality)
    • strategies for dealing with relationships when there is an imbalance of power (including seeking help or leaving the relationship)
    • puberty and how the body changes over time
    • managing the physical, social and emotional changes that occur during puberty
    • reproduction and sexual health
    • practices that support reproductive and sexual health (contraception, negotiating consent, and prevention of sexually transmitted infections and blood-borne viruses)
    • changing identities and the factors that influence them (including personal, cultural, gender and sexual identities)
    • celebrating and respecting difference and diversity in individuals and communities.

    focuses on learning through which students actively engage in play with people, objects and representations; indoors, outdoors, alone, with a partner or in a group. The content supports students to be physically active and develop skills such as persistence, negotiation, problem solving, planning and cooperation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 4 will participate in the following:

    • imaginative play
    • small group games
    • minor games
    • lead-up games.
  • practising personal skills such as expressing needs, wants and feelings, active listening and showing self-discipline to be an effective group member
    Personal and Social Capability

    Self-awareness
    • Understand themselves as learners
    • Recognise personal qualities and achievements
    • Develop reflective practice

    Self-management
    • Work independently and show initiative
    • Express emotions appropriately
    • Become confident, resilient and adaptable
    • Develop self-discipline and set goals

    addresses physical, social and emotional changes that occur over time and the significant role relationships and sexuality play in these changes. The content supports students to develop knowledge, understanding and skills that will help them to establish and manage respectful relationships. It also supports them to develop positive practices in relation to their reproductive and sexual health and the development of their identities. In doing so, students will gain an understanding of the factors that influence gender and sexual identities.

    During Foundation to Year 2, students will learn about:

    • parts of the body and how the body changes as they grow
    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will learn about the following:

    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves
    • establishing and managing changing relationships (offline and online)
    • bullying, harassment, discrimination and violence (including discrimination based on race, gender and sexuality)
    • strategies for dealing with relationships when there is an imbalance of power (including seeking help or leaving the relationship)
    • puberty and how the body changes over time
    • managing the physical, social and emotional changes that occur during puberty
    • reproduction and sexual health
    • practices that support reproductive and sexual health (contraception, negotiating consent, and prevention of sexually transmitted infections and blood-borne viruses)
    • changing identities and the factors that influence them (including personal, cultural, gender and sexual identities)
    • celebrating and respecting difference and diversity in individuals and communities.
  • listening and responding to others when participating in physical activities to achieve agreed outcomes
    Personal and Social Capability

    Social management
    • Work collaboratively

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.

    focuses on the development of fundamental movement skills that provide the foundation for competent and confident participation in a range of physical activities such as games, sports, dance, gymnastics and physical recreation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 6 will have opportunities to practise and develop the following skills:

    Locomotor and non-locomotor skills:

    • rolling
    • balancing
    • sliding
    • jogging
    • running
    • leaping
    • jumping
    • hopping
    • dodging
    • galloping
    • skipping
    • floating and moving the body through water to safety.

    Object control skills:

    • bouncing
    • throwing
    • catching
    • kicking
    • striking.

    addresses the influence and impact regular physical activity participation has on individual and community health and wellbeing. The content supports students to develop knowledge, understanding and skills to make active choices and to explore the range of influences on physical activity participation and choices.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • physical benefits of participating in physical activities (including impact on health-related and skill-related components of fitness)
    • benefits of physical activities based on intensity, nature and frequency
    • social, emotional and cognitive benefits of regular physical activity
    • social, cultural and environmental influences on physical activity participation
    • sedentary behaviours and their impact on health and wellbeing
    • strategies for minimising sedentary behaviour and including physical activity in daily routines.

    focuses on learning through which students actively engage in play with people, objects and representations; indoors, outdoors, alone, with a partner or in a group. The content supports students to be physically active and develop skills such as persistence, negotiation, problem solving, planning and cooperation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 4 will participate in the following:

    • imaginative play
    • small group games
    • minor games
    • lead-up games.
Identify and describe emotional responses people may experience in different situations (ACPPS005 - Scootle )
Literacy

Comprehending texts through listening, reading and viewing
  • Comprehend texts
  • Navigate, read and view learning area texts
  • Interpret and analyse learning area texts

Word Knowledge
  • Understand learning area vocabulary

Composing texts through speaking, writing and creating
  • Use language to interact with others
  • Compose texts

Personal and Social Capability

Social management
  • Work collaboratively

Self-awareness
  • Recognise emotions
  • Develop reflective practice

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

  • identifying and describing the emotions of people who are happy, sad, excited, tired, angry, scared or confused
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Use language to interact with others

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Personal and Social Capability

    Self-awareness
    • Develop reflective practice
    • Recognise emotions

    Social management
    • Work collaboratively

    addresses physical, social and emotional changes that occur over time and the significant role relationships and sexuality play in these changes. The content supports students to develop knowledge, understanding and skills that will help them to establish and manage respectful relationships. It also supports them to develop positive practices in relation to their reproductive and sexual health and the development of their identities. In doing so, students will gain an understanding of the factors that influence gender and sexual identities.

    During Foundation to Year 2, students will learn about:

    • parts of the body and how the body changes as they grow
    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will learn about the following:

    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves
    • establishing and managing changing relationships (offline and online)
    • bullying, harassment, discrimination and violence (including discrimination based on race, gender and sexuality)
    • strategies for dealing with relationships when there is an imbalance of power (including seeking help or leaving the relationship)
    • puberty and how the body changes over time
    • managing the physical, social and emotional changes that occur during puberty
    • reproduction and sexual health
    • practices that support reproductive and sexual health (contraception, negotiating consent, and prevention of sexually transmitted infections and blood-borne viruses)
    • changing identities and the factors that influence them (including personal, cultural, gender and sexual identities)
    • celebrating and respecting difference and diversity in individuals and communities.

    addresses how mental health and wellbeing can be enhanced and strengthened at an individual and community level. The content supports students to develop knowledge, understanding and skills to manage their own mental health and wellbeing and to support that of others.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • mental health and wellbeing, and mental health promotion
    • destigmatising mental illness in the community
    • the impact of physical, social, spiritual and emotional health on wellbeing
    • body image and self-worth and their impact on mental health and wellbeing
    • resilience, and skills that support resilient behaviour
    • coping skills, help-seeking strategies and community support resources
    • networks of support for promoting mental health and wellbeing.
  • learning and using appropriate language and actions to communicate their feelings in different situations
    Personal and Social Capability

    Social awareness
    • Understand relationships

    Social management
    • Work collaboratively

    Self-awareness
    • Recognise emotions

    Self-management
    • Express emotions appropriately

    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Use language to interact with others

    addresses how mental health and wellbeing can be enhanced and strengthened at an individual and community level. The content supports students to develop knowledge, understanding and skills to manage their own mental health and wellbeing and to support that of others.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • mental health and wellbeing, and mental health promotion
    • destigmatising mental illness in the community
    • the impact of physical, social, spiritual and emotional health on wellbeing
    • body image and self-worth and their impact on mental health and wellbeing
    • resilience, and skills that support resilient behaviour
    • coping skills, help-seeking strategies and community support resources
    • networks of support for promoting mental health and wellbeing.

    addresses physical, social and emotional changes that occur over time and the significant role relationships and sexuality play in these changes. The content supports students to develop knowledge, understanding and skills that will help them to establish and manage respectful relationships. It also supports them to develop positive practices in relation to their reproductive and sexual health and the development of their identities. In doing so, students will gain an understanding of the factors that influence gender and sexual identities.

    During Foundation to Year 2, students will learn about:

    • parts of the body and how the body changes as they grow
    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will learn about the following:

    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves
    • establishing and managing changing relationships (offline and online)
    • bullying, harassment, discrimination and violence (including discrimination based on race, gender and sexuality)
    • strategies for dealing with relationships when there is an imbalance of power (including seeking help or leaving the relationship)
    • puberty and how the body changes over time
    • managing the physical, social and emotional changes that occur during puberty
    • reproduction and sexual health
    • practices that support reproductive and sexual health (contraception, negotiating consent, and prevention of sexually transmitted infections and blood-borne viruses)
    • changing identities and the factors that influence them (including personal, cultural, gender and sexual identities)
    • celebrating and respecting difference and diversity in individuals and communities.
  • recalling and sharing emotional responses to different situations and representing this in a variety of ways
    Personal and Social Capability

    Self-management
    • Express emotions appropriately

    Self-awareness
    • Recognise emotions

    Social management
    • Work collaboratively

    Social awareness
    • Understand relationships

    Literacy

    Composing texts through speaking, writing and creating
    • Use language to interact with others

    Word Knowledge
    • Understand learning area vocabulary

    addresses physical, social and emotional changes that occur over time and the significant role relationships and sexuality play in these changes. The content supports students to develop knowledge, understanding and skills that will help them to establish and manage respectful relationships. It also supports them to develop positive practices in relation to their reproductive and sexual health and the development of their identities. In doing so, students will gain an understanding of the factors that influence gender and sexual identities.

    During Foundation to Year 2, students will learn about:

    • parts of the body and how the body changes as they grow
    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will learn about the following:

    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves
    • establishing and managing changing relationships (offline and online)
    • bullying, harassment, discrimination and violence (including discrimination based on race, gender and sexuality)
    • strategies for dealing with relationships when there is an imbalance of power (including seeking help or leaving the relationship)
    • puberty and how the body changes over time
    • managing the physical, social and emotional changes that occur during puberty
    • reproduction and sexual health
    • practices that support reproductive and sexual health (contraception, negotiating consent, and prevention of sexually transmitted infections and blood-borne viruses)
    • changing identities and the factors that influence them (including personal, cultural, gender and sexual identities)
    • celebrating and respecting difference and diversity in individuals and communities.

    addresses how mental health and wellbeing can be enhanced and strengthened at an individual and community level. The content supports students to develop knowledge, understanding and skills to manage their own mental health and wellbeing and to support that of others.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • mental health and wellbeing, and mental health promotion
    • destigmatising mental illness in the community
    • the impact of physical, social, spiritual and emotional health on wellbeing
    • body image and self-worth and their impact on mental health and wellbeing
    • resilience, and skills that support resilient behaviour
    • coping skills, help-seeking strategies and community support resources
    • networks of support for promoting mental health and wellbeing.
  • reading and viewing stories about adventures and talking about how characters feel and react when taking risks
    Literacy

    Composing texts through speaking, writing and creating
    • Use language to interact with others
    • Compose spoken, written, visual and multimodal learning area texts

    Grammar knowledge
    • Express opinion and point of view

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Comprehend texts

    Personal and Social Capability

    Social awareness
    • Understand relationships
    • Appreciate diverse perspectives

    Self-awareness
    • Recognise emotions

  • talking about connections between feelings, body reactions and body language
    Literacy

    Comprehending texts through listening, reading and viewing
    • Listen and respond to learning area texts

    Personal and Social Capability

    Self-awareness
    • Recognise emotions
    • Develop reflective practice

    Self-management
    • Express emotions appropriately

    Social awareness
    • Understand relationships

  • exploring how someone might think and feel during an emergency
    Literacy

    Composing texts through speaking, writing and creating
    • Use language to interact with others

    Comprehending texts through listening, reading and viewing
    • Listen and respond to learning area texts

    Personal and Social Capability

    Self-management
    • Express emotions appropriately

    Self-awareness
    • Develop reflective practice
    • Recognise emotions

    Social awareness
    • Understand relationships

    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Imagine possibilities and connect ideas

Contributing to healthy and active communities

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

Personal and Social Capability

Self-awareness
  • Recognise personal qualities and achievements
  • Understand themselves as learners

  • identifying household substances that can be dangerous and suggesting examples of how they can be stored safely in the home
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Composing texts through speaking, writing and creating
    • Use language to interact with others
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    addresses safety issues that students may encounter in their daily lives. The content supports students to develop knowledge, understanding and skills to make safe decisions and behave in ways that protect their own safety and that of others.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • safety at school
    • safe practices at home, in road or transport environments, in the outdoors and when near water
    • safe and unsafe situations at home, school and parties and in the community
    • strategies for dealing with unsafe or uncomfortable situations
    • safe practices when using information and communication technologies (ICT) and online services, including dealing with cyberbullying
    • managing personal safety
    • first aid and emergency care, including safe blood practices
    • safety when participating in physical activity, including sports safety, sun safety, use of protective equipment and modifying rules
    • relationship and dating safety.

    addresses a range of drugs, including prescription drugs, bush and alternative medicines, energy drinks, caffeine, tobacco, alcohol, illegal drugs and performance-enhancing drugs. The content supports students to explore the impact drugs can have on individuals, families and communities.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • safe use of medicines
    • alternatives to taking medicines
    • the effect of drugs on the body (including energy drinks and caffeine)
    • factors that influence the use of different types of drugs
    • impact of drug use on individuals and communities
    • making informed decisions about drugs (assertive behaviour, peer influence, harm minimisation, awareness of blood-borne viruses)
    • performance-enhancing drugs in sport.
  • grouping foods into categories such as food groups and ‘always’ and ‘sometimes’ foods
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts
    • Use language to interact with others

    Word Knowledge
    • Understand learning area vocabulary

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action

    Numeracy

    Recognising and using patterns and relationships
    • Recognise and use patterns and relationships

    addresses the role of food and nutrition in enhancing health and wellbeing. The content supports students to develop knowledge, understanding and skills to make healthy, informed food choices and to explore the contextual factors that influence eating habits and food choices.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • food groups and recommendations for healthy eating (including The Australian Guide to Healthy Eating)
    • nutritional requirements and dietary needs (including The Australian Dietary Guidelines)
    • food labelling and packaging
    • food advertising
    • personal, social, economic and cultural influences on food choices and eating habits
    • strategies for planning and maintaining a healthy, balanced diet
    • healthy options for snacks, meals and drinks
    • sustainable food choices.
  • recognising and following safety symbols and procedures at home and in water and road environments
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts
    • Use language to interact with others

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    addresses safety issues that students may encounter in their daily lives. The content supports students to develop knowledge, understanding and skills to make safe decisions and behave in ways that protect their own safety and that of others.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • safety at school
    • safe practices at home, in road or transport environments, in the outdoors and when near water
    • safe and unsafe situations at home, school and parties and in the community
    • strategies for dealing with unsafe or uncomfortable situations
    • safe practices when using information and communication technologies (ICT) and online services, including dealing with cyberbullying
    • managing personal safety
    • first aid and emergency care, including safe blood practices
    • safety when participating in physical activity, including sports safety, sun safety, use of protective equipment and modifying rules
    • relationship and dating safety.
  • understanding the importance of personal hygiene practices, including hand washing, face washing, nose blowing and toilet routines
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    addresses safety issues that students may encounter in their daily lives. The content supports students to develop knowledge, understanding and skills to make safe decisions and behave in ways that protect their own safety and that of others.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • safety at school
    • safe practices at home, in road or transport environments, in the outdoors and when near water
    • safe and unsafe situations at home, school and parties and in the community
    • strategies for dealing with unsafe or uncomfortable situations
    • safe practices when using information and communication technologies (ICT) and online services, including dealing with cyberbullying
    • managing personal safety
    • first aid and emergency care, including safe blood practices
    • safety when participating in physical activity, including sports safety, sun safety, use of protective equipment and modifying rules
    • relationship and dating safety.
  • recognising that being kind, fair and respectful to others can support class health and wellbeing
    Ethical Understanding

    Reasoning in decision making and actions
    • Consider consequences
    • Reflect on ethical action

    Understanding ethical concepts and issues
    • Recognise ethical concepts

    addresses physical, social and emotional changes that occur over time and the significant role relationships and sexuality play in these changes. The content supports students to develop knowledge, understanding and skills that will help them to establish and manage respectful relationships. It also supports them to develop positive practices in relation to their reproductive and sexual health and the development of their identities. In doing so, students will gain an understanding of the factors that influence gender and sexual identities.

    During Foundation to Year 2, students will learn about:

    • parts of the body and how the body changes as they grow
    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will learn about the following:

    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves
    • establishing and managing changing relationships (offline and online)
    • bullying, harassment, discrimination and violence (including discrimination based on race, gender and sexuality)
    • strategies for dealing with relationships when there is an imbalance of power (including seeking help or leaving the relationship)
    • puberty and how the body changes over time
    • managing the physical, social and emotional changes that occur during puberty
    • reproduction and sexual health
    • practices that support reproductive and sexual health (contraception, negotiating consent, and prevention of sexually transmitted infections and blood-borne viruses)
    • changing identities and the factors that influence them (including personal, cultural, gender and sexual identities)
    • celebrating and respecting difference and diversity in individuals and communities.

    addresses how mental health and wellbeing can be enhanced and strengthened at an individual and community level. The content supports students to develop knowledge, understanding and skills to manage their own mental health and wellbeing and to support that of others.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • mental health and wellbeing, and mental health promotion
    • destigmatising mental illness in the community
    • the impact of physical, social, spiritual and emotional health on wellbeing
    • body image and self-worth and their impact on mental health and wellbeing
    • resilience, and skills that support resilient behaviour
    • coping skills, help-seeking strategies and community support resources
    • networks of support for promoting mental health and wellbeing.
  • looking at different ways the community keeps them safe, for example devices like lights, procedures like safe swimming or safe food handling and safety volunteers
    Personal and Social Capability

    Social awareness
    • Contribute to civil society

Participate in play that promotes engagement with outdoor settings and the natural environment (ACPPS007 - Scootle )
Personal and Social Capability

Social awareness
  • Understand relationships

Social management
  • Work collaboratively

  • exploring a range of ways to play and be active in outdoor or natural settings

    addresses the influence and impact regular physical activity participation has on individual and community health and wellbeing. The content supports students to develop knowledge, understanding and skills to make active choices and to explore the range of influences on physical activity participation and choices.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • physical benefits of participating in physical activities (including impact on health-related and skill-related components of fitness)
    • benefits of physical activities based on intensity, nature and frequency
    • social, emotional and cognitive benefits of regular physical activity
    • social, cultural and environmental influences on physical activity participation
    • sedentary behaviours and their impact on health and wellbeing
    • strategies for minimising sedentary behaviour and including physical activity in daily routines.

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.

    focuses on learning through which students actively engage in play with people, objects and representations; indoors, outdoors, alone, with a partner or in a group. The content supports students to be physically active and develop skills such as persistence, negotiation, problem solving, planning and cooperation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 4 will participate in the following:

    • imaginative play
    • small group games
    • minor games
    • lead-up games.
  • understanding how to be safe in the outdoors through play in natural environments
    Personal and Social Capability

    Social awareness
    • Understand relationships

    Self-management
    • Become confident, resilient and adaptable

    addresses safety issues that students may encounter in their daily lives. The content supports students to develop knowledge, understanding and skills to make safe decisions and behave in ways that protect their own safety and that of others.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • safety at school
    • safe practices at home, in road or transport environments, in the outdoors and when near water
    • safe and unsafe situations at home, school and parties and in the community
    • strategies for dealing with unsafe or uncomfortable situations
    • safe practices when using information and communication technologies (ICT) and online services, including dealing with cyberbullying
    • managing personal safety
    • first aid and emergency care, including safe blood practices
    • safety when participating in physical activity, including sports safety, sun safety, use of protective equipment and modifying rules
    • relationship and dating safety.

    focuses on learning through which students actively engage in play with people, objects and representations; indoors, outdoors, alone, with a partner or in a group. The content supports students to be physically active and develop skills such as persistence, negotiation, problem solving, planning and cooperation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 4 will participate in the following:

    • imaginative play
    • small group games
    • minor games
    • lead-up games.

    focuses on the development of fundamental movement skills that provide the foundation for competent and confident participation in a range of physical activities such as games, sports, dance, gymnastics and physical recreation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 6 will have opportunities to practise and develop the following skills:

    Locomotor and non-locomotor skills:

    • rolling
    • balancing
    • sliding
    • jogging
    • running
    • leaping
    • jumping
    • hopping
    • dodging
    • galloping
    • skipping
    • floating and moving the body through water to safety.

    Object control skills:

    • bouncing
    • throwing
    • catching
    • kicking
    • striking.

    addresses the influence and impact regular physical activity participation has on individual and community health and wellbeing. The content supports students to develop knowledge, understanding and skills to make active choices and to explore the range of influences on physical activity participation and choices.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • physical benefits of participating in physical activities (including impact on health-related and skill-related components of fitness)
    • benefits of physical activities based on intensity, nature and frequency
    • social, emotional and cognitive benefits of regular physical activity
    • social, cultural and environmental influences on physical activity participation
    • sedentary behaviours and their impact on health and wellbeing
    • strategies for minimising sedentary behaviour and including physical activity in daily routines.
  • playing traditional Aboriginal and Torres Strait Islander games such as Kolap using natural materials
    • Aboriginal and Torres Strait Islander Histories and Cultures
    Intercultural Understanding

    Recognising culture and developing respect
    • Explore and compare cultural knowledge, beliefs and practices

    Reflecting on intercultural experiences and taking responsibility
    • Reflect on intercultural experiences

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

Moving our body

Practise fundamental movement skills and movement sequences using different body parts (ACPMP008 - Scootle )
Personal and Social Capability

Self-awareness
  • Develop reflective practice

Self-management
  • Become confident, resilient and adaptable
  • Work independently and show initiative

Numeracy

Recognising and using patterns and relationships
  • Recognise and use patterns and relationships

Using spatial reasoning
  • Visualise 2D shapes and 3D objects

  • performing locomotor skills in any direction from one point to another
    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Personal and Social Capability

    Self-management
    • Become confident, resilient and adaptable
    • Work independently and show initiative

    Self-awareness
    • Develop reflective practice

    focuses on the development of fundamental movement skills that provide the foundation for competent and confident participation in a range of physical activities such as games, sports, dance, gymnastics and physical recreation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 6 will have opportunities to practise and develop the following skills:

    Locomotor and non-locomotor skills:

    • rolling
    • balancing
    • sliding
    • jogging
    • running
    • leaping
    • jumping
    • hopping
    • dodging
    • galloping
    • skipping
    • floating and moving the body through water to safety.

    Object control skills:

    • bouncing
    • throwing
    • catching
    • kicking
    • striking.

    focuses on learning through which students actively engage in play with people, objects and representations; indoors, outdoors, alone, with a partner or in a group. The content supports students to be physically active and develop skills such as persistence, negotiation, problem solving, planning and cooperation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 4 will participate in the following:

    • imaginative play
    • small group games
    • minor games
    • lead-up games.

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.
  • sending, controlling and receiving objects at different levels and in different ways
    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts

    Numeracy

    Using measurement
    • Estimate and measure with metric units

    Using spatial reasoning
    • Visualise 2D shapes and 3D objects

    focuses on learning through which students actively engage in play with people, objects and representations; indoors, outdoors, alone, with a partner or in a group. The content supports students to be physically active and develop skills such as persistence, negotiation, problem solving, planning and cooperation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 4 will participate in the following:

    • imaginative play
    • small group games
    • minor games
    • lead-up games.

    focuses on the development of fundamental movement skills that provide the foundation for competent and confident participation in a range of physical activities such as games, sports, dance, gymnastics and physical recreation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 6 will have opportunities to practise and develop the following skills:

    Locomotor and non-locomotor skills:

    • rolling
    • balancing
    • sliding
    • jogging
    • running
    • leaping
    • jumping
    • hopping
    • dodging
    • galloping
    • skipping
    • floating and moving the body through water to safety.

    Object control skills:

    • bouncing
    • throwing
    • catching
    • kicking
    • striking.
  • performing a range of water confidence skills
    Personal and Social Capability

    Self-management
    • Work independently and show initiative
    • Become confident, resilient and adaptable

    Self-awareness
    • Develop reflective practice

    focuses on the development of fundamental movement skills that provide the foundation for competent and confident participation in a range of physical activities such as games, sports, dance, gymnastics and physical recreation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 6 will have opportunities to practise and develop the following skills:

    Locomotor and non-locomotor skills:

    • rolling
    • balancing
    • sliding
    • jogging
    • running
    • leaping
    • jumping
    • hopping
    • dodging
    • galloping
    • skipping
    • floating and moving the body through water to safety.

    Object control skills:

    • bouncing
    • throwing
    • catching
    • kicking
    • striking.
  • creating movement sequences without equipment
    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Consider alternatives
    • Seek solutions and put ideas into action
    • Imagine possibilities and connect ideas

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas

    Numeracy

    Recognising and using patterns and relationships
    • Recognise and use patterns and relationships

    Using spatial reasoning
    • Visualise 2D shapes and 3D objects

    Personal and Social Capability

    Self-awareness
    • Develop reflective practice

    Self-management
    • Become confident, resilient and adaptable
    • Work independently and show initiative

    focuses on learning through which students actively engage in play with people, objects and representations; indoors, outdoors, alone, with a partner or in a group. The content supports students to be physically active and develop skills such as persistence, negotiation, problem solving, planning and cooperation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 4 will participate in the following:

    • imaginative play
    • small group games
    • minor games
    • lead-up games.

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.

    focuses on the development of fundamental movement skills that provide the foundation for competent and confident participation in a range of physical activities such as games, sports, dance, gymnastics and physical recreation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 6 will have opportunities to practise and develop the following skills:

    Locomotor and non-locomotor skills:

    • rolling
    • balancing
    • sliding
    • jogging
    • running
    • leaping
    • jumping
    • hopping
    • dodging
    • galloping
    • skipping
    • floating and moving the body through water to safety.

    Object control skills:

    • bouncing
    • throwing
    • catching
    • kicking
    • striking.
  • responding with movement to rhythm, beat, music and words
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Listen and respond to learning area texts

    Composing texts through speaking, writing and creating
    • Use language to interact with others

    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts

    Generating ideas, possibilities and actions
    • Consider alternatives
    • Seek solutions and put ideas into action

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information

    Personal and Social Capability

    Self-management
    • Work independently and show initiative
    • Become confident, resilient and adaptable

    Self-awareness
    • Develop reflective practice

    Numeracy

    Recognising and using patterns and relationships
    • Recognise and use patterns and relationships

    focuses on the development of fundamental movement skills that provide the foundation for competent and confident participation in a range of physical activities such as games, sports, dance, gymnastics and physical recreation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 6 will have opportunities to practise and develop the following skills:

    Locomotor and non-locomotor skills:

    • rolling
    • balancing
    • sliding
    • jogging
    • running
    • leaping
    • jumping
    • hopping
    • dodging
    • galloping
    • skipping
    • floating and moving the body through water to safety.

    Object control skills:

    • bouncing
    • throwing
    • catching
    • kicking
    • striking.

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.
Participate in games with and without equipment (ACPMP009 - Scootle )
Personal and Social Capability

Social awareness
  • Understand relationships

Social management
  • Work collaboratively

Self-awareness
  • Understand themselves as learners

  • participating in games that require students to be aware of personal safety and game boundaries
    Numeracy

    Recognising and using patterns and relationships
    • Recognise and use patterns and relationships

    Using spatial reasoning
    • Interpret maps and diagrams

    Personal and Social Capability

    Self-management
    • Become confident, resilient and adaptable

    Self-awareness
    • Understand themselves as learners

    Social awareness
    • Understand relationships

    Social management
    • Work collaboratively

    focuses on learning through which students actively engage in play with people, objects and representations; indoors, outdoors, alone, with a partner or in a group. The content supports students to be physically active and develop skills such as persistence, negotiation, problem solving, planning and cooperation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 4 will participate in the following:

    • imaginative play
    • small group games
    • minor games
    • lead-up games.

    focuses on the development of fundamental movement skills that provide the foundation for competent and confident participation in a range of physical activities such as games, sports, dance, gymnastics and physical recreation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 6 will have opportunities to practise and develop the following skills:

    Locomotor and non-locomotor skills:

    • rolling
    • balancing
    • sliding
    • jogging
    • running
    • leaping
    • jumping
    • hopping
    • dodging
    • galloping
    • skipping
    • floating and moving the body through water to safety.

    Object control skills:

    • bouncing
    • throwing
    • catching
    • kicking
    • striking.
  • participating in games from other cultures
    Personal and Social Capability

    Self-awareness
    • Understand themselves as learners

    Social management
    • Work collaboratively

    Social awareness
    • Understand relationships

    Intercultural Understanding

    Recognising culture and developing respect
    • Investigate culture and cultural identity
    • Explore and compare cultural knowledge, beliefs and practices

    focuses on learning through which students actively engage in play with people, objects and representations; indoors, outdoors, alone, with a partner or in a group. The content supports students to be physically active and develop skills such as persistence, negotiation, problem solving, planning and cooperation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 4 will participate in the following:

    • imaginative play
    • small group games
    • minor games
    • lead-up games.

    focuses on the development of fundamental movement skills that provide the foundation for competent and confident participation in a range of physical activities such as games, sports, dance, gymnastics and physical recreation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 6 will have opportunities to practise and develop the following skills:

    Locomotor and non-locomotor skills:

    • rolling
    • balancing
    • sliding
    • jogging
    • running
    • leaping
    • jumping
    • hopping
    • dodging
    • galloping
    • skipping
    • floating and moving the body through water to safety.

    Object control skills:

    • bouncing
    • throwing
    • catching
    • kicking
    • striking.
  • participating in games responding to stimuli, such as musical chairs, rhythm actions, alphabet shapes
    Personal and Social Capability

    Social awareness
    • Understand relationships

    Self-awareness
    • Understand themselves as learners

    Social management
    • Work collaboratively

    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Consider alternatives
    • Seek solutions and put ideas into action

    focuses on learning through which students actively engage in play with people, objects and representations; indoors, outdoors, alone, with a partner or in a group. The content supports students to be physically active and develop skills such as persistence, negotiation, problem solving, planning and cooperation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 4 will participate in the following:

    • imaginative play
    • small group games
    • minor games
    • lead-up games.

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.

    focuses on the development of fundamental movement skills that provide the foundation for competent and confident participation in a range of physical activities such as games, sports, dance, gymnastics and physical recreation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 6 will have opportunities to practise and develop the following skills:

    Locomotor and non-locomotor skills:

    • rolling
    • balancing
    • sliding
    • jogging
    • running
    • leaping
    • jumping
    • hopping
    • dodging
    • galloping
    • skipping
    • floating and moving the body through water to safety.

    Object control skills:

    • bouncing
    • throwing
    • catching
    • kicking
    • striking.

Understanding movement

Explore how regular physical activity keeps individuals healthy and well (ACPMP010 - Scootle )
Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas

Literacy

Word Knowledge
  • Understand learning area vocabulary

Composing texts through speaking, writing and creating
  • Use language to interact with others
  • Compose texts

Personal and Social Capability

Self-awareness
  • Recognise personal qualities and achievements
  • Understand themselves as learners

  • describing their feelings after participating in different physical activities
    Personal and Social Capability

    Self-awareness
    • Understand themselves as learners
    • Recognise emotions

    Self-management
    • Express emotions appropriately

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Use language to interact with others

    addresses the influence and impact regular physical activity participation has on individual and community health and wellbeing. The content supports students to develop knowledge, understanding and skills to make active choices and to explore the range of influences on physical activity participation and choices.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • physical benefits of participating in physical activities (including impact on health-related and skill-related components of fitness)
    • benefits of physical activities based on intensity, nature and frequency
    • social, emotional and cognitive benefits of regular physical activity
    • social, cultural and environmental influences on physical activity participation
    • sedentary behaviours and their impact on health and wellbeing
    • strategies for minimising sedentary behaviour and including physical activity in daily routines.
  • describing how the body responds to participating in different physical activities
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Use language to interact with others

    addresses the influence and impact regular physical activity participation has on individual and community health and wellbeing. The content supports students to develop knowledge, understanding and skills to make active choices and to explore the range of influences on physical activity participation and choices.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • physical benefits of participating in physical activities (including impact on health-related and skill-related components of fitness)
    • benefits of physical activities based on intensity, nature and frequency
    • social, emotional and cognitive benefits of regular physical activity
    • social, cultural and environmental influences on physical activity participation
    • sedentary behaviours and their impact on health and wellbeing
    • strategies for minimising sedentary behaviour and including physical activity in daily routines.
  • sharing the things they enjoy about being physically active
    Personal and Social Capability

    Self-awareness
    • Understand themselves as learners
    • Recognise personal qualities and achievements
    • Recognise emotions

    Self-management
    • Express emotions appropriately

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Use language to interact with others

    addresses the influence and impact regular physical activity participation has on individual and community health and wellbeing. The content supports students to develop knowledge, understanding and skills to make active choices and to explore the range of influences on physical activity participation and choices.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • physical benefits of participating in physical activities (including impact on health-related and skill-related components of fitness)
    • benefits of physical activities based on intensity, nature and frequency
    • social, emotional and cognitive benefits of regular physical activity
    • social, cultural and environmental influences on physical activity participation
    • sedentary behaviours and their impact on health and wellbeing
    • strategies for minimising sedentary behaviour and including physical activity in daily routines.
  • identifying how regular physical activity can help keep people healthy
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Use language to interact with others

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    addresses the influence and impact regular physical activity participation has on individual and community health and wellbeing. The content supports students to develop knowledge, understanding and skills to make active choices and to explore the range of influences on physical activity participation and choices.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • physical benefits of participating in physical activities (including impact on health-related and skill-related components of fitness)
    • benefits of physical activities based on intensity, nature and frequency
    • social, emotional and cognitive benefits of regular physical activity
    • social, cultural and environmental influences on physical activity participation
    • sedentary behaviours and their impact on health and wellbeing
    • strategies for minimising sedentary behaviour and including physical activity in daily routines.
Identify and describe how their body moves in relation to effort, space, time, objects and people (ACPMP011 - Scootle )
Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Numeracy

Using measurement
  • Estimate and measure with metric units
  • Operate with clocks, calendars and timetables

Recognising and using patterns and relationships
  • Recognise and use patterns and relationships

Using spatial reasoning
  • Interpret maps and diagrams

Personal and Social Capability

Self-awareness
  • Develop reflective practice
  • Recognise emotions

Literacy

Composing texts through speaking, writing and creating
  • Use language to interact with others
  • Compose texts

Word Knowledge
  • Understand learning area vocabulary

  • moving at different speeds and in different directions with others in a designated area
    Numeracy

    Using measurement
    • Operate with clocks, calendars and timetables

    Using spatial reasoning
    • Interpret maps and diagrams

    Personal and Social Capability

    Self-management
    • Become confident, resilient and adaptable

    focuses on learning through which students actively engage in play with people, objects and representations; indoors, outdoors, alone, with a partner or in a group. The content supports students to be physically active and develop skills such as persistence, negotiation, problem solving, planning and cooperation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 4 will participate in the following:

    • imaginative play
    • small group games
    • minor games
    • lead-up games.

    focuses on the development of fundamental movement skills that provide the foundation for competent and confident participation in a range of physical activities such as games, sports, dance, gymnastics and physical recreation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 6 will have opportunities to practise and develop the following skills:

    Locomotor and non-locomotor skills:

    • rolling
    • balancing
    • sliding
    • jogging
    • running
    • leaping
    • jumping
    • hopping
    • dodging
    • galloping
    • skipping
    • floating and moving the body through water to safety.

    Object control skills:

    • bouncing
    • throwing
    • catching
    • kicking
    • striking.

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.
  • demonstrating the difference between personal space and general space in physical activities
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas

    focuses on the development of fundamental movement skills that provide the foundation for competent and confident participation in a range of physical activities such as games, sports, dance, gymnastics and physical recreation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 6 will have opportunities to practise and develop the following skills:

    Locomotor and non-locomotor skills:

    • rolling
    • balancing
    • sliding
    • jogging
    • running
    • leaping
    • jumping
    • hopping
    • dodging
    • galloping
    • skipping
    • floating and moving the body through water to safety.

    Object control skills:

    • bouncing
    • throwing
    • catching
    • kicking
    • striking.

    focuses on learning through which students actively engage in play with people, objects and representations; indoors, outdoors, alone, with a partner or in a group. The content supports students to be physically active and develop skills such as persistence, negotiation, problem solving, planning and cooperation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 4 will participate in the following:

    • imaginative play
    • small group games
    • minor games
    • lead-up games.

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.
  • describing body positions when performing a range of different movements
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action

    focuses on learning through which students actively engage in play with people, objects and representations; indoors, outdoors, alone, with a partner or in a group. The content supports students to be physically active and develop skills such as persistence, negotiation, problem solving, planning and cooperation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 4 will participate in the following:

    • imaginative play
    • small group games
    • minor games
    • lead-up games.

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.

    focuses on the development of fundamental movement skills that provide the foundation for competent and confident participation in a range of physical activities such as games, sports, dance, gymnastics and physical recreation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 6 will have opportunities to practise and develop the following skills:

    Locomotor and non-locomotor skills:

    • rolling
    • balancing
    • sliding
    • jogging
    • running
    • leaping
    • jumping
    • hopping
    • dodging
    • galloping
    • skipping
    • floating and moving the body through water to safety.

    Object control skills:

    • bouncing
    • throwing
    • catching
    • kicking
    • striking.

Learning through movement

Cooperate with others when participating in physical activities (ACPMP012 - Scootle )
Personal and Social Capability

Social awareness
  • Appreciate diverse perspectives
  • Understand relationships

Social management
  • Negotiate and resolve conflict
  • Work collaboratively

Self-management
  • Express emotions appropriately

  • working with a partner or small group to complete a movement task or challenge
    Personal and Social Capability

    Social management
    • Negotiate and resolve conflict
    • Work collaboratively

    Social awareness
    • Appreciate diverse perspectives
    • Understand relationships

    Self-management
    • Express emotions appropriately

    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action

    addresses physical, social and emotional changes that occur over time and the significant role relationships and sexuality play in these changes. The content supports students to develop knowledge, understanding and skills that will help them to establish and manage respectful relationships. It also supports them to develop positive practices in relation to their reproductive and sexual health and the development of their identities. In doing so, students will gain an understanding of the factors that influence gender and sexual identities.

    During Foundation to Year 2, students will learn about:

    • parts of the body and how the body changes as they grow
    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will learn about the following:

    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves
    • establishing and managing changing relationships (offline and online)
    • bullying, harassment, discrimination and violence (including discrimination based on race, gender and sexuality)
    • strategies for dealing with relationships when there is an imbalance of power (including seeking help or leaving the relationship)
    • puberty and how the body changes over time
    • managing the physical, social and emotional changes that occur during puberty
    • reproduction and sexual health
    • practices that support reproductive and sexual health (contraception, negotiating consent, and prevention of sexually transmitted infections and blood-borne viruses)
    • changing identities and the factors that influence them (including personal, cultural, gender and sexual identities)
    • celebrating and respecting difference and diversity in individuals and communities.

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.

    focuses on learning through which students actively engage in play with people, objects and representations; indoors, outdoors, alone, with a partner or in a group. The content supports students to be physically active and develop skills such as persistence, negotiation, problem solving, planning and cooperation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 4 will participate in the following:

    • imaginative play
    • small group games
    • minor games
    • lead-up games.
  • mirroring a partner while moving to music
    Numeracy

    Recognising and using patterns and relationships
    • Recognise and use patterns and relationships

    Personal and Social Capability

    Social management
    • Work collaboratively

    Social awareness
    • Understand relationships

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.
  • using words and body language to communicate intentions clearly when playing minor games
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Listen and respond to learning area texts

    Composing texts through speaking, writing and creating
    • Use language to interact with others

    Personal and Social Capability

    Social awareness
    • Understand relationships

    Social management
    • Work collaboratively

    focuses on learning through which students actively engage in play with people, objects and representations; indoors, outdoors, alone, with a partner or in a group. The content supports students to be physically active and develop skills such as persistence, negotiation, problem solving, planning and cooperation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 4 will participate in the following:

    • imaginative play
    • small group games
    • minor games
    • lead-up games.
Test possible solutions to movement challenges through trial and error (ACPMP013 - Scootle )
Personal and Social Capability

Social management
  • Make decisions

Self-management
  • Work independently and show initiative

  • attempting different ways to solve a movement challenge and discussing which ways were successful or not
    Literacy

    Composing texts through speaking, writing and creating
    • Use language to interact with others

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Listen and respond to learning area texts

    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Consider alternatives
    • Seek solutions and put ideas into action

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Pose questions

    Personal and Social Capability

    Self-management
    • Work independently and show initiative

    Social management
    • Make decisions

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.

    focuses on learning through which students actively engage in play with people, objects and representations; indoors, outdoors, alone, with a partner or in a group. The content supports students to be physically active and develop skills such as persistence, negotiation, problem solving, planning and cooperation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 4 will participate in the following:

    • imaginative play
    • small group games
    • minor games
    • lead-up games.

    focuses on the development of fundamental movement skills that provide the foundation for competent and confident participation in a range of physical activities such as games, sports, dance, gymnastics and physical recreation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 6 will have opportunities to practise and develop the following skills:

    Locomotor and non-locomotor skills:

    • rolling
    • balancing
    • sliding
    • jogging
    • running
    • leaping
    • jumping
    • hopping
    • dodging
    • galloping
    • skipping
    • floating and moving the body through water to safety.

    Object control skills:

    • bouncing
    • throwing
    • catching
    • kicking
    • striking.
  • trialling a number of techniques when trying new movement activities
    Personal and Social Capability

    Self-management
    • Work independently and show initiative

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Pose questions
    • Identify and clarify information and ideas

    Generating ideas, possibilities and actions
    • Consider alternatives
    • Seek solutions and put ideas into action

    focuses on learning through which students actively engage in play with people, objects and representations; indoors, outdoors, alone, with a partner or in a group. The content supports students to be physically active and develop skills such as persistence, negotiation, problem solving, planning and cooperation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 4 will participate in the following:

    • imaginative play
    • small group games
    • minor games
    • lead-up games.

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.

    focuses on the development of fundamental movement skills that provide the foundation for competent and confident participation in a range of physical activities such as games, sports, dance, gymnastics and physical recreation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 6 will have opportunities to practise and develop the following skills:

    Locomotor and non-locomotor skills:

    • rolling
    • balancing
    • sliding
    • jogging
    • running
    • leaping
    • jumping
    • hopping
    • dodging
    • galloping
    • skipping
    • floating and moving the body through water to safety.

    Object control skills:

    • bouncing
    • throwing
    • catching
    • kicking
    • striking.
  • making positive choices when faced with a decision about how they participate in a movement activity
    Personal and Social Capability

    Self-awareness
    • Understand themselves as learners
    • Recognise personal qualities and achievements

    Social management
    • Make decisions
    • Work collaboratively

    Self-management
    • Develop self-discipline and set goals

    focuses on the development of fundamental movement skills that provide the foundation for competent and confident participation in a range of physical activities such as games, sports, dance, gymnastics and physical recreation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 6 will have opportunities to practise and develop the following skills:

    Locomotor and non-locomotor skills:

    • rolling
    • balancing
    • sliding
    • jogging
    • running
    • leaping
    • jumping
    • hopping
    • dodging
    • galloping
    • skipping
    • floating and moving the body through water to safety.

    Object control skills:

    • bouncing
    • throwing
    • catching
    • kicking
    • striking.

    focuses on learning through which students actively engage in play with people, objects and representations; indoors, outdoors, alone, with a partner or in a group. The content supports students to be physically active and develop skills such as persistence, negotiation, problem solving, planning and cooperation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 4 will participate in the following:

    • imaginative play
    • small group games
    • minor games
    • lead-up games.

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.
  • performing a new movement task for others in their group or class
    Personal and Social Capability

    Social management
    • Make decisions
    • Work collaboratively

    Social awareness
    • Understand relationships

    Self-management
    • Work independently and show initiative

    focuses on learning through which students actively engage in play with people, objects and representations; indoors, outdoors, alone, with a partner or in a group. The content supports students to be physically active and develop skills such as persistence, negotiation, problem solving, planning and cooperation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 4 will participate in the following:

    • imaginative play
    • small group games
    • minor games
    • lead-up games.

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.

    focuses on the development of fundamental movement skills that provide the foundation for competent and confident participation in a range of physical activities such as games, sports, dance, gymnastics and physical recreation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 6 will have opportunities to practise and develop the following skills:

    Locomotor and non-locomotor skills:

    • rolling
    • balancing
    • sliding
    • jogging
    • running
    • leaping
    • jumping
    • hopping
    • dodging
    • galloping
    • skipping
    • floating and moving the body through water to safety.

    Object control skills:

    • bouncing
    • throwing
    • catching
    • kicking
    • striking.
Follow rules when participating in physical activities (ACPMP014 - Scootle )
Personal and Social Capability

Self-management
  • Become confident, resilient and adaptable
  • Develop self-discipline and set goals

Social awareness
  • Understand relationships

Social management
  • Work collaboratively

  • following instructions for personal safety and fair play
    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Listen and respond to learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Personal and Social Capability

    Self-management
    • Develop self-discipline and set goals
    • Become confident, resilient and adaptable

    Social management
    • Work collaboratively

    addresses safety issues that students may encounter in their daily lives. The content supports students to develop knowledge, understanding and skills to make safe decisions and behave in ways that protect their own safety and that of others.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • safety at school
    • safe practices at home, in road or transport environments, in the outdoors and when near water
    • safe and unsafe situations at home, school and parties and in the community
    • strategies for dealing with unsafe or uncomfortable situations
    • safe practices when using information and communication technologies (ICT) and online services, including dealing with cyberbullying
    • managing personal safety
    • first aid and emergency care, including safe blood practices
    • safety when participating in physical activity, including sports safety, sun safety, use of protective equipment and modifying rules
    • relationship and dating safety.

    focuses on learning through which students actively engage in play with people, objects and representations; indoors, outdoors, alone, with a partner or in a group. The content supports students to be physically active and develop skills such as persistence, negotiation, problem solving, planning and cooperation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 4 will participate in the following:

    • imaginative play
    • small group games
    • minor games
    • lead-up games.
  • responding to a whistle and commands when participating in physical activities
    Personal and Social Capability

    Self-management
    • Become confident, resilient and adaptable
    • Develop self-discipline and set goals

    Social awareness
    • Understand relationships

    Social management
    • Work collaboratively

    addresses safety issues that students may encounter in their daily lives. The content supports students to develop knowledge, understanding and skills to make safe decisions and behave in ways that protect their own safety and that of others.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • safety at school
    • safe practices at home, in road or transport environments, in the outdoors and when near water
    • safe and unsafe situations at home, school and parties and in the community
    • strategies for dealing with unsafe or uncomfortable situations
    • safe practices when using information and communication technologies (ICT) and online services, including dealing with cyberbullying
    • managing personal safety
    • first aid and emergency care, including safe blood practices
    • safety when participating in physical activity, including sports safety, sun safety, use of protective equipment and modifying rules
    • relationship and dating safety.

    focuses on learning through which students actively engage in play with people, objects and representations; indoors, outdoors, alone, with a partner or in a group. The content supports students to be physically active and develop skills such as persistence, negotiation, problem solving, planning and cooperation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 4 will participate in the following:

    • imaginative play
    • small group games
    • minor games
    • lead-up games.
  • identifying boundaries such as personal space and playing area
    Personal and Social Capability

    Self-awareness
    • Recognise personal qualities and achievements
    • Understand themselves as learners

    Social management
    • Work collaboratively

    Social awareness
    • Understand relationships

    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Listen and respond to learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas

    addresses safety issues that students may encounter in their daily lives. The content supports students to develop knowledge, understanding and skills to make safe decisions and behave in ways that protect their own safety and that of others.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • safety at school
    • safe practices at home, in road or transport environments, in the outdoors and when near water
    • safe and unsafe situations at home, school and parties and in the community
    • strategies for dealing with unsafe or uncomfortable situations
    • safe practices when using information and communication technologies (ICT) and online services, including dealing with cyberbullying
    • managing personal safety
    • first aid and emergency care, including safe blood practices
    • safety when participating in physical activity, including sports safety, sun safety, use of protective equipment and modifying rules
    • relationship and dating safety.

    focuses on learning through which students actively engage in play with people, objects and representations; indoors, outdoors, alone, with a partner or in a group. The content supports students to be physically active and develop skills such as persistence, negotiation, problem solving, planning and cooperation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 4 will participate in the following:

    • imaginative play
    • small group games
    • minor games
    • lead-up games.

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.

    focuses on the development of fundamental movement skills that provide the foundation for competent and confident participation in a range of physical activities such as games, sports, dance, gymnastics and physical recreation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 6 will have opportunities to practise and develop the following skills:

    Locomotor and non-locomotor skills:

    • rolling
    • balancing
    • sliding
    • jogging
    • running
    • leaping
    • jumping
    • hopping
    • dodging
    • galloping
    • skipping
    • floating and moving the body through water to safety.

    Object control skills:

    • bouncing
    • throwing
    • catching
    • kicking
    • striking.
  • demonstrating appropriate use of equipment

    focuses on learning through which students actively engage in play with people, objects and representations; indoors, outdoors, alone, with a partner or in a group. The content supports students to be physically active and develop skills such as persistence, negotiation, problem solving, planning and cooperation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 4 will participate in the following:

    • imaginative play
    • small group games
    • minor games
    • lead-up games.

    addresses safety issues that students may encounter in their daily lives. The content supports students to develop knowledge, understanding and skills to make safe decisions and behave in ways that protect their own safety and that of others.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • safety at school
    • safe practices at home, in road or transport environments, in the outdoors and when near water
    • safe and unsafe situations at home, school and parties and in the community
    • strategies for dealing with unsafe or uncomfortable situations
    • safe practices when using information and communication technologies (ICT) and online services, including dealing with cyberbullying
    • managing personal safety
    • first aid and emergency care, including safe blood practices
    • safety when participating in physical activity, including sports safety, sun safety, use of protective equipment and modifying rules
    • relationship and dating safety.

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.

    focuses on the development of fundamental movement skills that provide the foundation for competent and confident participation in a range of physical activities such as games, sports, dance, gymnastics and physical recreation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 6 will have opportunities to practise and develop the following skills:

    Locomotor and non-locomotor skills:

    • rolling
    • balancing
    • sliding
    • jogging
    • running
    • leaping
    • jumping
    • hopping
    • dodging
    • galloping
    • skipping
    • floating and moving the body through water to safety.

    Object control skills:

    • bouncing
    • throwing
    • catching
    • kicking
    • striking.

Foundation Year Achievement Standards

By the end of Foundation Year, students recognise how they are growing and changing. They identify and describe the different emotions people experience. They identify actions that help them be healthy, safe and physically active. They identify different settings where they can be active and demonstrate how to move and play safely. They describe how their body responds to movement.

Students use personal and social skills when working with others in a range of activities. They demonstrate, with guidance, practices and protective behaviours to keep themselves safe and healthy in different activities. They perform fundamental movement skills and solve movement challenges.


Foundation Year Work Sample Portfolios