Health and Physical Education

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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.

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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

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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

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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.

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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 …

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Glossary

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Years 1 and 2

Years 1 and 2 Band Description

The curriculum for Years 1 and 2 builds on the learning from Foundation and supports students to make decisions to enhance their health, safety and participation in physical activity. The content enables students to explore their own sense of self and the factors that contribute to and influence their identities. Students learn about emotions, how to enhance their interactions with others, and the physical and social changes they go through as they grow older.

The content explores health messages and how they relate to health decisions and behaviours, and examines strategies students can use when they need help. The content also provides opportunities for students to learn through movement. It supports them in broadening the range and complexity of fundamental movement skills they are able to perform. They learn how to select, transfer and apply simple movement skills and sequences individually, in groups and in teams.

Students also further develop their knowledge, understanding and skills in relation to movement by exploring simple rule systems and safe use of equipment in a variety of physical activities and games. Through active participation, they investigate the body’s response to different types of physical activities. In addition, students develop personal and social skills such as cooperation, decision-making, problem-solving and persistence through movement settings.

Focus areas to be addressed in Years 1 and 2 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).

Years 1 and 2 Content Descriptions

Being healthy, safe and active

Describe their own strengths and achievements and those of others, and identify how these contribute to personal identities (ACPPS015 - Scootle )
  • describing personal achievements such as doing something on their own for the first time and sharing how they felt and how it influenced personal identities

    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.
  • accessing stories where characters demonstrate strengths, sharing how these strengths helped the character be successful and recognising which of these strengths they possess

    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 games and physical activities and describing how others’ strengths contribute to successful outcomes

    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.
Describe physical and social changes that occur as children grow older and discuss how family and community acknowledge these (ACPPS016 - Scootle )
  • describing changes in their physical appearance now compared to when they were younger

    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 describing significant relationships in their lives and how these have evolved or changed over time

    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 ways families and cultural groups acknowledge and celebrate major stages of development

    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 tasks they are allowed to do by themselves and explaining how these have changed since they were younger

    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.
Practise strategies they can use when they feel uncomfortable, unsafe or need help with a task, problem or situation (ACPPS017 - Scootle )
  • identifying and rehearsing strategies they can use when requiring assistance, such as asking an adult, reading basic signs and solving a problem with friends

    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.
  • locating and recording phone numbers of local organisations they can contact in case of emergency and rehearsing a phone call to triple zero

    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 situations that require the help of emergency services

    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 photos and locations of safe places and a network of people who can help

    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.
  • describing warning signs (physical, emotional and external) that can help them to know if they are safe or unsafe
Recognise situations and opportunities to promote health, safety and wellbeing (ACPPS018 - Scootle )
  • identifying poison labels and medicine packaging and understanding to ask an adult before taking medicines

    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.
  • exploring how eating healthy foods can influence health and wellbeing

    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.
  • exploring benefits of regular physical activity and identifying opportunities when they can be active at school, at home and in the community

    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 actions to stay safe in a range of environments, including water, road, nature and outdoors

    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.

Communicating and interacting for health and wellbeing

Describe ways to include others to make them feel they belong (ACPPS019 - Scootle )
  • identifying and appreciating similarities and differences in people and groups

    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.
  • exploring how people feel when they are included and excluded from groups and activities

    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.

    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.
  • demonstrating appropriate language when encouraging others

    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.
  • demonstrating how to include others in physical activities when completing movement tasks or practising for performance

    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.

    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 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.
  • expressing appreciation and offering encouragement using a variety of communication techniques

    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.
  • talking about the role of kinship as an important part of Aboriginal and Torres Strait Islander cultures
Identify and practise emotional responses that account for own and others’ feelings (ACPPS020 - Scootle )
  • recognising own emotions and demonstrating positive ways to react in different situations

    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.
  • identifying the body’s reaction to a range of situations, including safe and unsafe situations, and comparing the different emotional responses

    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.
  • predicting how a person or character might be feeling based on the words they use, their facial expressions and body language

    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.
  • understanding how a person’s reaction to a situation can affect others’ feelings

    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.

    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.
Examine health messages and how they relate to health decisions and behaviours (ACPPS021 - Scootle )
  • identifying advertisements they have encountered that contain health messages

    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.

    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.

    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 popular health slogans and discussing the behaviours these slogans are encouraging

    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.

    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.
  • creating their own positive health message and sharing it with the class

    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 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.

    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.

Contributing to healthy and active communities

Explore actions that help make the classroom a healthy, safe and active place (ACPPS022 - Scootle )
  • creating a bank of movement games and physical activity cards students can select from and play during lesson breaks and before or after school

    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 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.
  • exploring sustainable practices that students can implement in the classroom to improve health and wellbeing of the class

    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.

    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.
  • exploring how fruit and water breaks help support class health and wellbeing

    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 how their actions help keep classmates safe, including identifying things not to be shared due to potential of contamination, infection and anaphylaxis

    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 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.
  • explaining and demonstrating how being fair and respectful contributes to class health and wellbeing

    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.
Identify and explore natural and built environments in the local community where physical activity can take place (ACPPS023 - Scootle )
  • recognising that physical activities can take place in a range of different environments, including natural and built 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 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.
  • participating in physical activities within the built structures in the school and local community where physical activity takes place

    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 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.
Recognise similarities and differences in individuals and groups, and explore how these are celebrated and respected (ACPPS024 - Scootle )
  • examining images or descriptions of different families, communities and cultural groups to identify the features that make them similar and different

    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.
  • sharing the things that make them similar to and different from others in the class

    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.

    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.
  • exploring the importance to different cultures of storytelling through dance, music and song, including Aboriginal Dreaming/Creation stories

    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.
  • discussing practices of their own culture used to pass on significant information from one generation to the next

    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.

    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.

Moving our body

Perform fundamental movement skills in a variety of movement sequences and situations (ACPMP025 - Scootle )
  • performing locomotor movements using different body parts to travel in different directions

    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.
  • performing fundamental movement skills involving controlling objects with equipment and different parts of the body

    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.
  • demonstrating balances and describing what helps to maintain stable positions

    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 how to transfer weight from one part of the body to another

    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 changes in speed, direction and level of movement in response to changes in music tempo
  • creating, following, repeating and altering movement sequences and games in response to rhythm, music or words
  • selecting and implementing different movement skills to be successful in a game
  • constructing and performing imaginative and original movement sequences in response to stimuli
Create and participate in games with and without equipment (ACPMP027 - Scootle )
  • inventing games with rules using one or two pieces of equipment

    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.
  • participating in games that use a number of different fundamental movement skills

    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.
  • using stimuli such as equipment, rhythm, music and words to create 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 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.

Understanding movement

Discuss the body’s reactions to participating in physical activities (ACPMP028 - Scootle )
  • participating in activities of different intensity and comparing the body’s reactions

    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 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.
  • identifying positive feelings they experience when participating in physical activities

    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 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.
  • participating in new and unfamiliar activities and describing how they felt about the experience

    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.
Incorporate elements of effort, space, time, objects and people in performing simple movement sequences (ACPMP029 - Scootle )
  • comparing different types of movements and identifying which ones are easier and harder and why this might be the case

    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.
  • performing movements under, over, through and between objects, people and equipment

    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.

    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.
  • demonstrating how they can balance on different parts of the body and make different shapes

    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.

Learning through movement

Use strategies to work in group situations when participating in physical activities (ACPMP030 - Scootle )
  • working cooperatively with a partner when practising new skills

    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 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.
  • describing and demonstrating how to include others in physical activity

    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.

    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.
  • suggesting and trialling how a game can be changed so that everyone can be involved

    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.
Propose a range of alternatives and test their effectiveness when solving movement challenges (ACPMP031 - Scootle )
  • predicting possible outcomes of alternative actions and deciding which one is likely to be the most effective

    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.

    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.
  • asking for and responding to feedback from peers or teachers on their performance

    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.
  • reflecting on their performance and identifying and demonstrating ways they can perform a skill more successfully

    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.
Identify rules and fair play when participating in physical activities (ACPMP032 - Scootle )
  • explaining why rules are needed in games and physical activities

    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.
  • demonstrating turn-taking and sharing equipment when participating in minor games

    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.
  • explaining how rules contribute to fair play and applying them in group activities

    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.
  • talking about how and when classmates and others have demonstrated fair play

Years 1 and 2 Achievement Standards

By the end of Year 2, students describe changes that occur as they grow older. They recognise how strengths and achievements contribute to identities. They identify how emotional responses impact on others’ feelings. They examine messages related to health decisions and describe how to keep themselves and others healthy, safe and physically active. They identify areas where they can be active and how the body reacts to different physical activities.

Students demonstrate positive ways to interact with others. They select and apply strategies to keep themselves healthy and safe and are able to ask for help with tasks or problems. They demonstrate fundamental movement skills in a variety of movement sequences and situations and test alternatives to solve movement challenges. They perform movement sequences that incorporate the elements of movement.


Years 1 and 2 Work Sample Portfolios