Health and Physical Education

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

Rationale

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

Read More >>

Aims

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

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

Read More >>

Key ideas

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

Read More >>

Structure

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

Read More >>

PDF documents

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

Read More >>

Glossary

Read More >>

Years 3 and 4

Years 3 and 4 Band Description

The Year 3 and 4 curriculum further develops students’ knowledge, understanding and skills in relation to their health, wellbeing, safety and participation in physical activity. In these years, students begin to explore personal and social factors that support and contribute to their identities and emotional responses in varying situations. They also develop a further understanding of how their bodies grow and change as they get older.

The content explores knowledge, understanding and skills that supports students to build and maintain respectful relationships, make health-enhancing and safe decisions, and interpret health messages from different sources to take action to enhance their own health and wellbeing.

The curriculum in Years 3 and 4 builds on previous learning in movement to help students develop greater proficiency across the range of fundamental movement skills. Students combine movements to create more complicated movement patterns and sequences. Through participation in a variety of physical activities, students further develop their knowledge about movement and how the body moves. They do this as they explore the features of activities that meet their needs and interests and learn about the benefits of regular physical activity.

The Year 3 and 4 curriculum also gives students opportunities to develop through movement personal and social skills such as leadership, communication, collaboration, problem-solving, persistence and decision-making.

Focus areas to be addressed in Years 3 and 4 include:

  • alcohol and other drugs (AD)
  • food and nutrition (FN)
  • health benefits of physical activity (HBPA)
  • mental health and wellbeing (MH)
  • relationships and sexuality (RS)
  • safety (S)
  • active play and minor games (AP)
  • challenge and adventure activities (CA)
  • fundamental movement skills (FMS)
  • games and sports (GS)
  • lifelong physical activities (LLPA)
  • rhythmic and expressive movement activities (RE).

Years 3 and 4 Content Descriptions

Being healthy, safe and active

Explore how success, challenge and failure strengthen identities (ACPPS033 - Scootle )
  • exploring factors that support personal achievement and development of personal identities, such as the influence of family, friends and school

    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.
  • suggesting ways to respond positively to challenges and failure, such as using self-talk, early help-seeking behaviours, and optimistic thinking

    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.
  • persisting with new activities and examining how success through persistence can have positive outcomes and strengthen identities

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

    During Foundation to Year 2, students will learn about:

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

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

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

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

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

    • mental health and wellbeing, and mental health promotion
    • destigmatising mental illness in the community
    • the impact of physical, social, spiritual and emotional health on wellbeing
    • body image and self-worth and their impact on mental health and wellbeing
    • resilience, and skills that support resilient behaviour
    • coping skills, help-seeking strategies and community support resources
    • networks of support for promoting mental health and wellbeing.
  • explaining how meeting challenges makes them feel good about themselves and builds confidence to try new things

    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.
  • talking about how overcoming a challenge or adversity can unite a group of diverse people
Explore strategies to manage physical, social and emotional change (ACPPS034 - Scootle )
  • discussing physical, social and emotional changes that occur as individuals get older, and exploring how these changes impact on how they think and feel about themselves and different situations

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

    During Foundation to Year 2, students will learn about:

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

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

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

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

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

    • mental health and wellbeing, and mental health promotion
    • destigmatising mental illness in the community
    • the impact of physical, social, spiritual and emotional health on wellbeing
    • body image and self-worth and their impact on mental health and wellbeing
    • resilience, and skills that support resilient behaviour
    • coping skills, help-seeking strategies and community support resources
    • networks of support for promoting mental health and wellbeing.
  • exploring how friendships change as they grow older and identifying strategies to manage change

    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 people or sources of information that they can access if they have questions about the changes that are occurring

    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.
Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe (ACPPS035 - Scootle )
  • recognising physical responses that indicate they are feeling uncomfortable or unsafe

    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.
  • rehearsing assertive behaviours and strong non-verbal communication skills

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

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

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

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

    During Foundation to Year 2, students will learn about:

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

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

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

    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.
  • indicating on a local map the location of safe places and 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.
  • examining protective behaviours to stay safe in different situations, including near water or roads, in the park or when someone makes them feel uncomfortable or unsafe

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

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

    • safety at school
    • safe practices at home, in road or transport environments, in the outdoors and when near water
    • safe and unsafe situations at home, school and parties and in the community
    • strategies for dealing with unsafe or uncomfortable situations
    • safe practices when using information and communication technologies (ICT) and online services, including dealing with cyberbullying
    • managing personal safety
    • first aid and emergency care, including safe blood practices
    • safety when participating in physical activity, including sports safety, sun safety, use of protective equipment and modifying rules
    • relationship and dating safety.
Identify and practise strategies to promote health, safety and wellbeing (ACPPS036 - Scootle )
  • identifying how medications and other substances can be stored safely in the home and at school

    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.
  • examining their own eating patterns by researching The Australian Guide to Healthy Eating and identifying healthier food choices

    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.
  • proposing changes they can make to their daily routines to reduce sedentary behaviour and increase physical activity levels

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

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

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

    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 how respect, empathy and valuing diversity can positively influence relationships (ACPPS037 - Scootle )
  • describing behaviours that show empathy and respect for the rights of 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.
  • creating an online connection with another school and identifying similarities and differences between students

    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.
  • predicting and reflecting on how other students might feel in a range of challenging situations, and discussing what they can do to support them

    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.
  • recognising that bullying behaviour can take many forms, not only physical

    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.
  • describing safe bystander behaviour when they notice unfair treatment
  • talking about how reconciliation in Australia builds relationships
Investigate how emotional responses vary in depth and strength (ACPPS038 - Scootle )
  • recognising own emotional responses and levels of their response in different situations

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

    During Foundation to Year 2, students will learn about:

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

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

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

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

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

    • mental health and wellbeing, and mental health promotion
    • destigmatising mental illness in the community
    • the impact of physical, social, spiritual and emotional health on wellbeing
    • body image and self-worth and their impact on mental health and wellbeing
    • resilience, and skills that support resilient behaviour
    • coping skills, help-seeking strategies and community support resources
    • networks of support for promoting mental health and wellbeing.
  • understanding that emotional responses vary across cultures and differ between people and 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 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.
  • analysing scenarios and identifying possible triggers and warning signs to predict emotional responses

    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.
  • describing strategies they can use to identify and manage their emotions before making a decision to act

    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 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.
Discuss and interpret health information and messages in the media and internet (ACPPS039 - Scootle )
  • accessing different sources of health information and examining the accuracy of these sources

    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 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 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 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.

    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.
  • examining health messages from different sources and exploring choices, behaviours and outcomes conveyed in these messages

    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 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.

    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 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 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.
  • investigating how health messages influence health decisions

    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 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 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.

Contributing to healthy and active communities

Describe strategies to make the classroom and playground healthy, safe and active spaces (ACPPS040 - Scootle )
  • identifying how regular physical activity promotes health, and recognising and accessing opportunities to be active while they are at school

    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.
  • creating promotional posters to display around the school containing positive health and physical activity messages

    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.

    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 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 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.
  • establishing a small fruit and vegetable garden for the class that can be used to create healthy lunches or snacks

    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 and developing responsible and sustainable classroom practices such as recycling, composting and energy saving
    • Sustainability

    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.
Participate in outdoor games and activities to examine how participation promotes a connection between the community, natural and built environments, and health and wellbeing (ACPPS041 - Scootle )
  • participating in physical activities in natural environments in the local area and reflecting on the enjoyable components of participation

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

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

    • individual and group fitness activities
    • active recreation activities.

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

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.

    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.
  • comparing the characteristics and benefits of physical activities that can take place in a natural environment and those that take place in a built environment

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

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

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).

    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 participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

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

    • individual and group fitness activities
    • active recreation activities.

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

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.

    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.
Research own heritage and cultural identities, and explore strategies to respect and value diversity (ACPPS042 - Scootle )
  • researching games from their country of heritage and teaching the class how to play them

    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.
  • investigating how food practices differ between families, communities and cultural groups, and how food preparation and consumption are used to celebrate and pass on cultural beliefs, practices and values

    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 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.
  • planning a day that celebrates the cultural diversity of students in their class by sharing food, stories and games from their cultural background

    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 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.
  • reading Dreaming stories unique to an Aboriginal group and comparing them to stories shared in different cultures
    • Aboriginal and Torres Strait Islander Histories and Cultures

    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

Practise and refine fundamental movement skills in a variety of movement sequences and situations (ACPMP043 - Scootle )
  • performing activities where locomotor and object control skills are combined to complete a movement, task or challenge

    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 fundamental movement skills to demonstrate weight transference in different physical activities

    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.
  • coordinating kicking with arm movements to move the body through the water

    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.
  • exploring and practising different techniques to propel objects towards a target

    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 a surface dive and propelling the body underwater to recover an object
  • performing tumbling routines using rolling actions, incline, weight transfer, flight and balances
  • performing routines incorporating different jumping techniques and connecting movements
Practise and apply movement concepts and strategies with and without equipment (ACPMP045 - Scootle )
  • planning and performing strategies to be successful in tag and dodge 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.
  • demonstrating movement concepts and strategies to create scoring opportunities

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

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

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).
  • exploring centre of gravity and stability as they perform balance 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 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.
  • participating in physical activities which require problem-solving to achieve a goal

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

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

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).

    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.
  • using different equipment to create an original game or movement challenge

    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 individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

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

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).

Understanding movement

  • examining the benefits of regular physical activity, including the influence on sleep, concentration and fitness

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

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

    • individual and group fitness activities
    • active recreation activities.

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

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.

    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 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.
  • collecting, recording and organising information to investigate which physical activities people engage in to maintain health, wellbeing and fitness

    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 physical activity and screen-usage time recommendations for children and proposing how they can meet these recommendations

    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.
Combine elements of effort, space, time, objects and people when performing movement sequences (ACPMP047 - Scootle )
  • demonstrating acceleration and deceleration of movement in physical 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 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.
  • discussing and demonstrating different levels, movement pathways, and use of space and flow in movement sequences

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

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

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

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

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.
  • using the body to demonstrate an understanding of symmetry, shapes and angles when performing movement skills, balances or movement sequences

    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.
Participate in physical activities from their own and other cultures (ACPMP108 - Scootle )
  • participating in Aboriginal and Torres Strait Islander dances and dance routines from different cultures, such as Tinikling from the Philippines, Polynesian dance, Japanese parasol dance
    • Aboriginal and Torres Strait Islander Histories and Cultures
    • Asia and Australia’s Engagement with Asia
  • participating in children's games from other cultures such as Keentan 
    • Aboriginal and Torres Strait Islander Histories and Cultures

Learning through movement

Adopt inclusive practices when participating in physical activities (ACPMP048 - Scootle )
  • using cooperative skills to complete a movement task, such as a partner balance, partner passing strategy or team strategy

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

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

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

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

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

    Locomotor and non-locomotor skills:

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

    Object control skills:

    • bouncing
    • throwing
    • catching
    • kicking
    • striking.

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

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

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).
  • working cooperatively with team members to maintain possession in a game by passing to other players and listening to teammates

    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.
  • modifying physical activities to ensure that everyone is included, such as changing equipment, rules or playing space

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

    During Foundation to Year 2, students will learn about:

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

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

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

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

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

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

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

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

    focuses on 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.
Apply innovative and creative thinking in solving movement challenges (ACPMP049 - Scootle )
  • transferring and applying skills to solve movement challenges

    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 how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

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

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).

    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.
  • testing alternative responses to movement challenges and predicting the success or effectiveness of each

    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 individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

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

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).

    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.
  • posing questions to others as a strategy for solving movement challenges

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

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

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).

    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.
  • drawing on prior knowledge to solve movement challenges

    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 how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

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

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).

    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.
Apply basic rules and scoring systems, and demonstrate fair play when participating in physical activities (ACPMP050 - Scootle )
  • collaborating to decide rules for a new game

    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.
  • contributing to fair decision making in physical activities by applying the rules appropriately

    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.
  • recognising unfairness and exclusion in a game situation, and proposing strategies to overcome these issues

    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.
  • recognising consequences of personal and team actions in group 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.
  • talking about where and when they have witnessed fairness and inclusion in a game situation

Years 3 and 4 Achievement Standards

By the end of Year 4, students recognise strategies for managing change. They identify influences that strengthen identities. They investigate how emotional responses vary and understand how to interact positively with others in a variety of situations. Students interpret health messages and discuss the influences on healthy and safe choices. They understand the benefits of being healthy and physically active. They describe the connections they have to their community and identify local resources to support their health, wellbeing, safety and physical activity.

Students apply strategies for working cooperatively and apply rules fairly. They use decision-making and problem-solving skills to select and demonstrate strategies that help them stay safe, healthy and active. They refine fundamental movement skills and apply movement concepts and strategies in a variety of physical activities and to solve movement challenges. They create and perform movement sequences using fundamental movement skills and the elements of movement.


Years 3 and 4 Work Sample Portfolios