Health and Physical Education

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Please select at least one Strand to view the content

Rationale

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

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Aims

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

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

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Key ideas

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

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Structure

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

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PDF documents

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

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Glossary

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Years 5 and 6

Years 5 and 6 Band Description

The Year 5 and 6 curriculum supports students to develop knowledge, understanding and skills to create opportunities and take action to enhance their own and others' health, wellbeing, safety and physical activity participation. Students develop skills to manage their emotions, understand the physical and social changes that are occurring for them and examine how the nature of their relationships changes over time.

The content provides opportunities for students to contribute to building a positive school environment that supports healthy, safe and active choices for everyone. Students also explore a range of factors and behaviours that can influence health, safety and wellbeing.

Students refine and further develop a wide range of fundamental movement skills in more complex movement patterns and situations. They also apply their understanding of movement strategies and concepts when composing and creating movement sequences and participating in games and sport. Students in Years 5 and 6 further develop their understanding about movement as they learn to monitor how their body responds to different types of physical activity. In addition, they continue to learn to apply rules fairly and behave ethically when participating in different physical activities. Students also learn to effectively communicate and problem-solve in teams or groups in movement settings.

Focus areas to be addressed in Years 5 and 6 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)
  • challenge and adventure activities (CA)
  • fundamental movement skills (FMS)
  • games and sports (GS)
  • lifelong physical activities (LLPA)
  • rhythmic and expressive movement activities (RE).

Years 5 and 6 Content Descriptions

Being healthy, safe and active

Examine how identities are influenced by people and places (ACPPS051 - Scootle )
Personal and Social Capability

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

Social awareness
  • Appreciate diverse perspectives

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

Literacy

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

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

Word Knowledge
  • Understand learning area vocabulary

Intercultural Understanding

Recognising culture and developing respect
  • Investigate culture and cultural identity

Critical and Creative Thinking

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

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

  • identifying how personal qualities contribute to identities and inform world views
    Personal and Social Capability

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

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

    Social awareness
    • Appreciate diverse perspectives

    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.
  • recognising how individual personalities and teamwork contribute to achieving success in physical activities
    Personal and Social Capability

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

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

    Social awareness
    • Understand relationships
    • Appreciate diverse perspectives

    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 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).
  • exploring how personal and cultural identities change over time
    Critical and Creative Thinking

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

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

    Personal and Social Capability

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

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

    Social awareness
    • Appreciate diverse perspectives

    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.
  • investigating how personal and cultural identities are influenced by the groups and communities to which we belong and the places to which we feel connected
    Critical and Creative Thinking

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

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

    Generating ideas, possibilities and actions
    • Consider alternatives

    Reflecting on thinking and processes
    • Reflect on processes

    Personal and Social Capability

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

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

    Social awareness
    • Appreciate diverse perspectives

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

    During Foundation to Year 2, students will learn about:

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

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

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

    Social awareness
    • Appreciate diverse perspectives
    • Understand relationships

    Intercultural Understanding

    Interacting and empathising with others
    • Consider and develop multiple perspectives

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

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

    During Foundation to Year 2, students will learn about:

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

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

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

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

    Reflecting on intercultural experiences and taking responsibility
    • Challenge stereotypes and prejudices
    • Mediate cultural difference

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

    Literacy

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

Investigate resources and strategies to manage changes and transitions associated with puberty (ACPPS052 - Scootle )
Critical and Creative Thinking

Reflecting on thinking and processes
  • Reflect on processes

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

Generating ideas, possibilities and actions
  • Consider alternatives

Analysing, synthesising and evaluating reasoning and procedures
  • Apply logic and reasoning

Personal and Social Capability

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

Self-awareness
  • Understand themselves as learners

Literacy

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

Word Knowledge
  • Understand learning area vocabulary

  • understanding that individuals experience changes associated with puberty at different times, with differing levels of intensity and with different responses
    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

    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.
  • researching and identifying age-appropriate text and web-based resources to enhance understanding of changes associated with puberty
    Information and Communication Technology (ICT) Capability

    Investigating with ICT
    • Locate, generate and access data and information
    • Select and evaluate data and information

    Creating with ICT
    • Generate solutions to challenges and learning area tasks

    Personal and Social Capability

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

    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Reflect on processes

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

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

    Generating ideas, possibilities and actions
    • Consider alternatives

    Literacy

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

    Word Knowledge
    • Understand learning area vocabulary

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

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

    During Foundation to Year 2, students will learn about:

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

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

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

    Self-management
    • Become confident, resilient and adaptable

    Critical and Creative Thinking

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

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Reflecting on thinking and processes
    • Reflect on processes

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

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

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

    During Foundation to Year 2, students will learn about:

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

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

    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves
    • establishing and managing changing relationships (offline and online)
    • bullying, harassment, discrimination and violence (including discrimination based on race, gender and sexuality)
    • strategies for dealing with relationships when there is an imbalance of power (including seeking help or leaving the relationship)
    • puberty and how the body changes over time
    • managing the physical, social and emotional changes that occur during puberty
    • reproduction and sexual health
    • practices that support reproductive and sexual health (contraception, negotiating consent, and prevention of sexually transmitted infections and blood-borne viruses)
    • changing identities and the factors that influence them (including personal, cultural, gender and sexual identities)
    • celebrating and respecting difference and diversity in individuals and communities.
Investigate community resources and ways to seek help about health, safety and wellbeing (ACPPS053 - Scootle )
Literacy

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

Word Knowledge
  • Understand learning area vocabulary

Critical and Creative Thinking

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

Analysing, synthesising and evaluating reasoning and procedures
  • Apply logic and reasoning

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

Reflecting on thinking and processes
  • Reflect on processes

  • researching health information sources and places where they can seek help, and prioritising those that are reliable and trustworthy
    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Reflect on processes

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

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

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

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

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

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

    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 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.
  • applying criteria to online information to assess the credibility of the information and its relevance to peers
    Critical and Creative Thinking

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

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

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

    Reflecting on thinking and processes
    • Think about thinking (metacognition)

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

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

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

    Information and Communication Technology (ICT) Capability

    Investigating with ICT
    • Locate, generate and access data and information
    • Select and evaluate data and information

    Creating with ICT
    • Generate solutions to challenges and learning area tasks

    Communicating with ICT
    • Understand computer mediated communications

    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 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.

    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.
  • creating ways to share information about local services young people can access for help, such as a blog, app or advertisement
    Critical and Creative Thinking

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

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

    Literacy

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

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

    Word Knowledge
    • Understand learning area vocabulary

    Information and Communication Technology (ICT) Capability

    Investigating with ICT
    • Locate, generate and access data and information
    • Select and evaluate data and information

    Creating with ICT
    • Generate solutions to challenges and learning area tasks

    Communicating with ICT
    • Understand computer mediated communications

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

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

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

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

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

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

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

    addresses 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.
Plan and practise strategies to promote health, safety and wellbeing (ACPPS054 - Scootle )
Personal and Social Capability

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

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

Critical and Creative Thinking

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

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

  • scripting and rehearsing how to refuse drugs they may be offered, such as medication, tobacco product or alcohol
    Critical and Creative Thinking

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

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

    Personal and Social Capability

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

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

    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.
  • comparing product labels on food items or nutritional information in recipes and suggesting ways to improve the nutritional value of meals
    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Consider alternatives

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

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

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

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

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

    Personal and Social Capability

    Social awareness
    • Contribute to civil society

    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 and implementing opportunities to increase their physical activity levels at school and at home
    Critical and Creative Thinking

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

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

    Personal and Social Capability

    Social awareness
    • Contribute to civil society

    Self-management
    • Develop self-discipline and set goals

    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.
  • selecting and practising appropriate responses to promote safety in different situations, including water- and traffic-related situations
    Personal and Social Capability

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

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

    Critical and Creative Thinking

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

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

    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

Practise skills to establish and manage relationships (ACPPS055 - Scootle )
Personal and Social Capability

Social awareness
  • Understand relationships

Self-management
  • Become confident, resilient and adaptable

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

  • exploring reasons why relationships may change, such as starting a new school, changing priorities or interests, family break-up, or joining a new sports team
    Personal and Social Capability

    Social awareness
    • Understand relationships

    Self-management
    • Become confident, resilient and adaptable

    Critical and Creative Thinking

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

    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.
  • assessing the impact of different relationships on personal health and wellbeing
    Critical and Creative Thinking

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

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Reflecting on thinking and processes
    • Think about thinking (metacognition)

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

    Personal and Social Capability

    Social awareness
    • Understand relationships

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

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

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

    addresses 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.
  • proposing strategies for managing the changing nature of relationships, including dealing with bullying and harassment and building new friendships
    Critical and Creative Thinking

    Analysing, synthesising and evaluating reasoning and procedures
    • Draw conclusions and design a course of action

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

    Ethical Understanding

    Exploring values, rights and responsibilities
    • Examine values

    Understanding ethical concepts and issues
    • Explore ethical concepts in context

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

    Personal and Social Capability

    Self-management
    • Become confident, resilient and adaptable

    Social awareness
    • Understand relationships

    Social management
    • Negotiate and resolve conflict

    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.
  • selecting and practising appropriate ways to share power within relationships
    Critical and Creative Thinking

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

    Personal and Social Capability

    Social awareness
    • Understand relationships

    Social management
    • Negotiate and resolve conflict
    • Communicate effectively

Examine the influence of emotional responses on behaviour and relationships (ACPPS056 - Scootle )
Critical and Creative Thinking

Reflecting on thinking and processes
  • Reflect on processes

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

Analysing, synthesising and evaluating reasoning and procedures
  • Apply logic and reasoning

Personal and Social Capability

Social awareness
  • Understand relationships

Self-awareness
  • Recognise emotions

Self-management
  • Express emotions appropriately

Ethical Understanding

Reasoning in decision making and actions
  • Consider consequences

Exploring values, rights and responsibilities
  • Examine values

  • analysing situations in which emotions can influence decision-making, including in peer-group, family and movement situations
    Personal and Social Capability

    Social awareness
    • Understand relationships

    Self-awareness
    • Recognise emotions

    Self-management
    • Express emotions appropriately

    Social management
    • Make decisions

    Critical and Creative Thinking

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

    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 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).

    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.
  • discussing how inappropriate emotional responses impact relationships
    Personal and Social Capability

    Self-awareness
    • Recognise emotions

    Self-management
    • Express emotions appropriately

    Social awareness
    • Understand relationships

    Social management
    • Work collaboratively

    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.
  • exploring why emotional responses can be unpredictable
    Critical and Creative Thinking

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

    Personal and Social Capability

    Self-management
    • Express emotions appropriately

    Self-awareness
    • Recognise emotions

    Social awareness
    • Understand relationships

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

    During Foundation to Year 2, students will learn about:

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

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

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

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

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

    • mental health and wellbeing, and mental health promotion
    • destigmatising mental illness in the community
    • the impact of physical, social, spiritual and emotional health on wellbeing
    • body image and self-worth and their impact on mental health and wellbeing
    • resilience, and skills that support resilient behaviour
    • coping skills, help-seeking strategies and community support resources
    • networks of support for promoting mental health and wellbeing.
  • exploring the emotions associated with feeling unsafe or uncomfortable and how emotions can vary according to different contexts and situations
    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts

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

    Personal and Social Capability

    Self-management
    • Become confident, resilient and adaptable

    Self-awareness
    • Recognise emotions

Recognise how media and important people in the community influence personal attitudes, beliefs, decisions and behaviours (ACPPS057 - Scootle )
Critical and Creative Thinking

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

Literacy

Visual Knowledge
  • Understand how visual elements create meaning

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

Word Knowledge
  • Understand learning area vocabulary

Text knowledge
  • Use knowledge of text structures

Ethical Understanding

Exploring values, rights and responsibilities
  • Examine values
  • Consider points of view

Personal and Social Capability

Social awareness
  • Appreciate diverse perspectives

  • examining how media and public identities influence the way people act and the choices they make
    Literacy

    Text knowledge
    • Use knowledge of text structures

    Word Knowledge
    • Understand learning area vocabulary

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

    Visual Knowledge
    • Understand how visual elements create meaning

    Critical and Creative Thinking

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

    Reflecting on thinking and processes
    • Reflect on processes

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Personal and Social Capability

    Social awareness
    • Contribute to civil society
    • Understand relationships
    • Appreciate diverse perspectives

    Information and Communication Technology (ICT) Capability

    Communicating with ICT
    • Understand computer mediated communications

    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.

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

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

    • food groups and recommendations for healthy eating (including The Australian Guide to Healthy Eating)
    • nutritional requirements and dietary needs (including The Australian Dietary Guidelines)
    • food labelling and packaging
    • food advertising
    • personal, social, economic and cultural influences on food choices and eating habits
    • strategies for planning and maintaining a healthy, balanced diet
    • healthy options for snacks, meals and drinks
    • sustainable food choices.

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

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

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

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

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

    • safe use of medicines
    • alternatives to taking medicines
    • the effect of drugs on the body (including energy drinks and caffeine)
    • factors that influence the use of different types of drugs
    • impact of drug use on individuals and communities
    • making informed decisions about drugs (assertive behaviour, peer influence, harm minimisation, awareness of blood-borne viruses)
    • performance-enhancing drugs in sport.

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

    During Foundation to Year 2, students will learn about:

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

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

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

    Exploring values, rights and responsibilities
    • Consider points of view
    • Examine values

    Critical and Creative Thinking

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

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

    Social management
    • Work collaboratively

    Literacy

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

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

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

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

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

    During Foundation to Year 2, students will learn about:

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

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

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

    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 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 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.
  • analysing health messages in the media and comparing their interpretations with those of other members of the class
    Literacy

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

    Text knowledge
    • Use knowledge of text structures

    Visual Knowledge
    • Understand how visual elements create meaning

    Word Knowledge
    • Understand learning area vocabulary

    Information and Communication Technology (ICT) Capability

    Communicating with ICT
    • Understand computer mediated communications

    Critical and Creative Thinking

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

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

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

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

    • food groups and recommendations for healthy eating (including The Australian Guide to Healthy Eating)
    • nutritional requirements and dietary needs (including The Australian Dietary Guidelines)
    • food labelling and packaging
    • food advertising
    • personal, social, economic and cultural influences on food choices and eating habits
    • strategies for planning and maintaining a healthy, balanced diet
    • healthy options for snacks, meals and drinks
    • sustainable food choices.

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

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

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

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

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

    • safe use of medicines
    • alternatives to taking medicines
    • the effect of drugs on the body (including energy drinks and caffeine)
    • factors that influence the use of different types of drugs
    • impact of drug use on individuals and communities
    • making informed decisions about drugs (assertive behaviour, peer influence, harm minimisation, awareness of blood-borne viruses)
    • performance-enhancing drugs in sport.
  • exploring media representations of people who are Aboriginal and Torres Strait Islander, from diverse cultural backgrounds, same-sex attracted or gender diverse, and discussing how representations impact on community values
    • Aboriginal and Torres Strait Islander Histories and Cultures
    Intercultural Understanding

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

    Reflecting on intercultural experiences and taking responsibility
    • Reflect on intercultural experiences
    • Challenge stereotypes and prejudices
    • Mediate cultural difference

    Interacting and empathising with others
    • Empathise with others

    Literacy

    Grammar knowledge
    • Express opinion and point of view

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

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

Contributing to healthy and active communities

Investigate the role of preventive health in promoting and maintaining health, safety and wellbeing for individuals and their communities (ACPPS058 - Scootle )
Critical and Creative Thinking

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

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

Analysing, synthesising and evaluating reasoning and procedures
  • Draw conclusions and design a course of action
  • Apply logic and reasoning

Personal and Social Capability

Social awareness
  • Contribute to civil society
  • Understand relationships
  • Appreciate diverse perspectives

Social management
  • Communicate effectively

Literacy

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

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

Word Knowledge
  • Understand learning area vocabulary

  • investigating practices that help promote and maintain health and wellbeing, such as eating a diet reflecting The Australian Guide to Healthy Eating, meeting recommendations for daily physical activity and creating connections with others to enhance social health
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

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

    Text knowledge
    • Use knowledge of text structures

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

    Critical and Creative Thinking

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

    Analysing, synthesising and evaluating reasoning and procedures
    • Draw conclusions and design a course of action
    • Apply logic and reasoning

    Generating ideas, possibilities and actions
    • Consider alternatives

    Personal and Social Capability

    Social management
    • Work collaboratively
    • Communicate effectively

    Social awareness
    • Contribute to civil society

    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 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.
  • proposing and implementing actions and protective behaviours that promote safe participation in physical activities
    Critical and Creative Thinking

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

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

    Personal and Social Capability

    Social management
    • Communicate effectively

    Social awareness
    • Contribute to civil society

    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 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).

    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.
  • discussing the importance of social support and a sense of belonging in promoting mental health and wellbeing
    Critical and Creative Thinking

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

    Personal and Social Capability

    Social awareness
    • Contribute to civil society

    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.
Explore how participation in outdoor activities supports personal and community health and wellbeing and creates connections to natural and built environments (ACPPS059 - Scootle )
Critical and Creative Thinking

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

Literacy

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

Visual Knowledge
  • Understand how visual elements create meaning

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

Word Knowledge
  • Understand learning area vocabulary

Personal and Social Capability

Social awareness
  • Contribute to civil society

  • exploring ways in which people can connect with other members of their community through participating in physical activities in natural settings and built environments
    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives
    • Contribute to civil society

    Critical and Creative Thinking

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

    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.

    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 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.
  • discussing how a connection to the local community, environment or special places can influence personal and community health and wellbeing
    Critical and Creative Thinking

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

    Personal and Social Capability

    Social awareness
    • Contribute to civil society

    Social management
    • Work collaboratively

    Literacy

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

    Word Knowledge
    • Understand learning area vocabulary

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

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

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

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

    focuses on how 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 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.
  • discussing how access to natural and built environments can help or hinder participation in physical activities
    Personal and Social Capability

    Social management
    • Work collaboratively

    Social awareness
    • Contribute to civil society

    Critical and Creative Thinking

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

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

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

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

    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.

    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).
  • exploring Aboriginal and Torres Strait Islander understandings of special places and the connection of these places to physical activities
    • Aboriginal and Torres Strait Islander Histories and Cultures
    Intercultural Understanding

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

    Critical and Creative Thinking

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

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

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

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

    • physical benefits of participating in physical activities (including impact on health-related and skill-related components of fitness)
    • benefits of physical activities based on intensity, nature and frequency
    • social, emotional and cognitive benefits of regular physical activity
    • social, cultural and environmental influences on physical activity participation
    • sedentary behaviours and their impact on health and wellbeing
    • strategies for minimising sedentary behaviour and including physical activity in daily routines.
Identify how valuing diversity positively influences the wellbeing of the community (ACPPS060 - Scootle )
Literacy

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

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

Word Knowledge
  • Understand learning area vocabulary

Critical and Creative Thinking

Reflecting on thinking and processes
  • Reflect on processes

Analysing, synthesising and evaluating reasoning and procedures
  • Draw conclusions and design a course of action
  • Apply logic and reasoning

Generating ideas, possibilities and actions
  • Consider alternatives

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

Personal and Social Capability

Social awareness
  • Contribute to civil society
  • Appreciate diverse perspectives

  • exploring initiatives sporting and community groups use to counter all forms of discrimination and support the wellbeing of their communities
    Critical and Creative Thinking

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

    Intercultural Understanding

    Interacting and empathising with others
    • Communicate across cultures
    • Consider and develop multiple perspectives

    Reflecting on intercultural experiences and taking responsibility
    • Challenge stereotypes and prejudices

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

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

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

    Personal and Social Capability

    Social awareness
    • Contribute to civil society
    • Appreciate diverse perspectives

    Ethical Understanding

    Reasoning in decision making and actions
    • Reason and make ethical decisions

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

    During Foundation to Year 2, students will learn about:

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

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

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

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

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

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

    addresses 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.
  • discussing how the actions of bystanders, friends and family can prevent and/or stop bullying and other forms of discrimination and harassment
    Personal and Social Capability

    Social management
    • Work collaboratively

    Social awareness
    • Contribute to civil society

    Ethical Understanding

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

    Understanding ethical concepts and issues
    • Recognise ethical concepts

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

    During Foundation to Year 2, students will learn about:

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

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

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

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

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

    • mental health and wellbeing, and mental health promotion
    • destigmatising mental illness in the community
    • the impact of physical, social, spiritual and emotional health on wellbeing
    • body image and self-worth and their impact on mental health and wellbeing
    • resilience, and skills that support resilient behaviour
    • coping skills, help-seeking strategies and community support resources
    • networks of support for promoting mental health and wellbeing.
  • proposing strategies to help others understand points of view that differ from their own and to encourage further discussion about individual and cultural similarities and differences in order to tackle racism
    Critical and Creative Thinking

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

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

    Social management
    • Communicate effectively

    Ethical Understanding

    Exploring values, rights and responsibilities
    • Consider points of view

    Intercultural Understanding

    Recognising culture and developing respect
    • Develop respect for cultural diversity

    Literacy

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

    Text knowledge
    • Use knowledge of text structures

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

    Word Knowledge
    • Understand learning area vocabulary

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

    During Foundation to Year 2, students will learn about:

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

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

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

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

    Intercultural Understanding

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

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

    During Foundation to Year 2, students will learn about:

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

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

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

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

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

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

    addresses 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 ways to create safe and inclusive schools for minority groups
    Intercultural Understanding

    Interacting and empathising with others
    • Consider and develop multiple perspectives

    Recognising culture and developing respect
    • Develop respect for cultural diversity

    Reflecting on intercultural experiences and taking responsibility
    • Mediate cultural difference

    Critical and Creative Thinking

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

    Personal and Social Capability

    Social management
    • Develop leadership skills

    Social awareness
    • Contribute to civil society

Moving our body

Practise specialised movement skills and apply them in a variety of movement sequences and situations (ACPMP061 - Scootle )
Personal and Social Capability

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

Self-awareness
  • Develop reflective practice

Social management
  • Work collaboratively

  • applying stability and locomotor skills to dodge and feint in different movement situations
    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts

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

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

    Personal and Social Capability

    Social management
    • Work collaboratively
    • Make decisions

    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).

    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.
  • applying kicking, striking and throwing skills to propel an object and keep it in motion
    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts

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

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

    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).
  • combining surface propulsion and underwater skills in an aquatic 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 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.
  • composing and performing a range of complex static and dynamic balances on different body parts or rotating and/or pivoting
    Critical and Creative Thinking

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

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

    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.
  • jumping with control for height and distance using a variety of body positions

    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 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 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).

    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 activities that involve a transition from one skill to another, such as from dribbling to shooting or from leaping to balancing
    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts
    • Think about thinking (metacognition)

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

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

    Numeracy

    Estimating and calculating with whole numbers
    • Understand and use numbers in context

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

    Using measurement
    • Estimate and measure with metric units

    Personal and Social Capability

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

    Self-awareness
    • Develop reflective practice

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

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

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

  • designing a sequence of passes between teammates to maintain possession or move a piece of equipment from one point to another
    Critical and Creative Thinking

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

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

    Reflecting on thinking and processes
    • Reflect on processes
    • Transfer knowledge into new contexts

    Literacy

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

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

    Word Knowledge
    • Understand learning area vocabulary

    Personal and Social Capability

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

    Social management
    • Make decisions

    Self-awareness
    • Develop reflective practice

    Numeracy

    Using spatial reasoning
    • Interpret maps and diagrams
    • Visualise 2D shapes and 3D objects

    Estimating and calculating with whole numbers
    • Understand and use numbers in context

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

  • experimenting with different music genres such as Indian bhangra music when performing creative dances
    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Reflect on processes
    • Transfer knowledge into new contexts

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

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

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Personal and Social Capability

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

    Social management
    • Work collaboratively
    • Develop leadership skills
    • Make decisions

    Self-awareness
    • Develop reflective practice

    Literacy

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

    Word Knowledge
    • Understand learning area vocabulary

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

    Intercultural Understanding

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

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

Propose and apply movement concepts and strategies with and without equipment (ACPMP063 - Scootle )
Personal and Social Capability

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

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

  • demonstrating defensive and offensive play in modified games

    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).
  • proposing and applying movement concepts and strategies to perform movement sequences at different levels using different types of equipment
    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Think about thinking (metacognition)
    • Transfer knowledge into new contexts

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

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

    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 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).
  • proposing and applying movement concepts and strategies to safely traverse a natural environment
    Critical and Creative Thinking

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

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts
    • Think about thinking (metacognition)

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

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

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

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

Understanding movement

Participate in physical activities designed to enhance fitness, and discuss the impact regular participation can have on health and wellbeing (ACPMP064 - Scootle )
Literacy

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

Word Knowledge
  • Understand learning area vocabulary

Personal and Social Capability

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

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

Social awareness
  • Contribute to civil society

  • creating and participating in a fitness circuit designed to improve health-related fitness components
    Personal and Social Capability

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

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

    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.
  • demonstrating and describing safe stretching activities which maintain and develop flexibility
    Literacy

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

    Word Knowledge
    • Understand learning area vocabulary

    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.
  • examining the benefits of physical activity to social health and mental wellbeing
    Personal and Social Capability

    Social awareness
    • Contribute to civil society

    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.

    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.
  • participating in a range of physical activities and exploring their health, skill and fitness benefits
    Critical and Creative Thinking

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

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

    Personal and Social Capability

    Social awareness
    • Contribute to civil society

    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 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).

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

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

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

    focuses on how 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 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.
  • examining and describing health-related and skill-related components of 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.
Manipulate and modify elements of effort, space, time, objects and people to perform movement sequences (ACPMP065 - Scootle )
Numeracy

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

Using measurement
  • Estimate and measure with metric units

Personal and Social Capability

Self-awareness
  • Develop reflective practice

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

  • demonstrating an understanding of how to adjust the force and speed of an object to improve accuracy and control
    Numeracy

    Estimating and calculating with whole numbers
    • Estimate and calculate

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

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

    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 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).
  • creating a movement sequence that demonstrates variations in flow and levels and involves individuals moving together in time
    Critical and Creative Thinking

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

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

    Personal and Social Capability

    Social management
    • Work collaboratively

    Social awareness
    • Contribute to civil society

    Numeracy

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

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

    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).

    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.
  • working with a partner to explore pushing and pulling movements and how these can be manipulated to perform counter-balances
    Critical and Creative Thinking

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

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

    Numeracy

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

    Using measurement
    • Estimate and measure with metric units

    Using fractions, decimals, percentages, ratios and rates
    • Apply proportional reasoning

    Personal and Social Capability

    Social management
    • Work collaboratively

    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.
  • developing strategies that exploit the playing space to create overlaps and extra attackers

    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).
Participate in physical activities from their own and others’ cultures, and examine how involvement creates community connections and intercultural understanding (ACPMP066 - Scootle )
Intercultural Understanding

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

Critical and Creative Thinking

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

Reflecting on thinking and processes
  • Transfer knowledge into new contexts

Analysing, synthesising and evaluating reasoning and procedures
  • Apply logic and reasoning

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

Personal and Social Capability

Social management
  • Work collaboratively

Social awareness
  • Contribute to civil society

  • researching and participating in different cultural games or physical activities that children in other countries play
    Literacy

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

    Word Knowledge
    • Understand learning area vocabulary

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

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

    Social management
    • Work collaboratively

    Intercultural Understanding

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

    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 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 the place of water-based recreational activities in Australian culture and how communities come together to enjoy water-based activities
    Personal and Social Capability

    Social awareness
    • Understand relationships
    • Appreciate diverse perspectives

    Critical and Creative Thinking

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

    Intercultural Understanding

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

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

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

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

    focuses on how 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.
  • participating in and investigating the heritage of games that have cultural significance in Australia, and exploring similarities with games of significance to other cultures, such as jump rope and Nang Tong (from Thailand), poison ball and Bola Beracun (from Malaysia), hockey and Lor Kon Krok (from Thailand) and Australian Rules football, lacrosse and Gaelic football
    • Asia and Australia’s Engagement with Asia
    Critical and Creative Thinking

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

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

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

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

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

    Intercultural Understanding

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

    Personal and Social Capability

    Social management
    • Work collaboratively

    Social awareness
    • Contribute to civil society

    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).

Learning through movement

Participate positively in groups and teams by encouraging others and negotiating roles and responsibilities (ACPMP067 - Scootle )
Personal and Social Capability

Social management
  • Communicate effectively
  • Make decisions
  • Negotiate and resolve conflict
  • Work collaboratively

Social awareness
  • Understand relationships

Ethical Understanding

Understanding ethical concepts and issues
  • Recognise ethical concepts

  • understanding the contribution of different roles and responsibilities in physical activities that promote enjoyment, safety and positive outcomes for participants
    Ethical Understanding

    Understanding ethical concepts and issues
    • Recognise ethical concepts

    Personal and Social Capability

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

    Social management
    • Make decisions
    • Communicate effectively
    • Work collaboratively

    Self-awareness
    • Develop reflective practice

    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.

    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).

    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 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).
  • demonstrating negotiation skills when dealing with conflicts or disagreements in movement situations
    Personal and Social Capability

    Social management
    • Work collaboratively
    • Make decisions
    • Communicate effectively
    • Negotiate and resolve conflict

    Ethical Understanding

    Understanding ethical concepts and issues
    • Recognise ethical concepts
    • Explore ethical concepts in context

    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 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).
  • using reflective listening when working in small groups on movement tasks or challenges
    Personal and Social Capability

    Social management
    • Communicate effectively
    • Work collaboratively

    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 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).

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

    During Foundation to Year 2, students will learn about:

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

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

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

    Social management
    • Communicate effectively
    • Negotiate and resolve conflict
    • Make decisions
    • Work collaboratively

    Social awareness
    • Understand relationships

    Ethical Understanding

    Understanding ethical concepts and issues
    • Recognise ethical concepts
    • Explore ethical concepts in context

    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 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).

    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.
Apply critical and creative thinking processes in order to generate and assess solutions to movement challenges (ACPMP068 - Scootle )
Personal and Social Capability

Social management
  • Make decisions

Self-management
  • Work independently and show initiative

Critical and Creative Thinking

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

Analysing, synthesising and evaluating reasoning and procedures
  • Apply logic and reasoning

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

Reflecting on thinking and processes
  • Reflect on processes

  • recognising that there may be a number of solutions to movement challenges and justifying which solution is most appropriate or effective
    Personal and Social Capability

    Social management
    • Make decisions

    Self-management
    • Work independently and show initiative

    Critical and Creative Thinking

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

    Generating ideas, possibilities and actions
    • Consider alternatives

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning
    • Evaluate procedures and outcomes

    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 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).

    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.
  • applying movement skills and strategies from other contexts to generate a solution to an unfamiliar movement challenge
    Personal and Social Capability

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

    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts

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

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

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    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.

    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).

    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.
  • assessing and refining strategies to persist and successfully perform new and challenging movement skills and sequences
    Personal and Social Capability

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

    Social management
    • Make decisions

    Self-awareness
    • Develop reflective practice

    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Consider alternatives

    Analysing, synthesising and evaluating reasoning and procedures
    • Draw conclusions and design a course of action
    • Apply logic and reasoning

    Reflecting on thinking and processes
    • Reflect on processes

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

    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 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.

    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).
  • devising strategies and formulating plans to assist in successfully performing new movement skills
    Personal and Social Capability

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

    Self-awareness
    • Develop reflective practice

    Social management
    • Make decisions

    Critical and Creative Thinking

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

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

    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 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 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).
Demonstrate ethical behaviour and fair play that aligns with rules when participating in a range of physical activities (ACPMP069 - Scootle )
Ethical Understanding

Exploring values, rights and responsibilities
  • Examine values

Understanding ethical concepts and issues
  • Recognise ethical concepts
  • Explore ethical concepts in context

Reasoning in decision making and actions
  • Consider consequences

Personal and Social Capability

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

  • explaining why infringements result in consequences such as a penalty or free pass
    Personal and Social Capability

    Social management
    • Communicate effectively

    Ethical Understanding

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

    Understanding ethical concepts and issues
    • Explore ethical concepts in context

    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).
  • proposing changes to the rules and/or conditions to create a more inclusive game or to allow for a fairer contest
    Critical and Creative Thinking

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

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

    Personal and Social Capability

    Social management
    • Work collaboratively
    • Make decisions
    • Communicate effectively

    Social awareness
    • Appreciate diverse perspectives

    Ethical Understanding

    Understanding ethical concepts and issues
    • Explore ethical concepts in context

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

    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 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 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.

    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).
  • correctly interpreting and applying rules in physical activities
    Personal and Social Capability

    Social management
    • Work collaboratively
    • Communicate effectively
    • Make decisions

    Social awareness
    • Appreciate diverse perspectives

    Literacy

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

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

    Word Knowledge
    • Understand learning area vocabulary

    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).

    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.

Years 5 and 6 Achievement Standards

By the end of Year 6, students investigate developmental changes and transitions. They explain the influence of people and places on identities. They recognise the influence of emotions on behaviours and discuss factors that influence how people interact. They describe their own and others’ contributions to health, physical activity, safety and wellbeing. They describe the key features of health-related fitness and the significance of physical activity participation to health and wellbeing. They examine how physical activity, celebrating diversity and connecting to the environment support community wellbeing and cultural understanding.

Students demonstrate fair play and skills to work collaboratively. They access and interpret health information and apply decision-making and problem-solving skills to enhance their own and others’ health, safety and wellbeing. They perform specialised movement skills and sequences and propose and combine movement concepts and strategies to achieve movement outcomes and solve movement challenges. They apply the elements of movement when composing and performing movement sequences.


Years 5 and 6 Work Sample Portfolios