Health and Physical Education

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

Rationale

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

Read More >>

Aims

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

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

Read More >>

Key ideas

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

Read More >>

Structure

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

Read More >>

PDF documents

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

Read More >>

Glossary

Read More >>

Years 7 and 8

Years 7 and 8 Band Description

The Year 7 and 8 curriculum expands students’ knowledge, understanding and skills to help them achieve successful outcomes in classroom, leisure, social, movement and online situations. Students learn how to take positive action to enhance their own and others’ health, safety and wellbeing. They do this as they examine the nature of their relationships and other factors that influence people’s beliefs, attitudes, opportunities, decisions, behaviours and actions. Students demonstrate a range of help-seeking strategies that support them to access and evaluate health and physical activity information and services.

The curriculum for Years 7 and 8 supports students to refine a range of specialised knowledge, understanding and skills in relation to their health, safety, wellbeing, and movement competence and confidence. Students develop specialised movement skills and understanding in a range of physical activity settings. They analyse how body control and coordination influence movement composition and performance and learn to transfer movement skills and concepts to a variety of physical activities. Students explore the role that games and sports, outdoor recreation, lifelong physical activities, and rhythmic and expressive movement activities play in shaping cultures and identities. They reflect on and refine personal and social skills as they participate in a range of physical activities.

Focus areas to be addressed in Years 7 and 8 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)
  • games and sports (GS)
  • lifelong physical activities (LLPA)
  • rhythmic and expressive movement activities (RE).

Years 7 and 8 Content Descriptions

Being healthy, safe and active

Investigate the impact of transition and change on identities (ACPPS070 - Scootle )
Literacy

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

Word Knowledge
  • Understand learning area vocabulary

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

Personal and Social Capability

Social awareness
  • Appreciate diverse perspectives
  • Understand relationships

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

Critical and Creative Thinking

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

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

Reflecting on thinking and processes
  • Reflect on processes

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

  • examining the impact of physical changes on gender, cultural and sexual identities
    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

    Intercultural Understanding

    Recognising culture and developing respect
    • Investigate culture and cultural identity

    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.
  • investigating how changing feelings and attractions are part of developing sexual identities
    Personal and Social Capability

    Self-awareness
    • Recognise emotions

    Social awareness
    • Understand relationships
    • Appreciate diverse perspectives

    Self-management
    • Express emotions appropriately

    Critical and Creative Thinking

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

    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.
  • identifying feelings and emotions associated with transitions, and practising self-talk and help-seeking strategies to manage these transitions and associated responsibilities
    Personal and Social Capability

    Self-awareness
    • Recognise personal qualities and achievements
    • Recognise emotions

    Self-management
    • Develop self-discipline and set goals
    • Express emotions appropriately

    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

    Critical and Creative Thinking

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

    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.
  • examining how traditions and cultural practices influence personal and cultural identities
    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 awareness
    • Appreciate diverse perspectives

    Critical and Creative Thinking

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

    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.
  • examining online profiles and identities and developing strategies to promote safety in online environments
    Information and Communication Technology (ICT) Capability

    Communicating with ICT
    • Understand computer mediated communications

    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

    Critical and Creative Thinking

    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

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

    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.
Evaluate strategies to manage personal, physical and social changes that occur as they grow older (ACPPS071 - Scootle )
Personal and Social Capability

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

Social awareness
  • Contribute to civil society

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

Critical and Creative Thinking

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

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

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

Literacy

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

  • accessing and assessing health information and services that support young people to effectively manage changes and transitions as they grow older
    Critical and Creative Thinking

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

    Reflecting on thinking and processes
    • Reflect on processes

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

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

    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
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Numeracy

    Using measurement
    • Operate with clocks, calendars and timetables

    Personal and Social Capability

    Social awareness
    • Contribute to civil society
    • 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.
  • investigating the changing nature of peer and family relationships and proposing strategies to manage these changes
    Critical and Creative Thinking

    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
    • Seek solutions and put ideas into action

    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
    • Appreciate diverse perspectives
    • 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.
  • analysing how roles and responsibilities change and evaluating strategies for managing these increasing responsibilities
    Personal and Social Capability

    Social awareness
    • Understand relationships
    • 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

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

    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.
  • evaluating and practising coping, communication and problem-solving skills to manage changes and emotions associated with puberty and getting older
    Personal and Social Capability

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

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

    Social awareness
    • Contribute to civil society

    Critical and Creative Thinking

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

    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

    Reflecting on thinking and processes
    • Reflect on processes

    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.
  • developing and evaluating strategies on use of social media, phones and the internet to remain safe and protect and respect the privacy of self and others
    Personal and Social Capability

    Social management
    • Communicate effectively
    • Make decisions

    Self-management
    • Express emotions appropriately

    Social awareness
    • Contribute to civil society

    Information and Communication Technology (ICT) Capability

    Applying social and ethical protocols and practices when using ICT
    • Apply personal security protocols
    • Apply digital information security practices

    Critical and Creative Thinking

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

Practise and apply strategies to seek help for themselves or others (ACPPS072 - Scootle )
Personal and Social Capability

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

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

  • examining scenarios to highlight how emotions, dispositions and decision-making can affect outcomes
    Personal and Social Capability

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

    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

    Reflecting on thinking and processes
    • Reflect on processes

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

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

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

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

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

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

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

    addresses 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 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.
  • collaborating with peers to suggest strategies they could use in emergencies
    Critical and Creative Thinking

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

    Personal and Social Capability

    Social management
    • Work collaboratively

    Social awareness
    • Contribute to civil society

    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.

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

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

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

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

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

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

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

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

    Personal and Social Capability

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

    Social management
    • Communicate effectively

    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 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.
  • exploring help-seeking scenarios young people encounter and sharing strategies for dealing with each situation
    Personal and Social Capability

    Social management
    • Work collaboratively
    • Communicate effectively

    Social awareness
    • Contribute to civil society
    • 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 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 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.
  • demonstrating basic first-aid principles and strategies

    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 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 emotional responses to interactions within relationships, and proposing strategies to seek help
    Personal and Social Capability

    Social management
    • Communicate effectively

    Social awareness
    • Understand relationships

    Self-management
    • Become confident, resilient and adaptable
    • Express emotions appropriately

    Self-awareness
    • Recognise emotions

    Critical and Creative Thinking

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

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
  • Understand themselves as learners

Social awareness
  • Contribute to civil society

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
  • Organise and process information
  • Pose questions
  • Identify and clarify information and ideas

Reflecting on thinking and processes
  • Reflect on processes

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

Literacy

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

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

Word Knowledge
  • Understand learning area vocabulary

  • investigating reasons why young people choose to use or not use drugs, and proposing strategies to make informed choices
    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
    • Seek solutions and put ideas into action

    Reflecting on thinking and processes
    • Reflect on processes

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

    Literacy

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

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

    Word Knowledge
    • Understand learning area vocabulary

    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.
  • researching a variety of snack and lunch options, and evaluating nutritional value, value for money and sustainability impacts to create a weekly menu plan
    • Sustainability
    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

    Text knowledge
    • Use knowledge of text structures

    Word Knowledge
    • Understand learning area vocabulary

    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
    • Pose questions

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

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

    Numeracy

    Estimating and calculating with whole numbers
    • Estimate and calculate
    • Use money

    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.
  • researching opportunities in the local community to participate in regular physical activity and examining how accessible these opportunities are for students
    Critical and Creative Thinking

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

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

    Reflecting on thinking and processes
    • Reflect on processes

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

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Text knowledge
    • Use knowledge of text structures

    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

    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.
  • proposing and practising strategies for celebrating safely, including assertiveness, refusal skills, planning travel arrangements and contingency plans
    Critical and Creative Thinking

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

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

    Personal and Social Capability

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

    Social awareness
    • Contribute to civil society

    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

    Text knowledge
    • Use knowledge of text structures

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

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

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

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

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

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

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

    During Foundation to Year 2, students will learn about:

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

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

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

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

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

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

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

    Social management
    • Make decisions

    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

Investigate the benefits of relationships and examine their impact on their own and others’ health and wellbeing (ACPPS074 - Scootle )
Personal and Social Capability

Self-awareness
  • Recognise personal qualities and achievements
  • Recognise emotions

Social awareness
  • Understand relationships

Social management
  • Work collaboratively

Literacy

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

Word Knowledge
  • Understand learning area vocabulary

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

Critical and Creative Thinking

Reflecting on thinking and processes
  • Reflect on processes

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

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

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

  • examining how individuals, family and peer groups influence people’s behaviours, decisions and actions
    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
    • Understand relationships

    Self-awareness
    • Recognise personal qualities and achievements
    • Recognise emotions

    Social management
    • Work collaboratively

    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.

    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.
  • understanding and applying online and social protocols to enhance relationships with others and protect their own wellbeing, including recognising and responding to inappropriate online content
    Personal and Social Capability

    Social awareness
    • Understand relationships
    • Appreciate diverse perspectives

    Social management
    • Communicate effectively
    • Negotiate and resolve conflict

    Self-awareness
    • Recognise emotions

    Self-management
    • Express emotions appropriately

    Literacy

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

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

    Word Knowledge
    • Understand learning area vocabulary

    Information and Communication Technology (ICT) Capability

    Applying social and ethical protocols and practices when using ICT
    • Apply personal security protocols

    Communicating with ICT
    • Understand computer mediated communications

    Ethical Understanding

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

    Understanding ethical concepts and issues
    • Recognise ethical concepts

    Critical and Creative Thinking

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

  • analysing how their relationships influence behaviours and actions
    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

    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
    • Understand relationships

    Self-awareness
    • Recognise personal qualities and achievements
    • Recognise emotions

    Social management
    • Work collaboratively

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

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

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

    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.

    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.
  • analysing how behaviours, actions, and responses to situations can change depending on whether they are by themselves, with friends or with family
    Personal and Social Capability

    Social management
    • Work collaboratively

    Self-awareness
    • Recognise emotions
    • Recognise personal qualities and achievements

    Social awareness
    • Understand relationships

    Ethical Understanding

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

    Understanding ethical concepts and issues
    • Recognise ethical concepts

    Literacy

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

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

    Word Knowledge
    • Understand learning area vocabulary

    Critical and Creative Thinking

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

    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 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.
  • recognising the impact bullying and harassment can have on relationships, including online relationships
    Personal and Social Capability

    Social management
    • Communicate effectively
    • Negotiate and resolve conflict

    Social awareness
    • Understand relationships
    • Appreciate diverse perspectives

    Self-awareness
    • Recognise emotions

    Self-management
    • Express emotions appropriately

    Ethical Understanding

    Understanding ethical concepts and issues
    • Recognise ethical concepts

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

    Information and Communication Technology (ICT) Capability

    Communicating with ICT
    • Understand computer mediated communications

    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.
  • exploring skills and strategies needed to communicate and engage in relationships in respectful ways
    Personal and Social Capability

    Social management
    • Communicate effectively
    • Negotiate and resolve conflict

    Self-management
    • Become confident, resilient and adaptable
    • Express emotions appropriately

    Social awareness
    • Understand relationships

    Literacy

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

    Grammar knowledge
    • Express opinion and point of view

    Word Knowledge
    • Understand learning area vocabulary

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

    Critical and Creative Thinking

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

Analyse factors that influence emotions , and develop strategies to demonstrate empathy and sensitivity (ACPPS075 - Scootle )
Ethical Understanding

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

Understanding ethical concepts and issues
  • Recognise ethical concepts

Critical and Creative Thinking

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

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

Generating ideas, possibilities and actions
  • Consider alternatives

Intercultural Understanding

Interacting and empathising with others
  • Empathise with others

Personal and Social Capability

Self-management
  • Express emotions appropriately

Self-awareness
  • Recognise emotions

  • investigating personal, social and cultural factors that influence the way individuals respond emotionally to different situations
    Ethical Understanding

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

    Understanding ethical concepts and issues
    • Recognise ethical concepts

    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Reflect on processes

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

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

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

    Intercultural Understanding

    Interacting and empathising with others
    • Empathise with others

    Personal and Social Capability

    Self-awareness
    • Recognise emotions

    Self-management
    • Express emotions appropriately

    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 different viewpoints, practising being empathetic and considering alternative ways to respond
    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

    Critical and Creative Thinking

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

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

    Intercultural Understanding

    Interacting and empathising with others
    • Empathise with others

    Ethical Understanding

    Exploring values, rights and responsibilities
    • Consider points of view

    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 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 and interpreting emotional responses to stressful situations and proposing strategies for managing these responses
    Personal and Social Capability

    Self-awareness
    • Recognise emotions

    Social management
    • Negotiate and resolve conflict

    Self-management
    • Develop self-discipline and set goals
    • Express emotions appropriately

    Critical and Creative Thinking

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

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

    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 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.
  • exploring the impact of different ways of communicating, how these impact on emotions and can show respect (or not) for self and others
    Ethical Understanding

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

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

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

    Personal and Social Capability

    Self-management
    • Express emotions appropriately
    • Become confident, resilient and adaptable

    Social awareness
    • Understand relationships

    Social management
    • Communicate effectively
    • Negotiate and resolve conflict

    Critical and Creative Thinking

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

    Intercultural Understanding

    Interacting and empathising with others
    • Communicate across cultures

    Recognising culture and developing respect
    • Develop respect for cultural diversity

Evaluate health information and communicate their own and others’ health concerns (ACPPS076 - Scootle )
Critical and Creative Thinking

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

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

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

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

Literacy

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

Word Knowledge
  • Understand learning area vocabulary

  • analysing the credibility of health messages conveyed by different sources in terms of bias, reliability and validity and applying credible information to health-related decisions
    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

    Literacy

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

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

    Word Knowledge
    • Understand learning area vocabulary

    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

    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.

    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.
  • practising ways to communicate concerns about their health to a variety of support people
    Literacy

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

    Visual Knowledge
    • Understand how visual elements create meaning

    Word Knowledge
    • Understand learning area vocabulary

    Critical and Creative Thinking

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

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

    Personal and Social Capability

    Self-awareness
    • Develop reflective practice
    • Recognise personal qualities and achievements

    Social awareness
    • Appreciate diverse perspectives

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

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

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

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

    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 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.

    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 ways to support others who are going through a challenging time
    Personal and Social Capability

    Social management
    • Work collaboratively

    Critical and Creative Thinking

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

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

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

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

    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.

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

    During Foundation to Year 2, students will learn about:

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

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

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

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

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

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

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

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

    • safety at school
    • safe practices at home, in road or transport environments, in the outdoors and when near water
    • safe and unsafe situations at home, school and parties and in the community
    • strategies for dealing with unsafe or uncomfortable situations
    • safe practices when using information and communication technologies (ICT) and online services, including dealing with cyberbullying
    • managing personal safety
    • first aid and emergency care, including safe blood practices
    • safety when participating in physical activity, including sports safety, sun safety, use of protective equipment and modifying rules
    • relationship and dating safety.
  • developing health literacy skills while exploring and evaluating online health information that is aimed at assisting young people to address health issues
    Personal and Social Capability

    Self-management
    • Work independently and show initiative

    Social awareness
    • Appreciate diverse perspectives

    Social management
    • Make decisions

    Self-awareness
    • Develop reflective practice

    Information and Communication Technology (ICT) Capability

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

    Literacy

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

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

    Critical and Creative Thinking

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

Contributing to healthy and active communities

Plan and use health practices, behaviours and resources to enhance health, safety and wellbeing of their communities (ACPPS077 - Scootle )
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
  • Navigate, read and view learning area texts
  • Interpret and analyse learning area texts
  • Comprehend texts

Word Knowledge
  • Understand learning area vocabulary

Critical and Creative Thinking

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

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

Personal and Social Capability

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

  • investigating preventive health practices relevant to young people, and designing and implementing health promotion activities targeting these practices
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Pose questions
    • 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 awareness
    • Contribute to civil society
    • Appreciate diverse perspectives

    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.

    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 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.
  • investigating food-serving recommendations from The Australian Guide to Healthy Eating and producing a guide to help students make healthy choices when buying food from the school canteen
    Literacy

    Visual Knowledge
    • Understand how visual elements create meaning

    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

    Text knowledge
    • Use knowledge of text structures

    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Consider alternatives

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

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

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives
    • 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.
  • examining how different cultures value the contribution of the mind-body-spirit connection to health and wellbeing
    Critical and Creative Thinking

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

    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

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

    Literacy

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

    Word Knowledge
    • Understand learning area vocabulary

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

    Intercultural Understanding

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

    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.
  • explore how spiritual connection to Country/Place enhances health and wellbeing for Aboriginal and Torres Strait Islander Peoples
    • 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

    Interacting and empathising with others
    • Empathise with others
    • Consider and develop multiple perspectives

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

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

    Ethical Understanding

    Exploring values, rights and responsibilities
    • Examine values

Plan and implement strategies for connecting to natural and built environments to promote the health and wellbeing of their communities (ACPPS078 - Scootle )
  • Sustainability
Critical and Creative Thinking

Generating ideas, possibilities and actions
  • 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
  • Pose questions
  • Organise and process information

Literacy

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

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

Word Knowledge
  • Understand learning area vocabulary

Personal and Social Capability

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

  • identifying local natural resources and built environments where individuals and groups can connect as a community and participate in physical and social activities
    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 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.
  • reflecting on the physical, social, emotional and spiritual benefits to health and wellbeing of being outdoors and of being active in a natural setting

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

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

    • individual and group fitness activities
    • active recreation activities.

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

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

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

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

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

    focuses on 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).
  • promoting an understanding of minimal-impact outdoor recreation in the local area
    • Sustainability
    Critical and Creative Thinking

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

    Literacy

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

    Visual Knowledge
    • Understand how visual elements create meaning

    Word Knowledge
    • Understand learning area vocabulary

    Personal and Social Capability

    Social awareness
    • Contribute to civil society

    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 how a sense of connection to Country/Place sustains the health and wellbeing of Aboriginal and Torres Strait Islander Peoples and communities
    • Aboriginal and Torres Strait Islander Histories and Cultures
    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
    • Investigate culture and cultural identity
    • Develop respect for cultural diversity
    • Explore and compare cultural knowledge, beliefs and practices

    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.
Investigate the benefits to individuals and communities of valuing diversity and promoting inclusivity (ACPPS079 - Scootle )
Ethical Understanding

Understanding ethical concepts and issues
  • Recognise ethical concepts

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

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

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

Intercultural Understanding

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

Recognising culture and developing respect
  • Develop respect for cultural diversity

Interacting and empathising with others
  • Consider and develop multiple perspectives

Critical and Creative Thinking

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

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

Personal and Social Capability

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

  • exploring how kinship and extended-family structures in different cultures support and enhance 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

    Intercultural Understanding

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

    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.
  • investigating how respecting diversity and challenging racism, sexism, disability discrimination and homophobia influence individual and community health and wellbeing
    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
    • Consider alternatives

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

    Ethical Understanding

    Understanding ethical concepts and issues
    • Recognise ethical concepts

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

    Literacy

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

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

    Word Knowledge
    • Understand learning area vocabulary

    Intercultural Understanding

    Interacting and empathising with others
    • Consider and develop multiple perspectives

    Recognising culture and developing respect
    • Develop respect for cultural diversity

    Personal and Social Capability

    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.

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

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

    • safety at school
    • safe practices at home, in road or transport environments, in the outdoors and when near water
    • safe and unsafe situations at home, school and parties and in the community
    • strategies for dealing with unsafe or uncomfortable situations
    • safe practices when using information and communication technologies (ICT) and online services, including dealing with cyberbullying
    • managing personal safety
    • first aid and emergency care, including safe blood practices
    • safety when participating in physical activity, including sports safety, sun safety, use of protective equipment and modifying rules
    • relationship and dating safety.
  • examining values and beliefs about cultural and social issues such as gender, race, violence, sexuality and ability  and how resisting stereotypes can help students be themselves
    Intercultural Understanding

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

    Interacting and empathising with others
    • Consider and develop multiple perspectives

    Recognising culture and developing respect
    • Develop respect for cultural diversity

    Ethical Understanding

    Understanding ethical concepts and issues
    • Recognise ethical concepts

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

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

    Literacy

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

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

    Word Knowledge
    • Understand learning area vocabulary

    Critical and Creative Thinking

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

    Reflecting on thinking and processes
    • Reflect on processes

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

    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.
  • researching how stereotypes and prejudice are challenged in local, national and global contexts
    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

    Ethical Understanding

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

    Exploring values, rights and responsibilities
    • Consider points of view

    Intercultural Understanding

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

    Interacting and empathising with others
    • Consider and develop multiple perspectives

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

    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.
  • developing strategies to challenge narrow views of gender, race, violence, sexuality, gender diversity and ability to contribute to inclusive communities
    Intercultural Understanding

    Interacting and empathising with others
    • Empathise with others

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

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

    Ethical Understanding

    Reasoning in decision making and actions
    • Reflect on ethical action

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

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

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives
    • Contribute to civil society

    Self-management
    • Become confident, resilient and adaptable

    Social management
    • Communicate effectively
    • Make decisions

Moving our body

Use feedback to improve body control and coordination when performing specialised movement skills in a variety of situations (ACPMP080 - Scootle )
Personal and Social Capability

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

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

  • analysing their own and others’ performance using ICT and implementing feedback to enhance performance
    Information and Communication Technology (ICT) Capability

    Communicating with ICT
    • Collaborate, share and exchange

    Creating with ICT
    • Generate ideas, plans and processes
    • Generate solutions to challenges and learning area tasks

    Investigating with ICT
    • Define and plan information searches

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives
    • Understand relationships

    Social management
    • Communicate effectively

    Self-management
    • Become confident, resilient and adaptable

    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).
  • participating in activities where vision is compromised to demonstrate the importance of auditory feedback
    Personal and Social Capability

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

    Self-awareness
    • Develop reflective practice

    Social management
    • Communicate effectively

    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 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).
  • using visual and kinaesthetic feedback when coordinating eye–hand and eye–foot movements to control different pieces of equipment
    Critical and Creative Thinking

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

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

    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 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).
  • designing and performing movement sequences to create, use and defend space
    Critical and Creative Thinking

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

    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
    • Organise and process information

    Numeracy

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

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

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

    Personal and Social Capability

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

    Self-awareness
    • Develop reflective practice

    Literacy

    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

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

  • composing and performing a group dance sequence in response to a piece of music or other stimuli
    Personal and Social Capability

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

    Self-awareness
    • Develop reflective practice

    Social management
    • Make decisions
    • Work collaboratively

    Literacy

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

    Word Knowledge
    • Understand learning area vocabulary

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

    Text knowledge
    • Use knowledge of text structures

    Critical and Creative Thinking

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

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

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

  • travelling, marking and intercepting to achieve and retain possession
    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

    Personal and Social Capability

    Social management
    • Make decisions
    • Communicate effectively
    • Work collaboratively

    Numeracy

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

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

  • designing and performing movement sequences to travel around, over, under and through natural or built obstacles
    Critical and Creative Thinking

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

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

    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

    Numeracy

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

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

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

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

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

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

    Personal and Social Capability

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

    Social management
    • Make decisions

    Self-awareness
    • Develop reflective practice

Practise, apply and transfer movement concepts and strategies with and without equipment (ACPMP082 - Scootle )
Personal and Social Capability

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

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

  • examining and demonstrating the similarities of strategies used in different physical activities and how they can be transferred to new movement situations
    Critical and Creative Thinking

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

    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 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.
  • exploring similarities in the bases of support and flow of movements when performing movement sequences
    Numeracy

    Using spatial reasoning
    • Interpret maps and diagrams

    Using measurement
    • Estimate and measure with metric units

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

    Personal and Social Capability

    Self-awareness
    • Recognise personal qualities and achievements

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

    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Imagine possibilities and connect 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 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).
  • selecting strategies that have been successful previously and applying the most appropriate ones when solving new movement challenges with and without equipment
    Critical and Creative Thinking

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

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

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

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

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

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

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

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

Understanding movement

Participate in physical activities that develop health-related and skill-related fitness components, and create and monitor personal fitness plans (ACPMP083 - Scootle )
Literacy

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

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

Word Knowledge
  • Understand learning area vocabulary

Personal and Social Capability

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

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

Critical and Creative Thinking

Reflecting on thinking and processes
  • Transfer knowledge into new contexts

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

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

  • performing physical activities that improve health- and skill-related components of fitness and analysing how the components are developed through these activities
    Personal and Social Capability

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

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

    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.
  • measuring heart rate, breathing rate and ability to talk in order to monitor the body’s reaction to a range of physical activities, and predicting the benefits of each activity on health- and skill-related fitness components
    Numeracy

    Interpreting statistical information
    • Interpret data displays

    Estimating and calculating with whole numbers
    • Estimate and calculate

    Using measurement
    • Operate with clocks, calendars and timetables

    Critical and Creative Thinking

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

    Inquiring – identifying, exploring and organising information and ideas
    • Pose questions
    • 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-awareness
    • Recognise personal qualities and achievements
    • Develop reflective practice
    • Understand themselves as learners

    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.
  • designing and monitoring a personal fitness plan that proposes realistic strategies for maintaining fitness, health and wellbeing
    Personal and Social Capability

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

    Self-management
    • Develop self-discipline and set goals

    Critical and Creative Thinking

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

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

    Inquiring – identifying, exploring and organising information and ideas
    • 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.

    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.
Demonstrate and explain how the elements of effort, space, time, objects and people can enhance movement sequences (ACPMP084 - Scootle )
Critical and Creative Thinking

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

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

Personal and Social Capability

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

Self-management
  • Develop self-discipline and set goals

  • performing a range of movements and analysing technique based on understanding of take-off, body position and landing
    Personal and Social Capability

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

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

    Critical and Creative Thinking

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

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

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

    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).
  • demonstrating an understanding of how to adjust the angle of release of an object and how this will affect the height and distance of flight
    Critical and Creative Thinking

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

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

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

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

    Numeracy

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

    Estimating and calculating with whole numbers
    • Estimate and calculate

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

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

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

    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, performing and appraising movement sequences that demonstrate variations in flow and levels
    Critical and Creative Thinking

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

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

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

    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.
  • designing and refining movement concepts and strategies to manipulate space and their relationship to other players in this space
    Personal and Social Capability

    Social awareness
    • Understand relationships

    Social management
    • Communicate effectively
    • Make decisions
    • Work collaboratively

    Numeracy

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

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

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

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

    Critical and Creative Thinking

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

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

    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).
  • explaining how individual or team performance has improved through modifications to effort, space and time
    Personal and Social Capability

    Self-awareness
    • Develop reflective practice

    Self-management
    • Work independently and show initiative

    Social management
    • Work collaboratively

    Critical and Creative Thinking

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

Participate in and investigate cultural and historical significance of a range of physical activities (ACPMP085 - Scootle )
Critical and Creative Thinking

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

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

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

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

Social awareness
  • Contribute to civil society

Intercultural Understanding

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

Literacy

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

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

Word Knowledge
  • Understand learning area vocabulary

  • examining how sport, physical activity and outdoor recreation pursuits have changed over the last century as a result of different cultural groups migrating to Australia
    Intercultural Understanding

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

    Interacting and empathising with others
    • Consider and develop multiple perspectives

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

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

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

    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 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.
  • researching and participating in a range of physical activities that were performed in the early twentieth century, such as games from the Asia region
    • Asia and Australia’s Engagement with Asia
    Intercultural Understanding

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

    Interacting and empathising with others
    • Consider and develop multiple perspectives

    Literacy

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

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

    Word Knowledge
    • Understand learning area vocabulary

    Text knowledge
    • Use knowledge of text structures

    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).
  • participating in culturally significant physical activities from around the globe and exploring the links to the culture and heritage of the country of origin of these activities
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Text knowledge
    • Use knowledge of text structures

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

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

    Critical and Creative Thinking

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

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

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

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts

    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

    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).

Learning through movement

Practise and apply personal and social skills when undertaking a range of roles in physical activities (ACPMP086 - Scootle )
Personal and Social Capability

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

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

  • adopting roles and responsibilities that support and enhance team cohesion and lead to successful movement outcomes
    Personal and Social Capability

    Social awareness
    • Understand relationships
    • Contribute to civil society

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

    Social management
    • Work collaboratively

    Critical and Creative Thinking

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

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

    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 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 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.
  • applying an understanding of verbal, physical and situational cues to identify and appropriately respond to the feelings and motives of others when working in a team or group
    Personal and Social Capability

    Social awareness
    • Understand relationships
    • Appreciate diverse perspectives

    Social management
    • Work collaboratively

    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 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.
  • reflecting on their role and articulating how the actions they initiated in that role led to the achievement of successful outcomes
    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Reflect on processes

    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

    Personal and Social Capability

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

    Social awareness
    • Contribute to civil society
    • Understand relationships

    Self-management
    • Become confident, resilient and adaptable

    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.

    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).
  • undertaking various roles associated with the planning of physical activities
    Personal and Social Capability

    Social awareness
    • Understand relationships
    • Contribute to civil society

    Social management
    • Work collaboratively

    Self-awareness
    • Understand themselves as learners

    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.
Evaluate and justify reasons for decisions and choices of action when solving movement challenges (ACPMP087 - Scootle )
Critical and Creative Thinking

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

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

Personal and Social Capability

Social management
  • Make decisions

Self-awareness
  • Develop reflective practice

  • explaining and justifying the movement concepts and strategies selected in response to movement challenges
    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
    • Transfer knowledge into new contexts
    • Reflect on processes

    Generating ideas, possibilities and actions
    • Consider alternatives

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

    Personal and Social Capability

    Social management
    • Communicate effectively

    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 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).
  • demonstrating to others the approach taken to solve movement challenges
    Personal and Social Capability

    Social management
    • Work collaboratively

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

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

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

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

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

    focuses on the development of 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 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).
  • identifying factors that enabled them to achieve success in movement activities and explaining how these factors can be transferred to other learning contexts
    Personal and Social Capability

    Social management
    • Communicate effectively
    • Work collaboratively

    Self-management
    • Develop self-discipline and set goals

    Critical and Creative Thinking

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

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

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

    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).

    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.
Modify rules and scoring systems to allow for fair play, safety and inclusive participation (ACPMP088 - Scootle )
Literacy

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

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

Word Knowledge
  • Understand learning area vocabulary

Ethical Understanding

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

Understanding ethical concepts and issues
  • Recognise ethical concepts

Personal and Social Capability

Social awareness
  • Understand relationships

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

Social management
  • Develop leadership skills
  • Negotiate and resolve conflict

Critical and Creative Thinking

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

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

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

  • recognising potential hazards and selecting appropriate responses when undertaking physical activities in the natural environment
    Personal and Social Capability

    Social management
    • Negotiate and resolve conflict
    • Develop leadership skills

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

    Social awareness
    • Understand relationships

    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • 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

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

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

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

    focuses on how 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).
  • applying scoring systems in activities to assess movement performances consistently and fairly
    Personal and Social Capability

    Social awareness
    • Understand relationships

    Social management
    • Develop leadership skills
    • Negotiate and resolve conflict

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

    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.
  • modifying rules, equipment or scoring systems to allow all participants to enjoy and succeed
    Critical and Creative Thinking

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

    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

    Personal and Social Capability

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

    Social management
    • Develop leadership skills
    • Negotiate and resolve conflict

    Social awareness
    • Understand relationships

    Ethical Understanding

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

    Understanding ethical concepts and issues
    • Recognise ethical concepts

    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.

    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).
  • applying the principles of ethical behaviour consistently when participating in physical activities
    Ethical Understanding

    Understanding ethical concepts and issues
    • Recognise ethical concepts

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

    Personal and Social Capability

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

    Self-awareness
    • Develop reflective practice

    Social management
    • Make decisions

    Social awareness
    • Contribute to civil society

    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 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).

Years 7 and 8 Achievement Standards

By the end of Year 8, students evaluate strategies and resources to manage changes and transitions and investigate their impact on identities. Students evaluate the impact on wellbeing of relationships and valuing diversity. They analyse factors that influence emotional responses. They investigate strategies and practices that enhance their own, others’ and community health, safety and wellbeing. They investigate and apply movement concepts and select strategies to achieve movement and fitness outcomes. They examine the cultural and historical significance of physical activities and examine how connecting to the environment can enhance health and wellbeing.

Students apply personal and social skills to establish and maintain respectful relationships and promote safety, fair play and inclusivity. They demonstrate skills to make informed decisions, and propose and implement actions that promote their own and others’ health, safety and wellbeing. Students demonstrate control and accuracy when performing specialised movement sequences and skills. They apply movement concepts and refine strategies to suit different movement situations. They apply the elements of movement to compose and perform movement sequences.


Years 7 and 8 Work Sample Portfolios