Health and Physical Education

Back to top
Print this page
Hide options
  • Overview
  • Foundation to Year 10 Curriculum
    Show/Hide Curriculum
    Filter Actions
    Year Levels Year Levels
    Strands Strands
    General capabilities General capabilities
    Filter Actions
 

Foundation Year  

Foundation Year Description

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

Read full description ›

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

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

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

Focus areas to be addressed in Foundation include:

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

Hide full description ›

Students learn that humans are made in the image of God and that each person is to be respected, cared for and kept safe.   

Students learn that, as whole people, boys and girls are equal and have both strengths and limitations. They understand that their body is a good and precious gift from God and they are supported to use the anatomical names of private body parts when learning about body ownership, privacy, respect, and responsibility.

Students learn about respectful relationships, love and forgiveness.  They learn about God’s plan for people to help each other to be happy, healthy and safe. Students identify people who are important to them and can help to keep them safe. They are guided to use clues to recognise safe and unsafe situations and identify possible actions. Students learn strategies including persistence, to react to and report unsafe situations. 

Foundation Year Content Descriptions

Personal, Social and Community Health
Being healthy, safe and active

Identify personal strengths


Name parts of the body andhow their body is growing and changing


Identify people andprotective behaviours and other actions that help keep themselves safe and healthy

Communicating and interacting for health and wellbeing

Practise personal and social skills to interact positively with others


Identify andemotional responses people may experience in different situations

Contributing to healthy and active communities

Identify actions that promote health,and


Participate inthat promotes engagement with outdoor settings and the natural environment

Movement and Physical Activity
Moving our body

Practiseand movement sequences using different body parts


Participate in games with and without equipment

Understanding movement

Explore how regularkeeps individuals healthy and well


Identify andhow their body moves in relation to effort, space, time, objects and people

Learning through movement

Cooperate with others when participating in physical activities


Test possible solutions tothrough trial and error


Follow rules when participating in physical activities

Show subject-specific achievement standard

Foundation Year Achievement Standard

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

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

Show sub-strand-specific achievement standard

Foundation Year Work Sample Portfolios

 

Years 1 and 2  

Years 1 and 2 Description

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

Read full description ›

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

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

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

Focus areas to be addressed in Years 1 and 2 include:

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

Hide full description ›

Students learn that humans are made in the image of God. They understand that all life is sacred, and that each person is to be respected, cared for and kept safe. 

Students learn that they are good and unique beings, gifted by God. They are supported to use the anatomical names of private body parts when developing their understanding of body ownership, privacy, respect and responsibility. 
 
Students continue to learn about just and respectful relationships, love and forgiveness. They develop their ability to make decisions to enhance their own and others’ safety and wellbeing. Students are guided to use clues to recognise safe and unsafe situations. They develop strategies

including persistence and use of safety helpers to react to and report unsafe situations.

Years 1 and 2 Content Descriptions

Personal, Social and Community Health
Being healthy, safe and active

their own strengths and achievements and those of others, andhow these contribute to personal


physical and social changes that occur as children grow older andhow family andacknowledge these


Practise strategies they can use when they feel uncomfortable, unsafe or need help with a task, problem or situation


situations and opportunities to promote health,and

Communicating and interacting for health and wellbeing

ways to include others to make them feel they belong


Identify and practise emotional responses that account for own and others’ feelings


health messages and how they relate todecisions and behaviours

Contributing to healthy and active communities

Explore actions that help make the classroom a healthy, safe and active place


Identify and explore natural and built environments in the localwherecan take place

similarities and differences in individuals and groups, and explore how these are celebrated and respected

Movement and Physical Activity
Moving our body

Performin a variety of movement sequences and situations


and participate in games with and without equipment

Understanding movement

the body’s reactions to participating in physical activities


Incorporate elements of effort, space, time, objects and people in performing simple movement sequences

Learning through movement

Use strategies to work in group situations when participating in physical activities


Propose a range of alternatives and test their effectiveness when solving


Identify rules and fairwhen participating in physical activities

Show subject-specific achievement standard

Years 1 and 2 Achievement Standard

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

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

Show sub-strand-specific achievement standard

Year 1 Work Sample Portfolios

 

Years 3 and 4  

Years 3 and 4 Description

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

Read full description ›

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

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

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

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

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

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

Hide full description ›

Students learn that humans are made in the image of God, and that their growing and changing bodies and emotions are gifts from God.  They understand that each person is to be respected, cared for and kept safe.

Students learn about the influence that others, including the media, may have on their identities, behavior and gender attitudes. Students use anatomical names of private body parts when developing their understanding of body ownership, privacy, respect and responsibility. 

Students learn how making loving and just decisions help to build relationships and communities. Students develop situational awareness and use clues to recognise safe and unsafe situations. They react by applying strategies including using networks and reporting unsafe situations to safety helpers.

Years 3 and 4 Content Descriptions

Personal, Social and Community Health
Being healthy, safe and active

Explore how success, challenge and failure strengthen


Explore strategies to manage physical, social and emotional change


andstrategies that can be used in situations that make them feel uncomfortable or unsafe


Identify and practise strategies to promote health,and

Communicating and interacting for health and wellbeing

how respect, empathy and valuingcan positively influence relationships


how emotional responses vary in depth and strength


and interpretinformation and messages in the media and internet

Contributing to healthy and active communities

strategies to make the classroom and playground healthy, safe and active spaces


Participate in outdoor games and activities tohow participation promotes a connection between the community, natural and built environments, andand


Research own heritage and cultural identities, and explore strategies to respect and value

Movement and Physical Activity
Moving our body

Practise and refinein a variety of movement sequences and situations


Practise andmovement concepts and strategies with and without equipment

Understanding movement

the benefits oftoand


Combine elements of effort, space, time, objects and people when performing movement sequences


Participate in physical activities from their own and other cultures

Learning through movement

Adopt inclusive practices when participating in physical activities


innovative and creative thinking in solving