Health and Physical Education
PRINT THIS PAGECurriculum
Foundation Level A
Foundation Level B
Foundation Level C
Foundation Level D
Foundation
Levels 1 and 2
Levels 3 and 4
Levels 5 and 6
Levels 7 and 8
Levels 9 and 10
By the end of Foundation Level A, students develop an understanding of their body and how it moves.
They demonstrate an awareness and interest in the movements of peers and familiar adults, responding to people and to objects around them.
Students use their preferred communication modality to communicate yes/no responses to preferred and non-preferred actions or objects.
They participate in a range of structured activities, routines and processes related to health, safety and wellbeing.
Students...
By the end of Foundation Level B, students identify themselves and recognise some familiar people.
They demonstrate personal and social skills to engage with their peers, maintaining short interactions with support from an adult.
They communicate a consistent yes/no response to preferred and non-preferred people, objects or actions.
Students demonstrate an awareness of safety by identifying objects and actions that are safe and unsafe in a variety of environments. Students practise familiar routines and actions...
By the end of Foundation Level C, students identify some of their attributes. They locate body parts on themselves.
They demonstrate personal and social skills to interact with their peers by sustaining interactions for greater periods of time. Students initiate communication and are reliable and consistent with their yes/no responses.
Students demonstrate an awareness of protective behaviours and safety. They identify objects, actions, situations and environments that are safe and...
By the end of Foundation Level D, students identify attributes in themselves and others. They locate body parts on themselves and others.
They demonstrate personal and social skills when contributing to shared activities. They give or deny permission when sharing possessions and personal space and to maintain body autonomy.
They recognise some safe and unsafe actions and identify some protective behaviours and how to seek help. They identify actions, symbols,...
By the end of Foundation, students identify similarities and differences between themselves and others. They name parts of the body and outline how their body is growing and changing. They demonstrate personal and social skills to interact respectfully with others. Students identify different emotions people experience. They identify protective behaviours and help-seeking strategies to help keep themselves safe. Students identify different types of health information and how it can be...
By the end of Level 2, students explain how personal qualities contribute to one aspect of identity. They describe physical and social changes that occur as they grow older. They demonstrate personal and social skills and describe strategies to develop respectful relationships. Students describe how emotional responses affect their own and others’ feelings. They apply protective behaviours and help-seeking strategies that can help keep themselves and others safe. Students explain...
By the end of Level 4, students describe influences that strengthen resilience and identity. They describe strategies to respond to physical, social and emotional changes and transitions they experience. They apply personal and social skills and strategies to interact respectfully with others. Students describe the influences that inclusion and the challenging of stereotypes have on choices and actions. They explain the variation in emotional responses and describe strategies to manage emotions.
By the end of Level 6, students explain how different contextual factors influence identities. They propose strategies to manage developmental changes and transitions. They explain how stereotypes influence roles and responsibilities. Students propose and apply strategies to demonstrate respect, empathy and inclusion to positively influence relationships. They propose strategies to manage emotions and analyse the influence of these strategies on relationships. They explain how communication skills, protective behaviours and help-seeking...
By the end of Level 8, students analyse factors that influence identities and responses to change, and describe strategies to support themselves and others in responding to these influences. They analyse how stereotypes, respect, empathy and valuing diversity influence relationships. They analyse factors that influence emotional responses and justify strategies to manage emotions. Students analyse the effectiveness of assertive communication strategies, protective behaviours and help-seeking strategies applied online and offline (interacting with others). They analyse...
By the end of Level 10, students propose and evaluate personal strategies to manage their identities and responses to change and transitions. They evaluate how attitudes and beliefs about equality, respect, diversity and inclusion influence the nature and quality of relationships. They evaluate personal strategies to manage emotional responses to different situations and reflect on the impact of their ability to manage these responses on health and wellbeing. Students propose and evaluate strategies to manage online and offline situations where...