Name parts of the body and describe how their body is growing and changing Describe physical and social changes that occur as children grow older and discuss how family and community acknowledge these Explore strategies to manage physical, social and emotional change Investigate resources and strategies to manage changes and transitions associated with puberty Identify people and demonstrate protective behaviours that help keep themselves safe and healthy Practise strategies they can use when they need help with a task, problem or situation Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe Investigate community resources and strategies to seek help about health, safety and wellbeing Investigate community resources and strategies to seek help about health, safety and wellbeing Identify and practise strategies to promote health, safety and Wellbeing Plan and practise strategies to promote health, safety and wellbeing PREP YEAR 1-2 YEAR 3-4 YEAR 5-6 Sub Strand 2: Communicating and interacting for health and wellbeing Practise personal and social skills to interact with and include others Describe ways to include others to make them feel that they belong Describe how respect, empathy and valuing difference can positively influence relationships Practise skills to establish and manage relationships Identify and describe emotional responses people may experience in different situations Identify and practise emotional responses that account for own and others’ feelings Investigate how emotional responses vary in depth and strength Examine the influence of emotional responses on behaviour and relationships Examine health messages and how they relate to health decisions and behaviours Discuss and interpret health information and messages in the media and on the Internet Recognise how media and important people in the community influence personal attitudes, beliefs, decisions and behaviours Sub Strand 3: Contributing to healthy and active communities Identify actions that promote health, safety and wellbeing Explore actions that help make the classroom a healthy, safe and active place Describe strategies to make the classroom and playground healthy, safe and active spaces Investigate the role of preventive health in promoting and maintaining health, safety and wellbeing for individuals and their
Communities Participate in play that promotes engagement with outdoor settings and the natural environment Identify and explore natural and built environments in the local community where physical activity can take place Participate in outdoor games and activities to examine how participation promotes a connection between the community, natural and built environments, and health and wellbeing Explore how participation in outdoor activities supports personal and community health and wellbeing and creates connections to the natural and built environment Recognise similarities and differences in individuals and groups, and explore how these are celebrated and respected Research own heritage and cultural identities, and explore strategies to respect and value diversity Investigate and reflect on how valuing diversity positively influences the wellbeing of the community PREP YEAR 1-2 YEAR 3-4 YEAR 5-6 Physical Activity Sub Strand 1: Moving our body Practise fundamental movement skills and movement sequences using different body parts and in response to stimuli Perform fundamental movement skills in different movement situations Practise and refine fundamental movement skills in different movement situations Practise specialised movement skills and apply them in different movement situations Construct and perform imaginative and original movement sequences in response to stimuli Perform movement sequences which link fundamental movement skills Design and perform a variety of movement sequences Participate in games with and without equipment Create and participate in games Practise and apply movement concepts and strategies Propose and apply movement concepts and strategies Physical Activity Sub Strand 2: Understanding Movement Explore how regular physical activity keeps individuals healthy and well Discuss the body’s reactions to participating in physical activities Examine the benefits of physical activity and physical fitness to health and wellbeing Participate in physical activities designed to enhance fitness, and discuss the impact regular participation can have on health and wellbeing Identify and describe how their body moves in relation to effort, space, time, Incorporate elements of effort, space, time, objects and people in performing Combine the elements of effort, space, time, objects and people when performing Manipulate and modify the elements of effort, space, time, objects and people to
COMPLETED UNIT ONE UNIT TWO UNIT THREE UNIT FOUR TITLE “My body is amazing, I need to look after it!” What can our bodies do and how can we keep them safe? “Prep kids can catch!” Why does my body grow and change? “Move and groove safely” What do use medicine for? How can I make my body move? “Be a good sport!” How can I be a good sport and play safely on a team? SUMMARY HEALTH UNIT: Safety and Rules in the playground (can be taught in isolation by the classroom teacher, or together with the PE unit) PHYSICAL UNIT: Gross Motor Program (can be taught in isolation by the PE specialist teacher, or together by the classroom teacher) HEALTH UNIT: Growing and changing (our bodies, diet and hygiene) PHYSICAL UNIT: Ball skills (rolling, bouncing, catching, throwing and kicking) Exploring the movement of ball skills. HEALTH UNIT: Being safe! Medicines and road rules. PHYSICAL UNIT: Dance unit. HEALTH UNIT: Social skills at school for Preps. Positive and negative emotions when talking to others. PHYSICAL UNIT: Team sports, being a team player, whole class games. Examples only .
UNIT TITLE Achievement Standard HEALTH AND PHYSICAL EDUCATION CONTENT STRANDS CONTENT DESCRIPTIONS ASSESSMENT Personal, social and community health Movement and physical activity Knowledge and Understandings Skills Assessment For Learning Assessment As Learning Assessment Of Learning Unit Organisation Unit 1 (Year ?) Unit 2 (Year ?) Unit 1 (Year?) Unit 2 (Year?) Personal, social and community health Movement and physical activity
Learning Framework Community Contributor Leader and Collaborator Active Investigator Effective Communicator Designer and Creator Quality Producer Cross Curricula Priorities Catholic Ethos Aboriginal and Torres Strait Islander Histories and Cultures Social Emotional Learning Asia and Australia’s Engagement with Asia Inclusive Education Sustainability Education General Capabilities Literacy Numeracy ICT Critical and Creative Thinking Personal and Social Competence Ethical Understanding Intercultural Understanding Links to other Learning Areas Learning and Teaching Strategies Week 1 2 3 4 5 6 7 8 9 10
CRITERIA SHEET TITLE Criteria A B C D E Understanding and Skills Knowledge and understanding Personal, social and community health Being, health, safe and active The student work demonstrates evidence of: and interacting for health and wellbeing to healthy and active Skills Movement and Physical Activities Moving Our Body Movement Learning through movement Feedback Signed: ______________________________________________ Date: __________________________________