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...
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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:
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Identify personal strengths (ACPPS001)
Name parts of the body and describe how their body is growing and changing (ACPPS002)
Identify people and demonstrate protective behaviours and other actions that help keep themselves safe and healthy (ACPPS003)
Practise personal and social skills to interact positively with others (ACPPS004)
Identify and describe emotional responses people may experience in different situations (ACPPS005)
Identify actions that promote health, safety and wellbeing (ACPPS006)
Participate in play that promotes engagement with outdoor settings and the natural environment (ACPPS007)
Practise fundamental movement skills and movement sequences using different body parts (ACPMP008)
Participate in games with and without equipment (ACPMP009)
Explore how regular physical activity keeps individuals healthy and well (ACPMP010)
Identify and describe how their body moves in relation to effort, space, time, objects and people (ACPMP011)
Cooperate with others when participating in physical activities (ACPMP012)
Test possible solutions to movement challenges through trial and error (ACPMP013)
Follow rules when participating in physical activities (ACPMP014)
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.
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...
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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:
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Describe their own strengths and achievements and those of others, and identify how these contribute to personal identities (ACPPS015)
Describe physical and social changes that occur as children grow older and discuss how family and community acknowledge these (ACPPS016)
Practise strategies they can use when they feel uncomfortable, unsafe or need help with a task, problem or situation (ACPPS017)
Recognise situations and opportunities to promote health, safety and wellbeing (ACPPS018)
Describe ways to include others to make them feel they belong (ACPPS019)
Identify and practise emotional responses that account for own and others’ feelings (ACPPS020)
Examine health messages and how they relate to health decisions and behaviours (ACPPS021)
Explore actions that help make the classroom a healthy, safe and active place (ACPPS022)
Identify and explore natural and built environments in the local community where physical activity can take place (ACPPS023)
Recognise similarities and differences in individuals and groups, and explore how these are celebrated and respected (ACPPS024)
Perform fundamental movement skills in a variety of movement sequences and situations (ACPMP025)
Create and participate in games with and without equipment (ACPMP027)
Discuss the body’s reactions to participating in physical activities (ACPMP028)
Incorporate elements of effort, space, time, objects and people in performing simple movement sequences (ACPMP029)
Use strategies to work in group situations when participating in physical activities (ACPMP030)
Propose a range of alternatives and test their effectiveness when solving movement challenges (ACPMP031)
Identify rules and fair play when participating in physical activities (ACPMP032)
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.
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...
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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:
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Explore how success, challenge and failure strengthen identities (ACPPS033)
Explore strategies to manage physical, social and emotional change (ACPPS034)
Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe (ACPPS035)
Identify and practise strategies to promote health, safety and wellbeing (ACPPS036)
Describe how respect, empathy and valuing diversity can positively influence relationships (ACPPS037)
Investigate how emotional responses vary in depth and strength (ACPPS038)
Discuss and interpret health information and messages in the media and internet (ACPPS039)
Describe strategies to make the classroom and playground healthy, safe and active spaces (ACPPS040)
Participate in outdoor games and activities to examine how participation promotes a connection between the community, natural and built environments, and health and wellbeing (ACPPS041)
Research own heritage and cultural identities, and explore strategies to respect and value diversity (ACPPS042)
Practise and refine fundamental movement skills in a variety of movement sequences and situations (ACPMP043)
Practise and apply movement concepts and strategies with and without equipment (ACPMP045)
Examine the benefits of physical activity to health and wellbeing (ACPMP046)
Combine elements of effort, space, time, objects and people when performing movement sequences (ACPMP047)
Participate in physical activities from their own and other cultures (ACPMP108)
Adopt inclusive practices when participating in physical activities (ACPMP048)
Apply innovative and creative thinking in solving movement challenges (ACPMP049)
Apply basic rules and scoring systems, and demonstrate fair play when participating in physical activities (ACPMP050)
By the end of Year 4, students recognise strategies for managing change. They identify influences that strengthen identities. They investigate how emotional responses vary and understand how to interact positively with others in a variety of situations. Students interpret health messages and discuss the influences on healthy and safe choices. They understand the benefits of being healthy and physically active. They describe the connections they have to their community and identify local resources to support their health, wellbeing, safety and physical activity.
Students apply strategies for working cooperatively and apply rules fairly. They use decision-making and problem-solving skills to select and demonstrate strategies that help them stay safe, healthy and active. They refine fundamental movement skills and apply movement concepts and strategies in a variety of physical activities and to solve movement challenges. They create and perform movement sequences using fundamental movement skills and the elements of movement.
The Year 5 and 6 curriculum supports students to develop knowledge, understanding and skills to create opportunities and take action to enhance their own and others' health, wellbeing, safety and...
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The Year 5 and 6 curriculum supports students to develop knowledge, understanding and skills to create opportunities and take action to enhance their own and others' health, wellbeing, safety and physical activity participation. Students develop skills to manage their emotions, understand the physical and social changes that are occurring for them and examine how the nature of their relationships changes over time.
The content provides opportunities for students to contribute to building a positive school environment that supports healthy, safe and active choices for everyone. Students also explore a range of factors and behaviours that can influence health, safety and wellbeing.
Students refine and further develop a wide range of fundamental movement skills in more complex movement patterns and situations. They also apply their understanding of movement strategies and concepts when composing and creating movement sequences and participating in games and sport. Students in Years 5 and 6 further develop their understanding about movement as they learn to monitor how their body responds to different types of physical activity. In addition, they continue to learn to apply rules fairly and behave ethically when participating in different physical activities. Students also learn to effectively communicate and problem-solve in teams or groups in movement settings.
Focus areas to be addressed in Years 5 and 6 include:
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Examine how identities are influenced by people and places (ACPPS051)
Investigate resources and strategies to manage changes and transitions associated with puberty (ACPPS052)
Investigate community resources and ways to seek help about health, safety and wellbeing (ACPPS053)
Plan and practise strategies to promote health, safety and wellbeing (ACPPS054)
Practise skills to establish and manage relationships (ACPPS055)
Examine the influence of emotional responses on behaviour and relationships (ACPPS056)
Recognise how media and important people in the community influence personal attitudes, beliefs, decisions and behaviours (ACPPS057)
Investigate the role of preventive health in promoting and maintaining health, safety and wellbeing for individuals and their communities (ACPPS058)
Explore how participation in outdoor activities supports personal and community health and wellbeing and creates connections to natural and built environments (ACPPS059)
Identify how valuing diversity positively influences the wellbeing of the community (ACPPS060)
Practise specialised movement skills and apply them in a variety of movement sequences and situations (ACPMP061)
Propose and apply movement concepts and strategies with and without equipment (ACPMP063)
Participate in physical activities designed to enhance fitness, and discuss the impact regular participation can have on health and wellbeing (ACPMP064)
Manipulate and modify elements of effort, space, time, objects and people to perform movement sequences (ACPMP065)
Participate in physical activities from their own and others’ cultures, and examine how involvement creates community connections and intercultural understanding (ACPMP066)
Participate positively in groups and teams by encouraging others and negotiating roles and responsibilities (ACPMP067)
Apply critical and creative thinking processes in order to generate and assess solutions to movement challenges (ACPMP068)
Demonstrate ethical behaviour and fair play that aligns with rules when participating in a range of physical activities (ACPMP069)
By the end of Year 6, students investigate developmental changes and transitions. They explain the influence of people and places on identities. They recognise the influence of emotions on behaviours and discuss factors that influence how people interact. They describe their own and others’ contributions to health, physical activity, safety and wellbeing. They describe the key features of health-related fitness and the significance of physical activity participation to health and wellbeing. They examine how physical activity, celebrating diversity and connecting to the environment support community wellbeing and cultural understanding.
Students demonstrate fair play and skills to work collaboratively. They access and interpret health information and apply decision-making and problem-solving skills to enhance their own and others’ health, safety and wellbeing. They perform specialised movement skills and sequences and propose and combine movement concepts and strategies to achieve movement outcomes and solve movement challenges. They apply the elements of movement when composing and performing movement sequences.
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...
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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:
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Investigate the impact of transition and change on identities (ACPPS070)
Evaluate strategies to manage personal, physical and social changes that occur as they grow older (ACPPS071)
Practise and apply strategies to seek help for themselves or others (ACPPS072)
Investigate and select strategies to promote health, safety and wellbeing (ACPPS073)
Investigate the benefits of relationships and examine their impact on their own and others’ health and wellbeing (ACPPS074)
Analyse factors that influence emotions , and develop strategies to demonstrate empathy and sensitivity (ACPPS075)
Evaluate health information and communicate their own and others’ health concerns (ACPPS076)
Plan and use health practices, behaviours and resources to enhance health, safety and wellbeing of their communities (ACPPS077)
Plan and implement strategies for connecting to natural and built environments to promote the health and wellbeing of their communities (ACPPS078)
Investigate the benefits to individuals and communities of valuing diversity and promoting inclusivity (ACPPS079)
Use feedback to improve body control and coordination when performing specialised movement skills in a variety of situations (ACPMP080)
Practise, apply and transfer movement concepts and strategies with and without equipment (ACPMP082)
Participate in physical activities that develop health-related and skill-related fitness components, and create and monitor personal fitness plans (ACPMP083)
Demonstrate and explain how the elements of effort, space, time, objects and people can enhance movement sequences (ACPMP084)
Participate in and investigate cultural and historical significance of a range of physical activities (ACPMP085)
Practise and apply personal and social skills when undertaking a range of roles in physical activities (ACPMP086)
Evaluate and justify reasons for decisions and choices of action when solving movement challenges (ACPMP087)
Modify rules and scoring systems to allow for fair play, safety and inclusive participation (ACPMP088)
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.
The Year 9 and 10 curriculum supports students to refine and apply strategies for maintaining a positive outlook and evaluating behavioural expectations in different leisure, social, movement and...
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The Year 9 and 10 curriculum supports students to refine and apply strategies for maintaining a positive outlook and evaluating behavioural expectations in different leisure, social, movement and online situations. Students learn to critically analyse and apply health and physical activity information to devise and implement personalised plans for maintaining healthy and active habits. They also experience different roles that contribute to successful participation in physical activity, and propose strategies to support the development of preventive health practices that build and optimise community health and wellbeing.
In Years 9 and 10, students learn to apply more specialised movement skills and complex movement strategies and concepts in different movement environments. They also explore movement concepts and strategies to evaluate and refine their own and others’ movement performances. Students analyse how participation in physical activity and sport influence an individual’s identities, and explore the role participation plays in shaping cultures. The curriculum also provides opportunities for students to refine and consolidate personal and social skills in demonstrating leadership, teamwork and collaboration in a range of physical activities.
Focus areas to be addressed in Years 9 and 10 include:
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Evaluate factors that shape identities and critically analyse how individuals impact the identities of others (ACPPS089)
Examine the impact of changes and transitions on relationships (ACPPS090)
Plan, rehearse and evaluate options (including CPR and first aid) for managing situations where their own or others’ health, safety and wellbeing may be at short or long term risk (ACPPS091)
Propose, practise and evaluate responses in situations where external influences may impact on their ability to make healthy and safe choices (ACPPS092)
Investigate how empathy and ethical decision making contribute to respectful relationships (ACPPS093)
Evaluate situations and propose appropriate emotional responses and then reflect on possible outcomes of different responses (ACPPS094)
Critically analyse and apply health information from a range of sources to health decisions and situations (ACPPS095)
Plan, implement and critique strategies to enhance health, safety and wellbeing of their communities (ACPPS096)
Plan and evaluate new and creative interventions that promote their own and others’ connection to community and natural and built environments (ACPPS097)
Critique behaviours and contextual factors that influence health and wellbeing of diverse communities (ACPPS098)
Provide and apply feedback to develop and refine specialised movement skills in a range of challenging movement situations (ACPMP099)
Develop, implement and evaluate movement concepts and strategies for successful outcomes with and without equipment (ACPMP101)
Design, implement and evaluate personalised plans for improving or maintaining their own and others’ physical activity and fitness levels (ACPMP102)
Analyse the impact of effort, space, time, objects and people when composing and performing movement sequences (ACPMP103)
Examine the role physical activity, outdoor recreation and sport play in the lives of Australians and investigate how this has changed over time (ACPMP104)
Devise, implement and refine strategies demonstrating leadership and collaboration skills when working in groups or teams (ACPMP105)
Transfer understanding from previous movement experiences to create solutions to movement challenges (ACPMP106)
Reflect on how fair play and ethical behaviour can influence the outcomes of movement activities (ACPMP107)
By the end of Year 10, students critically analyse contextual factors that influence identities, relationships, decisions and behaviours. They analyse the impact attitudes and beliefs about diversity have on community connection and wellbeing. They evaluate the outcomes of emotional responses to different situations. Students access, synthesise and apply health information from credible sources to propose and justify responses to health situations. Students propose and evaluate interventions to improve fitness and physical activity levels in their communities. They examine the role physical activity has played historically in defining cultures and cultural identities.
Students demonstrate leadership, fair play and cooperation across a range of movement and health contexts. They apply decision-making and problem-solving skills when taking action to enhance their own and others’ health, safety and wellbeing. They apply and transfer movement concepts and strategies to new and challenging movement situations. They apply criteria to make judgements about and refine their own and others’ specialised movement skills and movement performances. They work collaboratively to design and apply solutions to movement challenges.