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CURRICULUM AREA– Health and Physical Education towards FoundationLevel
Context: Emotional literacy
Students begin to identify and describe a range of emotions they may be feeling themselves or that others may be feeling. They explore the question ‘How do we know how a person is feeling?’ Students are asked to identify emotions expressed on face cards to show how an individual may show a range of emotions on their face, for example sad, happy, excited, tired, angry, scared.Using a range of scenarios(for example my principal gave me an award at assembly or I’ve been left out of a game), students describe how they would feel in each scenario using drawings and words.
Content Descriptions:
Identify and describe emotional responses people may experience in different situations(VCHPEP061)
Focus Area:
Mental Health and wellbeing
Example of Indicative Progress toward Foundation Level Achievement Standard / Health and Physical Education Foundation Level Achievement Standard
In Health and Physical Education, indicative progression towards the Foundation Level achievement standard may be when students:
- name some emotions ( such as happy, sad, angry)
- identifyfacial expressions associated with some emotions
- name some emotions that they might experience in specific scenarios.
- 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 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 to keep themselves safe and healthy in different situations and activities.
- They perform fundamental movement skills and solve movement challenges.
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CURRICULUM AREA– Health and Physical Education towards Level 2
Context: Growing and changing
Students recognise the different stages of life and they understand that our physical characteristics change as we grow. Using age appropriate magazines and catalogues, students cut out pictures of people at each of the different stages and paste under the headings of: infancy, toddler, child, adolescence, adulthood, and old age. Students compare a photo of themselves when they were two years old and six years old and describehow they have changed since two years of age.
Students brainstorm a list of things people need to grow, learn and move. Students make an outline of their body on butcher’s paper and on the inside they use words, draw or paste pictures of things they need to be happy, healthy and safe. For example I need milk for strong bones, soap to wash my hands to prevent disease, wear a helmet to protect my head when riding my bicycle and family and friends for happiness.
Content Descriptions:
Describe physical and social changes that occur as children grow older and discuss how family and community acknowledge these (VCHPEP072)
Recognise situations and opportunities to promote their own health, safety and wellbeing(VCHPEP074)
Focus Areas:
Relationships and sexuality, Food and nutrition, Health benefits of physical activity, Safety
Health and Physical Education Foundation Level Achievement Standard / Example of Indicative Progress toward Level 2 Achievement Standard / Health and Physical EducationLevel 2 Achievement Standard
By the end of Foundation Level:
- 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 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 to keep themselves safe and healthy in different situations and activities.
- They perform fundamental movement skills and solve movement challenges.
- identify a range of ways that they have changed since the age of two
- accurately identify stages of the human lifespan
- name or draw factors that keep them happy, healthy and safe, with some understanding of why they are important.
- Students describe changes that occur as they grow older.
- They recognise how strengths and achievements contribute to identities.
- They understand how emotional responses impact on others’ feelings.
- They examine messages related to health decisions and describe how to help 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 strategies at home and/or school to keep themselves healthy and safe and are able to ask for help with tasks or problems.
- They demonstrate fundamental movement skills in different movement situations and test alternatives to solve movement challenges.
- They perform movement sequences that incorporate the elements of movement.
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CURRICULUM AREA–Health and Physical Education towards Level 6
Context: Developmental transitions associated with puberty
Using the Department of Education and Training teaching and learning resource Catching on Early (pages 132 -153) students explore what is good about growing up and what is difficult. They discuss the question ‘Is growing up different for boys and girls?’ They discuss possible ways to make growing up easier including identifying sources of information about puberty and support systems such as family. Students will explore the meaning of the word ‘puberty’ and identify the physical, social and emotional changes that occur during puberty for both boys and girls. Using a Venn diagram students will classify changes as those that occur for boys only, girls only or for both sexes.
Students will complete an assessment task where they write ‘Dear Abby’ advice letters responding to the queries such as ‘Is puberty the same for everyone?’ or ‘Am I normal?’
Content Descriptions:
Investigate resources to manage changes and transitions associated with puberty (VCHPEP106)
Examine the influence of emotional responses on behaviour, relationships and health and wellbeing (VCHPEP110)
Focus Areas:Relationships and sexuality
Health and Physical Education Level 4 Achievement Standard / Example of Indicative Progress toward Level 6 Achievement Standard / Health and Physical Education Level 6 Achievement Standard
By the end of Level 4:
- Students recognise strategies for managing change.
- They examine influences that strengthen identities.
- They investigate how emotional responses vary and understand how to interact positively with others in different situations including in physical activities.
- Students interpret health messages and discuss the influences on healthy and safe choices.
- They understand the benefits of being fit and physically active.
- They describe the connections they have to their community and how these can promote health and wellbeing.
- Students apply strategies for working cooperatively and apply rules fairly.
- They select and demonstrate strategies that help them stay safe, healthy and active at home, at school and in the community.
- They refine fundamental movement skills and apply movement concepts and strategies in different physical activities and to solve movement challenges.
- They create and perform movement sequences using fundamental movement skills and the elements of movement.
- identify physical, social and emotional changes associated with puberty
- know that developmental changes are experienced by both boys and girls and is able to classify some changes accurately
- show some awareness that the changes of puberty do not happen all at once but occur in stages and that the timing of puberty is different for everyone
- can suggest some sources of information and support about puberty
- shows some awareness of the need to be respectful of other people’s feelings when discussing the changes associated with puberty.
- Students investigate developmental changes and transitions.
- They understand the influences people and places have on personal 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 community wellbeing is supported by celebrating diversity and connecting to the natural and built environment.
- Students demonstrate skills to work collaboratively and play fairly.
- They access and interpret health information.
- They explain and apply strategies to enhance their own and others’ health, safety and wellbeing at home, at school and in the community.
- They perform specialised movement skills 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 creating movement sequences.
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CURRICULUM AREA–Health and Physical Education towards Level 8
Context: Emotional literacy
Students brainstorm a list of emotions and categorise these emotions under three headings: positive, negative, both. Discuss the importance of an awareness of emotions so they can better understand themselves and others. Ask students, how they can recognise emotions in others (including body language)? Complete activities from the Department of Education and Training resource Level 7-8 Resilience, Rights and Respectful Relationships to explore emotional literacy (pages 10-19) including body language (activity 2) and empathy (activity 3). Brainstorm factors that influence how an individual responds emotionally to different situations. Students complete activity 4: Hidden emotions. Select one scenario and ask students the following questions:
- What were some of the different emotions experienced in the scenario?
- Why can two people in the same situation experience different emotions?
- Why is it important to understand that two people might feel different emotions from the same scenario?
- What strategies could you use to display empathy and/or sensitivity to the feelings of a person in this scenario?
Focus Areas: Mental health, Relationships and sexuality
Health and Physical Education Level 6 Achievement Standard / Example of Indicative Progress toward Level 8 Achievement Standard / Health and Physical Education Level 8 Achievement Standard
By the end of Level 6:
- Students investigate developmental changes and transitions.
- They understand the influences people and places have on personal 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 community wellbeing is supported by celebrating diversity and connecting to the natural and built environment.
- Students demonstrate skills to work collaboratively and play fairly. They access and interpret health information.
- They explain and apply strategies to enhance their own and others’ health, safety and wellbeing at home, at school and in the community.
- They perform specialised movement skills 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 creating movement sequences.
- examine emotions and begin to recognise different emotional responses in themselves and others (including body language.
- explain how emotions identified in a story or scenario may not be the same for everyone and begins to explain some of these differences.
- identify that behaviours can reflect emotions that are visible or invisible
- provide an example of when they or someone they know has shown respect of someone else’s feelings.
- Students investigate strategies and resources to manage changes and transitions and their impact on identities. Students evaluate the benefits of relationships on wellbeing and respecting diversity.
- They analyse factors that influence emotional responses.
- They gather and analyse health information.
- They investigate strategies that enhance their own and others’ health, safety and wellbeing.
- They investigate and apply movement concepts and 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 explain personal and social skills required to establish and maintain respectful relationships and promote fair play and inclusivity.
- They justify actions that promote their own and others’ health, safety and wellbeing at home, at school and in the community.
- Students demonstrate control and accuracy when performing specialised movement skills.
- They apply and refine movement concepts and strategies to suit different movement situations.
- They apply the elements of movement to compose and perform movement sequences.
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