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• VCHPEP079

  Identify and explore natural and built environments in the local community where physical activity can take place

  Elaborations

  • recognising that physical activities can take place in a range of different environments, including natural, built and aquatic settings
  • participating in physical activities within the built structures in the school and local community where physical activity takes place

  VCHPEP079 | Health and Physical Education | Levels 1 and 2 | Personal, Social and Community Health | Contributing to healthy and active communities

• VCHPEP090

  Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe

  Elaborations

  • recognising physical responses that indicate they are feeling uncomfortable or unsafe
  • rehearsing assertive behaviours and strong non-verbal communication skills
  • identifying and practising appropriate responses to unsafe situations in relation to drugs and drug use
  • indicating on a local map the location of safe places and people who can help
  • examining protective behaviours to stay safe in different situations, including near water or roads, in the park or when someone makes them feel uncomfortable or unsafe in their home, at schools or in the community

  VCHPEP090 | Health and Physical Education | Levels 3 and 4 | Personal, Social and Community Health | Being healthy, safe and active

• VCHPEP074

  Recognise situations and opportunities to promote their own health, safety and wellbeing

  Elaborations

  • identifying poison labels and medicine packaging and understanding to ask an adult before taking medicines
  • exploring how eating healthy foods can influence health and wellbeing
  • exploring benefits of regular physical activity and identifying opportunities when they can be active at school, at home and in the community
  • describing actions to stay safe in a range of environments, including home, water, road, nature and outdoors

  VCHPEP074 | Health and Physical Education | Levels 1 and 2 | Personal, Social and Community Health | Being healthy, safe and active

• VCHPEP031

  Identify and name members of immediate family and demonstrate safety awareness, respond to safety instructions and identify safe and unsafe places and items in the environment

  Elaborations

  • sharing information about their own family using photos
  • learning about different types of relationships and identifying the people within each relationship group
  • exploring safety and learning to demonstrate safety awareness in familiar daily routines
  • learning protective behaviours that can help keep them safe, including how to seek or communicate a need for help from trusted people in their community who can help them stay safe and healthy, recognising and communicating when then feel unsafe and practising ways of asking for help in a range of different scenarios
  • using pictures and concrete examples to identify their understanding of safe and unsafe places and items in the environment around them

  VCHPEP031 | Health and Physical Education | Level C | Personal, Social and Community Health | Being healthy, safe and active

• VCHPEP032

  Practise personal hygiene, independence skills and social skills including taking turns

  Elaborations

  • practising expressing needs, wants and feelings, and self-discipline to be an effective group member
  • participating in personal hygiene practices including hand washing, face washing, nose blowing and toilet routines and beginning to identify why they are important
  • exploring scenarios, actions and consequences and discussing how it feels and their choices
  • creating and retelling stories about social skills and exploring and practising the skills targeted
  • learning how to be kind, fair and respectful to others through structured learning experiences and social stories and how they can make people feel

  VCHPEP032 | Health and Physical Education | Level C | Personal, Social and Community Health | Communicating and interacting for health and wellbeing

• VCHPEM155

  Design, implement and evaluate personalised plans for improving or maintaining their own and others’ physical activity and fitness levels

  Elaborations

  • using ICT to design, implement and monitor a personal fitness plan which includes a timeframe, goals and a variety of specific activities that meet the needs of different people
  • investigating target training heart-rate zones for a range of different people and how these zones relate to health, wellbeing and fitness
  • justifying the selection of physical activities included in a personalised plan linked to the components of health- and skill-related fitness they wish to improve or maintain
  • using non-specialised equipment to develop health- or skill-related fitness circuits that can be used by family or community members

  VCHPEM155 | Health and Physical Education | Levels 9 and 10 | Movement and Physical Activity | Understanding movement

• VCHPEP017

  Identify significant people and communicate when they feel safe/unsafe

  Elaborations

  • learning to adhere to single-word safety instructions from a familiar adult, including ‘stop’, ‘wait’, ‘come’, and ‘start’
  • learning to follow class rules and routines, participate in group activities, greet others, use property and play fairly with peers with teacher support
  • identifying significant people and identifying different people that make them feel loved, safe and supported
  • experiencing protective behaviours that can help keep them safe, including public and private activities
  • exploring, practising and refining ways of communicating a need for ‘help’ in a range of different everyday situations and scenarios

  VCHPEP017 | Health and Physical Education | Level B | Personal, Social and Community Health | Being healthy, safe and active

• VCHPEP088

  Examine how success, challenge and failure strengthen personal identities

  Elaborations

  • examining factors that support personal achievement and development of personal identities, such as the influence of family, friends and school
  • suggesting ways to respond positively to challenges and failure, such as using self-talk, early help-seeking behaviours, and optimistic thinking
  • persisting with new activities and examining how success through persistence can have positive outcomes and strengthen identities
  • describing how meeting challenges makes them feel good about themselves and builds confidence to try new things

  VCHPEP088 | Health and Physical Education | Levels 3 and 4 | Personal, Social and Community Health | Being healthy, safe and active

• VCHPEP146

  Investigate how empathy and ethical decision-making contribute to respectful relationships

  Elaborations

  • investigating the characteristics of positive, respectful relationships and the rights and responsibilities of individuals in relationships
  • investigating how gender and the balance of power influences the nature of relationships such as intimate and family relationships and proposing actions that can be taken when a relationship is not respectful
  • comparing own decisions with those of others and acknowledging others’ right to act differently and to change their mind
  • demonstrating and advocating appropriate bystander behaviour when participating in online interactions.

  VCHPEP146 | Health and Physical Education | Levels 9 and 10 | Personal, Social and Community Health | Communicating and interacting for health and wellbeing

• VCHPEP143

  Examine the impact of changes and transitions on relationships

  Elaborations

  • practising skills to deal with challenging or unsafe situations, such as refusal skills, communicating choices, expressing opinions and initiating contingency plans
  • asserting their stance on a situation, dilemma or decision by expressing thoughts, opinions and beliefs that acknowledge the feelings of others'
  • assessing behavioural expectations in different relationships and social situations, and examining how these expectations can influence decisions and actions

  VCHPEP143 | Health and Physical Education | Levels 9 and 10 | Personal, Social and Community Health | Being healthy, safe and active

• Health and Physical Education: Levels 5 and 6 achievement standards

  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...

  Level description | Health and Physical Education | Levels 5 and 6

• Health and Physical Education | Health and Physical Education: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Health and Physical Education

• VCHPEP021

  Engage in structured play activities

  Elaborations

  • focusing attention to significant people and watching and responding to others during structured play
  • experiencing the interaction of others through playing and being able to react to classmates and significant adults
  • exploring basic play equipment and learning how to use play equipment
  • responding to and cooperating with the teacher to complete tasks and games

  VCHPEP021 | Health and Physical Education | Level B | Personal, Social and Community Health | Contributing to healthy and active communities

• VCHPEM087

  Identify rules and fair play when creating and participating in physical activities

  Elaborations

  • explaining why rules are needed in games and physical activities
  • demonstrating turn-taking and sharing equipment when participating in minor games
  • explaining how rules contribute to fair play and applying them in group activities

  VCHPEM087 | Health and Physical Education | Levels 1 and 2 | Movement and Physical Activity | Learning through movement

• Health and Physical Education: Foundation Level achievement standards

  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...

  Level description | Health and Physical Education | Foundation Level

• Health and Physical Education: Level A achievement standards

  By the end of Level A, students recognise themselves. They demonstrate different emotions people experience. They participate in actions that help them to be healthy, safe and physically active. They experience different settings where they can be active. Students show general awareness of body...

  Level description | Health and Physical Education | Level A

• VCHPEP106

  Investigate resources to manage changes and transitions associated with puberty

  Elaborations

  • understanding that individuals experience changes associated with puberty at different times, with differing levels of intensity and with different responses
  • researching and identifying age-appropriate text and web-based resources to enhance understanding of changes associated with puberty
  • examining the range of products available to manage the physical changes associated with puberty

  VCHPEP106 | Health and Physical Education | Levels 5 and 6 | Personal, Social and Community Health | Being healthy, safe and active

• Health and Physical Education: Level D achievement standards

  By the end of Level D, students recognise changes to their body over the year. They identify and describe basic emotions people experience and what makes them feel this way.

  They recognise some routine actions they do to help them to be healthy, safe and physically active. They identify different...

  Level description | Health and Physical Education | Level D

• Health and Physical Education: Levels 1 and 2 achievement standards

  By the end of Level 2, 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...

  Level description | Health and Physical Education | Levels 1 and 2

• VCHPEM037

  Participate in a variety of physical education experiences and games with simple rules with equipment in a range of environments

  Elaborations

  • copying simple physical movement patterns
  • beginning to learn to ride a tricycle or bike with training wheels
  • learning the skills needed to perform basic games
  • demonstrating safety rules when participating in structured physical activities
  • participating in games that require students to be aware of personal safety and game boundaries

  VCHPEM037 | Health and Physical Education | Level C | Movement and Physical Activity | Moving the body