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• VCHPEP072

  Describe physical and social changes that occur as children grow older and discuss how family and community acknowledge these

  Elaborations

  • describing changes in their physical appearance now compared to when they were younger
  • identifying and describing significant relationships in their lives and how these have evolved or changed over time
  • discussing ways families and cultural groups acknowledge and celebrate major stages of development
  • discussing tasks they are allowed to do by themselves and explaining how these have changed since they were younger

  VCHPEP072 | Health and Physical Education | Levels 1 and 2 | Personal, Social and Community Health | Being healthy, safe and active

• VCHPEP035

  Participate in structured play in various settings

  Elaborations

  • learning how to use and play and be active with equipment in different settings
  • learning through a range of structured learning activities to cooperate and play with peers, to be socially active and participate with others
  • developing play and social skills by playing cooperatively with a chosen peer, engaging in play activities with several others, taking turns with a partner or in small groups when using equipment
  • learning to follow basic social rules regarding sharing and care of property and social expectations regarding behaviour
  • following safety directions and indicating how to be safe in the outdoors through play in natural environments

  VCHPEP035 | Health and Physical Education | Level C | Personal, Social and Community Health | Contributing to healthy and active communities

• VCHPEP034

  Practise a variety of health, safety and wellbeing actions

  Elaborations

  • learning about the basic elements of living a healthy life
  • identifying some acceptable and safe ways of behaving
  • follow stepped instructions in basic food preparation and hygiene procedures
  • identifying some basic characteristics of food and grouping objects as foods and non-foods, hot and cold, hard and soft foods, always and sometimes food, personal preference
  • exploring safety and following safety rules and procedures in familiar daily routines
  • learning a new skill and feeling positive about their achievement and with support implementing strategies they can use to persist until they are successful

  VCHPEP034 | Health and Physical Education | Level C | Personal, Social and Community Health | Contributing to healthy and active communities

• VCHPEM039

  Identify how their body moves and relate to space and objects

  Elaborations

  • developing a movement vocabulary, including understanding some simple concepts and instructions
  • perform basic gross motor movement patterns including walking, running and jumping
  • copying modelled actions to participate in an activity
  • describing body positions when performing a range of different movements

  VCHPEM039 | Health and Physical Education | Level C | Movement and Physical Activity | Understanding movement

• 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

• Health and Physical Education: Levels 3 and 4 achievement standards

  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...

  Level description | Health and Physical Education | Levels 3 and 4

• Health and Physical Education: Levels 3 and 4 description

  The Levels 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...

  Level description | Health and Physical Education

• Health and Physical Education: Levels 1 and 2 description

  The curriculum for Levels 1 and 2 builds on the learning from Foundation Level 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...

  Level description | Health and Physical Education

• VCHPEM028

  Follow basic single word instructions when participating in structured physical activities

  Elaborations

  • waiting for and attending to teacher directions
  • wearing safety equipment during some physical activities
  • responding to single-word safety instructions from a familiar adult, including ‘stop’, ‘wait’, ‘come’
  • learning how to use equipment appropriately

  VCHPEM028 | Health and Physical Education | Level B | Movement and Physical Activity | Learning through movement

• VCHPEM085

  Use strategies to work in group situations when participating in physical activities

  Elaborations

  • working cooperatively with a partner when practising new skills
  • describing and demonstrating how to include others in physical activity
  • suggesting and trialling how a game can be changed so that everyone can be involved

  VCHPEM085 | Health and Physical Education | Levels 1 and 2 | Movement and Physical Activity | Learning through movement

• Health and Physical Education | Health and Physical Education: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | Health and Physical Education

• VCHPEP127

  Investigate the benefits of relationships and examine their impact on their own and others’ health and wellbeing

  Elaborations

  • examining how individuals, family and peer groups influence people’s behaviours, decisions and actions
  • understanding and applying online and social protocols to enhance relationships with others and protect their own wellbeing, including recognising and responding to inappropriate online content
  • analysing how their relationships at home and at school influence behaviours and actions
  • analysing how behaviours, actions, and responses to situations can change depending on whether they are by themselves, with friends or with family
  • recognising the impact bullying, violence and harassment can have on peer and family relationships, including online relationships

  VCHPEP127 | Health and Physical Education | Levels 7 and 8 | Personal, Social and Community Health | Communicating and interacting for health and wellbeing

• VCHPEM042

  Follow simple movement instructions and safety rules when participating in structured physical activities

  Elaborations

  • demonstrating an understanding of safety equipment and clothing associated with physical activity
  • follow simple movement instructions and demonstrate understanding of descriptors associated with basic movement commands
  • following instructions for personal safety and fair play
  • identifying boundaries including personal space and playing area
  • demonstrating appropriate use of equipment

  VCHPEM042 | Health and Physical Education | Level C | Movement and Physical Activity | Learning through movement

• VCHPEM100

  Examine the benefits of physical activity and physical fitness to health and wellbeing

  Elaborations

  • examining the benefits of regular physical activity, including the influence on sleep, concentration and fitness
  • collecting, recording and organising information to investigate which physical activities people engage in to maintain health, wellbeing and fitness
  • exploring physical activity and screen-usage time recommendations for children and proposing how they can meet these recommendations

  VCHPEM100 | Health and Physical Education | Levels 3 and 4 | Movement and Physical Activity | Understanding movement

• VCHPEM102

  Adopt inclusive practices when participating in physical activities

  Elaborations

  • using cooperative skills to complete a movement task, such as a partner balance, partner passing strategy or team strategy
  • working cooperatively with team members to maintain possession in a game by passing to other players and listening to team-mates
  • modifying physical activities to ensure that everyone is included, such as changing equipment, rules or playing space

  VCHPEM102 | Health and Physical Education | Levels 3 and 4 | Movement and Physical Activity | Learning through movement

• VCHPEM024

  Engage in regular physical activities and explore the development of their ability

  Elaborations

  • developing gross motor skills including reaching with either hand and crossing the midline
  • demonstrating a range of purposeful movements in aquatic environments
  • preforming familiar tasks with support in a limited range of locations
  • learning about how their body moves during and develops during participation in different physical activities

  VCHPEM024 | Health and Physical Education | Level B | Movement and Physical Activity | Understanding movement

• VCHPEM022

  Practise basic gross motor movements

  Elaborations

  • engaging in a variety of physical activities for short periods of time to increase balance, flexibility, coordination and endurance
  • intentionally perform some basic gross motor movement including moving across various surfaces
  • demonstrating a range of purposeful movements in aquatic environments

  VCHPEM022 | Health and Physical Education | Level B | Movement and Physical Activity | Moving the body

• VCHPEM056

  Follow basic safety directions, and familiar game rules when participating in physical activities

  Elaborations

  • using basic equipment and facilities safely
  • following safety rules and expected behaviours for a game or physical activity
  • following instructions for personal safety and fair play
  • responding to commands when participating in physical activities
  • indicating boundaries including personal space and playing area

  VCHPEM056 | Health and Physical Education | Level D | Movement and Physical Activity | Learning through movement

• VCHPEP001

  Identify self (self-awareness)

  Elaborations

  • exploring objects using their senses and through their reactions having their preferences identified
  • participating in activities which explore physical (facial and body) characteristics and abilities, e.g. exploring and viewing images of their body, identifying photo image of self
  • practising and using their abilities to help themselves, including indicating when thirsty or hungry

  VCHPEP001 | Health and Physical Education | Level A | Personal, Social and Community Health | Being healthy, safe and active

• VCHPEP110

  Examine the influence of emotional responses on behaviour, relationships and health and wellbeing

  Elaborations

  • analysing situations in which emotions can influence decision making, including in peer-group, family and movement situations
  • discussing how inappropriate emotional responses impact relationships at home and at school
  • exploring why emotional responses can be unpredictable

  VCHPEP110 | Health and Physical Education | Levels 5 and 6 | Personal, Social and Community Health | Communicating and interacting for health and wellbeing