The Level B curriculum provides the basis for developing knowledge, understanding and skills for students to lead healthy, safe and active lives. Students learn about their ability and simple actions they can take to keep themselves healthy and safe. Students are supported to participate in activities associated with their personal health and hygiene. They cooperate and learn to complete some...
The Level B curriculum provides the basis for developing knowledge, understanding and skills for students to lead healthy, safe and active lives. Students learn about their ability and simple actions they can take to keep themselves healthy and safe. Students are supported to participate in activities associated with their personal health and hygiene. They cooperate and learn to complete some steps independently.
Students are introduced to the basic types of food and they begin to indicate personal needs.
Students explore topics related to their body parts, feelings, family and safety. Students are taught and encouraged to express their feelings, needs, likes and dislikes. Students learn to adhere to single-word safety instructions and start identifying some basic road safety behaviour.
Students develop their capacity to initiate and participate in respectful relationships in different contexts. These include at school, at home, in the classroom and when participating in physical activities.
Students learn through movement as they participate in physical activity in a range of different settings. They engage in a variety of physical activities and explore basic play equipment. The content enables students to experience a range of motor activities and develop and practise fundamental movement skills through active play and structured movement activities. They develop balance and mobility whilst moving independently and negotiate various surfaces. Students start developing their fine motor grasp and manipulation skills as they use equipment and objects.
For Level B, teachers need to select focus areas that are age appropriate and reflect the physical, social and emotional maturation of the student. The focus areas include, but are not limited to:
By the end of Level B, students recognise themselves in mirror and photographs and explore the personal characteristics and capabilities they possess. Students express their feelings, needs, likes and dislikes through gesture and ‘yes’ and ‘no’ responses. Students recognise actions that help them be healthy, safe and physically active. They can identify places where they play and participate in physical activity from an option of two images.
Students use personal and social skills to assist them to participate in a range of activities. They demonstrate, with guidance, practices and protective behaviours to keep them safe and healthy in a variety of different regular activities. They intentionally perform some basic gross motor movement skills and use trial and error to solve basic movement challenges.
The VCAA has recently published the Victorian Curriculum F–10 Version 2.0. To view the revised curriculum, familiarisation resources and support material, go to the Victorian Curriculum F–10 Version 2.0 website.