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• 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

• VCHPEP047

  Identify emotional responses and describe their feelings using pictures and/or words

  Elaborations

  • identifying situations when they might feel angry, afraid, happy, sad, lonely, anxious or excited
  • learning to differentiate emotional responses and become aware of the causes of their emotions
  • behaving appropriately in different familiar social settings and adhering to class practices
  • learning and using appropriate language and actions to communicate their feelings in different situations

  VCHPEP047 | Health and Physical Education | Level D | Personal, Social and Community Health | Communicating and interacting for health and wellbeing

• Health and Physical Education | Health and Physical Education: Structure

  The Health and Physical Education curriculum is organised by two strands: Personal, Social and Community Health, and Movement and Physical Activity. Each strand contains content descriptions which are organised under three sub-strands.

  Strands and sub-strands

  Strands	Personal, Social and Community Health

  Overview material | Health and Physical Education

• VCHPEP030

  Identify major body parts and stages of life

  Elaborations

  • exploring major body parts through supported experiences and learning to label major body parts
  • learning about and identifying some private parts of the body from a field of three (RS, S)
  • exploring and identifying major stages of life through exploration of own family and significant people
  • learning about their current stage of life and how they are growing and changing

  VCHPEP030 | Health and Physical Education | Level C | Personal, Social and Community Health | Being healthy, safe and active

• Health and Physical Education | Health and Physical Education: Rationale and Aims

  The VCAA has published the Victorian Curriculum F–10 Version 2.0. To view the curriculum, familiarisation resources and support material, go to the Victorian Curriculum F–10 Version 2.0 website.
  
  Go to the VCAA website to explore the timeline for familiarisation and implementation of...

  Overview material | Health and Physical Education

• Health and Physical Education: Level B description

  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...

  Level description | Health and Physical Education

• VCHPEM081

  Construct and perform imaginative and original movement sequences in response to stimuli

  Elaborations

  • demonstrating changes in speed, direction and level of movement in response to changes in music tempo
  • creating, following, repeating and altering movement sequences in response to rhythm, music or words
  • selecting and implementing different movement skills to be successful in a game

  VCHPEM081 | Health and Physical Education | Levels 1 and 2 | Movement and Physical Activity | Moving the body

• VCHPEM068

  Cooperate with others when participating in physical activities

  Elaborations

  • working with a partner or small group to complete a movement task or challenge
  • mirroring a partner while moving to music
  • using words and body language to communicate intentions clearly when playing minor games

  VCHPEM068 | Health and Physical Education | Foundation Level | Movement and Physical Activity | Learning through movement

• VCHPEM082

  Create and participate in games

  Elaborations

  • inventing games with rules using one or two pieces of equipment
  • participating in games that use a number of different fundamental movement skills
  • using stimuli such as equipment, rhythm, music and words to create games

  VCHPEM082 | Health and Physical Education | Levels 1 and 2 | Movement and Physical Activity | Moving the body

• VCHPEM064

  Practise fundamental movement skills and movement sequences using different body parts and in response to stimuli in indoor, outdoor and aquatic settings

  Elaborations

  • performing locomotor skills in any direction from one point to another
  • sending, controlling and receiving objects at different levels and in different ways
  • performing a range of water confidence skills
  • creating movement sequences without equipment
  • responding with movement to rhythm, beat, music and words

  VCHPEM064 | Health and Physical Education | Foundation Level | Movement and Physical Activity | Moving the body

• VCHPEP076

  Identify and practise emotional responses that account for own and others’ feelings

  Elaborations

  • recognising own emotions and demonstrating positive ways to react in different situations at home and at school
  • identifying the body’s reaction to a range of situations, including safe and unsafe situations, and comparing the different emotional responses
  • predicting how a person or character might be feeling based on the words they use, their facial expressions and body language
  • understanding how a person’s reaction to a situation can affect others’ feelings

  VCHPEP076 | Health and Physical Education | Levels 1 and 2 | Personal, Social and Community Health | Communicating and interacting for health and wellbeing

• 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

• VCHPEP033

  Explore their feelings and practice expressing their needs, likes and dislikes using simple communication tools

  Elaborations

  • learning through supported experiences about what feelings look like, when they have felt this way and how to act
  • learning to recognise their emotional expression
  • learning to use words, signs or symbols to name emotions for self and others
  • developing a vocabulary of key concepts and using pictures and real objects to indicate their understanding of their likes and dislikes and feelings, and events associated with each feeling
  • learning about the needs and viewpoints of others through group experiences and shared decision-making
  • selecting a solution and identifying cause and effect of actions for familiar social problems

  VCHPEP033 | Health and Physical Education | Level C | Personal, Social and Community Health | Communicating and interacting for health and wellbeing