Implementation year:School name:



Years 1–2 band plan — Australian Curriculum: Health and Physical Education Implementation year:School name:This band plan has been developed in consultation with the Curriculum into the Classroom project team.Identify curriculumPhase curriculum focusFoundation–Year 2 curriculum focusWhen students transition into school, they bring with them a wide range of health and movement experiences. Students’ sense of self is evolving and they are beginning to develop the capacity to understand and self-regulate their emotions in ways that account for their own feelings and those of others. They develop skills to initiate social interactions and begin to explore how their body is growing and changing as they grow older. Through the development of fundamental movement skills, physical play, manipulation of equipment and spatial awareness, children begin to develop movement competence. They also become sufficiently skilled and confident to complete everyday tasks, explore their physical surroundings, and participate in movement activities.The curriculum in Foundation to Year 2 focuses on developing the knowledge, understanding, and skills that support students to be healthy, safe, and active individuals who can move competently and confidently in a range of physical spaces and on diverse surfaces.Year level descriptions1The curriculum for Years 1 and 2 builds on the learning from Foundation to support 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 and influence their identities. Students learn about emotions, how to enhance their interactions with others and the physical and social changes they go through as they grow older.The content explores health messages and how they relate to health decisions and behaviours and examines strategies students can use when they need help. The content also provides opportunities for students to learn through movement. It supports them in broadening the range and complexity of fundamental movement skills they are able to perform. They learn how to select, transfer and apply simple movement skills and sequences individually, in groups and in teams.Students also further develop their knowledge, understanding and skills in relation to movement by exploring simple rule systems and safe use of equipment in a variety of physical activities and games. Through active participation, they also investigate the body’s response to different types of physical activities. In addition, they develop personal and social skills such as cooperation, decision-making, problem solving and persistence through movement settings.The focus areas to be addressed in Year 1 and Year 2 include, but are not limited to:safe use of medicinesfood and nutritionhealth benefits of physical activityrelationships safetyactive play and minor gamesfundamental movement skillsrhythmic and expressive movement activities.Achievement standard NOTEREF _Ref392847667 \h 1By the end of Year 2, students describe changes that occur as they grow older. They recognise diversity and how it contributes to identities. They recognise how emotional responses impact on others’ feelings. They examine messages related to health decisions and describe actions that 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 and apply strategies 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.Course organisationThe Australian Curriculum: Health and Physical Education is organised in two content strands: Personal, social and community health, and Movement and physical activity. Each strand contains content descriptions which are organised under three sub-strands.In the Australian Curriculum: Health and Physical Education (F–10), the two strands, Personal, social and community health and Movement and physical activity are interrelated and inform and support each other. Both strands of the Health and Physical Education curriculum must be taught in each year from Foundation to Year 10.Health and Physical Education lessons will provide children with the opportunity to participate in physical activity on a weekly basis as a minimum.When developing teaching and learning programs, teachers are encouraged to combine content descriptions from across sub-strands to provide children with learning experiences that meet their needs, interests, abilities and local contexts.The plan for Years 1 and 2 band Health and Physical Education is organised to:provide flexibility when making decisions about how the subject will be implemented, based on the local context and needs of children in schools; for example, being implemented in a range of ways and through a number of different school subjects, such as classroom teacher and physical education specialist, home economics or outdoor educationalign with the Australia Curriculum: Health and Physical Education, which is organised in year level bands for the achievement standards and content descriptionsprovide a course structure and content that includes a sequence of teaching and learning and identification of opportunities for assessment and feedback, organised in units according to year levels, and developed using the Australian Curriculum: Health and Physical Education content descriptions and achievement standards practical application enhances the development of knowledge and understanding across health and movement contexts.Teaching and learningYear 1 unit overviewsUnits are paired. That is, one from Personal, social and community health and one from Movement and physical activity, are paired and taught concurrently.Personal, social and community healthUnit 1 — A little independence Unit 2 — Good choices, healthy meUnit 3 — We all belongUnit 4 — Emot-iconsYear 1 unit descriptionsIn this unit, children explore their roles and responsibilities now they are older – looking at classroom roles, foods they eat, games they play.Children will:describe changes that occur as they grow older, recognising diversity and how it contributes to identitiesdescribe changes that occur as individuals grow older describe how family and community acknowledge changesrecognise similarities and differences in individuals and how these are celebrated and respected.In this unit, children explore how their bodies are growing and developing and the actions that keep them healthy, such as diet, hygiene and physical activity.Children will:identify and classify foods eaten into ‘sometimes’ and ‘often’ foodsidentify healthy eating choices by drawing a simple plate of food, using the guidelines for children in the Australian Guide to Healthy Eating explore how many children have tried the foods before, and how many eat them regularlyuse pictures to explore which foods go into the different areas of the healthy eating guidelines, and explore the foods that fit into the sometimes and in-small-amounts sectionsexplore the activities that children can do to help them keep physically activeexplore the places they can play and the benefits of the regular activity.In this unit, children explore the need for belonging and how people meet this need. They identify who helps meet the need and how to include others in activities. Children identify the reasons why people are included, and why they are not included. They describe the social changes that occur in Year 1 and develop skills to get along with other people.Children will:explore our need for belonging/love and how people meet that needidentify who meets this need for us and how we can meet this need for othersidentify what it means to include others in activities and describe how this can be achievedrecognise differences and similarities as a reason that people may not be includedidentify reasons why people don’t want to include others and suggest ways that these reasons can be overcomedescribe social changes that are happening in Year 1: more friends, visiting friends, going to parties, playing in groups at schoolrecognise the skills required for these activities to occur; describe the skills required to get along with other people.In this unit, children identify their strengths and achievements and examine that each individual is different. They explore their uniqueness and emotions and how to express them appropriately.Children will:identify the things that each child is good atidentify some achievements of each child and how these things contribute to their personal identities; that each is an individual and has different strengths explore individual strengths of each child by drawing an outline of each child and have them cut it out and colour it, or make individual scrapbooks and put pictures of the children in their scrapbook with some words on things they like to doexplore problems they may have as children or when they may need help, such as crossing the road, finding their brother, tying shoe laces forgotten their lunchexplore emotions and how they are expressed. Identify all the different types of emotions and practice emotional responses that take into account others feelings.Movement and physical activityUnit 1 — Bean bag gamesUnit 2 — I’m a ‘balliever’Unit 3 — Catch me if you canUnit 4 — Here we go do see doYear 1 unit descriptionsIn this unit, children develop their fundamental movement skills while completing beanbag activities and challenges within groups of varying sizes.Children will:demonstrate positive ways to interact with a partner perform object control skills of throwing and catching perform loco-motor skills of running/jogging and jumping techniques propose a range of alternatives and test their effectiveness when solving movement challenges.In this unit, children develop loco-motor and object control skills. They experiment with using different equipment and parts of their body. They propose a range of alternatives and test their effectiveness when solving movement challenges.Children will:discuss the body’s reactions to participating in physical activities perform fundamental movement skillsparticipate in gamespropose a range of alternatives and test their effectiveness when solving movement challenges.In this unit, children participate in simple tagging games which incorporate fundamental movement skills. They propose a range of alternatives and test their effectiveness to solve movement challenges.Children will:demonstrate positive ways to interact with a partner apply rules required to participate fairly in physical activitiesapply rules in simple gamesperform loco-motor movements to test and solve movement challenges and games.In this unit, children explore movement in response to music. They create and perform a sequence of movement to music. Children will:perform activities of different intensity and compare the body’s reactions in these gamescreate and perform sequences in response to rhythm, music or wordsinvestigate stimuli, such as equipment, rhythm, music and words, to create basic dance movesperform loco-motor movements to demonstrate understanding of under, over, through and between people and equipment.Teaching and learningYear 2 unit overviewsUnits are paired. That is, one from Personal, social and community health and one from Movement and physical activity, are paired and taught concurrently.Personal, social and community healthUnit 1 — My classroom is healthy, safe and funUnit 2 — Our cultureUnit 3 — Stay safeUnit 4 — Advertising targetsYear 2 unit descriptionsIn this unit, children investigate the concept of what health is and what food and activities make them healthy. They explore opportunities in the classroom environment where healthy and safe practices can be implemented. Children identify the roles, responsibilities and actions that they can apply to keep themselves and others’ healthy and safe in their classroom. Children will:describe actions and select and apply strategies that will keep themselves and others’ healthy and safe within a classroom settingunderstand the meaning of health and how we can be healthyunderstand what makes the classroom a healthy and safe environmentunderstand the actions that can be taken to keep themselves and others healthy and safe in the classroom.In this unit, children identify the cultures of people living in Australia and how different cultures share their cultural beliefs and celebrations from person to person.Children will:identify various cultures that are living in Australiaexplore the concept that Australia is a multi-cultural countryidentify the features that make each culture similar and differentexplore storytelling from different cultures and how stories are told through dance, song and musicexplore aboriginal dreaming stories and the importance of placeidentify that storytelling is how information is passed on information from one generation to anotheridentify cultural celebrations from different groups, e.g. birthdays.In this unit, children identify safe and unsafe situations, such as personal safety, taking medicines, water, and sun safety. They identify people in their lives that would help to keep them safe in personal situations.Children will:identify safe and unsafe situations identify poison labels and medicine packaging and understand to ask an adult before taking medicinesidentify personal safety and explore body parts that should be kept private, and the anatomically correct terminology for these partsidentify people in their lives that would help to keep them safe in personal situations, rehearse ways to keep safe in personal situations and practise emotional responsesidentify water/sun safety and the water/sun rules that need to be followed to keep safe, and rehearse ways to keep safe in water/sun situationsidentify people in their lives that would help to keep them safe in water/sun situations.In this unit, children explore health messages which target their age group, such as advertising — sun and water safety, food. They identify the products that are being sold and how they sell the products. Children identify slogans and create their own positive health message.Children will:explore the purpose, types of, audience, and health messages (food and sun safety) of advertisingidentify how health messages can be positive and what makes them a positive messageidentify some advertisements that they have seen – food and sun safety – and explore how they sell the product and to which age group identify the slogan and the behaviours they are encouragingidentify how they can address the influences and take actioncreate their own positive health message and share it with the class.Movement and physical activityUnit 1 — Swim and gymUnit 2 — They keep me rollingUnit 3 — Kick it, hit itUnit 4 — Ropes and rhymesYear 2 unit descriptionsTadpole talesIn this context, children develop aquatic skills and swimming strokes. They perform aquatic skills in a sequence that incorporates the elements of movement.Children will:develop aquatic skills using different body parts to travel in different directionsperform aquatic skills in a sequence incorporating understanding for under, over, through and between people and equipmentdevelop the swimming strokes of freestyle and backstrokeapply safety rules in an aquatic environment.ORiMove iJump iLandIn this context, children develop and perform static balances, locomotion skills, rotations, springs and landings. They also perform these gymnastic skills as a continuous movement sequence that incorporates the elements of under, over and through the air.Children will:refine gymnastic skillsdevelop static balances, locomotion skills, rotations, springs and landingsdemonstrate transitioning between gymnastic skills perform the gymnastic skills sequence.In this unit, children demonstrate fundamental movement skills during activities using scooter boards.Children will:examine positive ways to interact with a partner perform loco-motor movements using different body parts to travel in different directionsapply loco-motor movements to test and solve movement challenges and gamesperform push and pull movements under, though and between objects, people and equipment.In this unit, children perform the object control skills of kicking and striking while participating in minor games and team challenges.Children will:examine positive ways to interact with other childrenapply object control skills to solve movement challenges and gamesperform object control skills in a sequence whilst demonstrating understanding for under, over, through and between people and equipmentinvestigate rules required to participate fairly in physical activities and apply rules in a simple game.In this unit, children create and participate in games and challenges that combine music and skipping ropes.Children will:examine positive ways to interact with other childrenperform hopping and jumping activities in response to musiccreate and play games combined with musicperform skipping skills in a sequence demonstrate understanding for the elements of movement (under, over, through and between people and equipment) during activities.General capabilities and cross-curriculum prioritiesOpportunities to engage with: Opportunities to engage with:Opportunities to engage with:Opportunities to engage with: Key?Literacy???Numeracy???ICT capability???Critical and creative thinking???Personal and social capability???Ethical understanding???Intercultural understanding?Aboriginal and Torres Strait Islander histories and cultures???Asia and Australia’s engagement with Asia???SustainabilityTeaching and learningAssessmentStudents should contribute to an individual assessment folio that provides evidence of their learning and represents their achievements over the year. The folio should include a range and balance of assessments for teachers to make valid judgments about whether the student has met the achievement standard.Personal, social and community healthUnit 1 — A little independence Unit 2 — Good choices, healthy meUnit 3 — We all belongUnit 4 — Emot-iconsYear 1 assessmentCollection of workChildren complete a series of tasks relating to a single cohesive context. Focused observations of these tasks will be recorded in an observation record and compiled to form a collection of work. The assessment will gather evidence of the child’s ability to: describe changes that occur as they grow olderrecognise diversity and how it contributes to identities. Collection of workChildren complete a series of tasks relating to a single cohesive context. Focused observations of these tasks will be recorded in an observation record and compiled to form a collection of work. The assessment will gather evidence of the child’s ability to:examine messages related to health decisions and describe actions that help keep themselves and others healthy. Collection of workChildren complete a series of tasks to explore groups they belong to. Focused observations of these tasks will be recorded in an observation record and compiled to form a collection of work. The assessment will gather evidence of the child’s ability to:recognise diversity and how it contributes to identitiesrecognise how emotional responses impact on other’s feelings. ResearchChildren complete an assignment and respond by creating a dialogue to demonstrate assertive behaviours, resilience and confidence.The assessment will gather evidence of the child’s ability to:recognise how emotional responses impact on others feelingsselect and apply strategies to keep themselves healthy and safe, and able to ask for help with tasks and problems. Movement and physical activityUnit 1 — Bean bag gamesUnit 2 — I’m a ‘balliever’Unit 3 — Catch me if you canUnit 4 — Here we go do see doYear 1 assessmentPhysical performance Physical performances are based on the ongoing application of skills and conceptual understandings. Assessment occurs over a period of time during lessons where children complete planned assessment activities. Performances are observed on a number of occasions throughout a unit of work, and judgments relating to the quality of performance are made iteratively and recorded on observation records. The assessment will gather evidence of the child’s ability to:demonstrate positive ways to interact with others demonstrate fundamental movement skills in different movement situations test alternatives to solve movement challenges.Physical performance Physical performances are based on the ongoing application of skills and conceptual understandings. Assessment occurs over a period of time during lessons where children complete planned assessment activities. Performances are observed on a number of occasions throughout a unit of work, and judgments relating to the quality of performance are made iteratively and recorded on observation records. The assessment will gather evidence of the child’s ability to:identify how the body reacts to different physical activitiesdemonstrate fundamental movement skills in different movement situations test alternatives to solve movement challenges. Physical performance Physical performances are based on the ongoing application of skills and conceptual understandings. Assessment occurs over a period of time during lessons where children complete planned assessment activities. Performances are observed on a number of occasions throughout a unit of work, and judgments relating to the quality of performance are made iteratively and recorded on observation records. The assessment will gather evidence of the child’s ability to:demonstrate positive ways to interact with others demonstrate fundamental movement skills in different movement situations test alternatives to solve movement challenges. Physical performance Physical performances are based on the ongoing application of skills and conceptual understandings. Assessment occurs over a period of time during lessons where children complete planned assessment activities. Performances are observed on a number of occasions throughout a unit of work, and judgments relating to the quality of performance are made iteratively and recorded on observation records. The assessment will gather evidence of the child’s ability to:identify how the body reacts to different physical activitiesdemonstrate fundamental movement skills in different movement situations perform movement sequences that incorporate the elements of movement. Personal, social and community healthUnit 1 — My classroom is healthy, safe and funUnit 2 — Our cultureUnit 3 — Stay safeUnit 4 — Advertising targetsYear 2 assessmentResearchChildren complete an assignment. They answer a series of questions to describe actions and select strategies to keep themselves and others healthy and safe.The assessment will gather evidence of the child’s ability to:describe actions that help keep themselves and others healthy and safeselect and apply strategies to keep themselves and others healthy and safe. ResearchChildren complete an assignment. They read the personal profiles of specific avatars and create their own avatar to describe themselves or an Australian cultural identity.The assessment will gather evidence of the child’s ability to:recognise diversity and how it contributes to culturesdemonstrate positive ways to interact with others.Collection of workChildren complete a series of tasks relating to a single cohesive context. Focused observations of these tasks will be recorded in an observation record and compiled to form a collection of work. The assessment will gather evidence of the child’s ability to:describe changes that occur as they grow olderselect and apply strategies to keep themselves healthy, safe and able to ask for help with a task or problems.ResearchChildren complete an assignment. They examine the aspects of an advertisement to ascertain the health message and the emotional responses it evokes.The assessment will gather evidence of the child’s ability to:recognise how emotional responses impact on other’s feelingsexamine health messages related to health decisions.Movement and physical activityUnit 1 — Swim and gymUnit 2 — They keep me rollingUnit 3 — Kick it, hit itUnit 4 — Ropes and rhymesTeaching and learningYear 2 assessmentPhysical performance Physical performances are based on the ongoing application of skills and conceptual understandings. Assessment occurs over a period of time during lessons where children complete planned assessment activities. Performances are observed on a number of occasions throughout a unit of work, and judgments relating to the quality of performance are made iteratively and recorded on observation records. The assessment will gather evidence of the child’s ability to:demonstrate fundamental movement skills in different movement situations perform movement sequences that incorporate the elements of movement.Physical performance Physical performances are based on the ongoing application of skills and conceptual understandings. Assessment occurs over a period of time during lessons where children complete planned assessment activities. Performances are observed on a number of occasions throughout a unit of work, and judgments relating to the quality of performance are made iteratively and recorded on observation records. The assessment will gather evidence of the child’s ability to:demonstrate positive ways to interact with others demonstrate fundamental movement skills in different movement situations test alternatives to solve movement challenges.Physical performance Physical performances are based on the ongoing application of skills and conceptual understandings. Assessment occurs over a period of time during lessons where children complete planned assessment activities. Performances are observed on a number of occasions throughout a unit of work, and judgments relating to the quality of performance are made iteratively and recorded on observation records. The assessment will gather evidence of the child’s ability to:demonstrate positive ways to interact with others demonstrate fundamental movement skills in different movement situations test alternatives to solve movement challenges. Physical performance Physical performances are based on the ongoing application of skills and conceptual understandings. Assessment occurs over a period of time during lessons where children complete planned assessment activities. Performances are observed on a number of occasions throughout a unit of work, and judgments relating to the quality of performance are made iteratively and recorded on observation records. The assessment will gather evidence of the child’s ability to:identify how the body reacts to different physical activitiesperform movement sequences that incorporate the elements of movement.Consistency of teacher judgmentsIdentify opportunities to moderate samples of student work at a school or cluster level to reach consensus and consistency.Identify opportunities to moderate samples of student work at a school or cluster level to reach consensus and consistency.Identify opportunities to moderate samples of student work at a school or cluster level to reach consensus and consistency.Identify opportunities to moderate samples of student work at a school or cluster level to reach consensus and consistency.Content descriptions for Years 1–2 Health and Physical EducationPersonal, social and community healthYear 1Year 2Units12341234Being healthy, safe and activeDescribe their own strengths and achievements and those of others, and identify how these contribute to personal identities (ACPPS015)Describe physical and social changes that occur as children grow older and discuss how family and community acknowledge these (ACPPS016)Practise strategies they can use when they need help with a task, problem or situation (ACPPS017)Recognise situations and opportunities to promote health, safety and wellbeing (ACPPS018)Communicating and interacting for health and wellbeingDescribe ways to include others to make them feel that they belong (ACPPS019)Identify and practise emotional responses that account for own and others’ feelings (ACPPS020)Examine health messages and how they relate to health decisions and behaviours (ACPPS021)Contributing to healthy and active communitiesExplore actions that help make the classroom a healthy, safe and active place (ACPPS022)Identify and explore natural and built environments in the local community where physical activity can take place (ACPPS023)Recognise similarities and differences in individuals and groups, and explore how these are celebrated and respected (ACPPS024)Movement and physical activityYear 1Year 2Units12341234Moving our bodyPerform fundamental movement skills in different movement situations (ACPMP025)Construct and perform imaginative and original movement sequences in response to stimuli (ACPMP026)Create and participate in games (ACPMP027)Understanding movementDiscuss the body’s reactions to participating in physical activities (ACPMP028)Incorporate elements of effort, space, time, objects and people in performing simple movement sequences (ACPMP029)Learning through movementUse strategies to work in group situations when participating in physical activities (ACPMP030)Propose a range of alternatives and test their effectiveness when solving movement challenges (ACPMP031)Identify rules and play fairly when participating in physical activities (ACPMP032) ................
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