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Get ready for the new NSW K–6 curriculum
Scope and sequence guides for the four new NSW syllabuses in 2027: HSIE, Creative Arts, PDHPE and Science and Technology.
Plan your year, term by term
Choose a subject, stage and term to see a suggested scope and sequence guide with ClickView resources that support each content point.
Stage
Terms
Term
PDHPE — Early Stage 1
| Term | Term 1 | Term 2 | Term 3 | Term 4 |
|---|---|---|---|---|
| Focus area | Movement skill and physical activityPHE-MSP-01 | |||
| Content group | Participate with others during physical activities | |||
| Content point | Demonstrate spatial awareness during physical activitiesYogaTopic | Demonstrate fair play, safe use of equipment and rule following [each term]Rules, Rights and ResponsibilitiesTopic | Demonstrate fair play, safe use of equipment and rule following [each term]Rules, Rights and ResponsibilitiesTopic | Participate in and identify the fundamental movement skills in Aboriginal and/or Torres Strait games and activitiesFirst Nations Games and ToysVideo |
| Content point | Demonstrate fair play, safe use of equipment and rule following [each term]Rules, Rights and ResponsibilitiesTopic | Participate in physical activities which provide enjoyment and motivation to be physically active [each term]YogaTopicPE SkillsTopic | Identify the diverse ways in which people participate in physical activitiesPhysical ActivityTopic | Participate in games with peers that incorporate fundamental movement skillsSports and Fair PlayTopic |
| Content point | Participate in physical activities which provide enjoyment and motivation to be physically active [each term]Physical ActivityTopic | Participate in physical activities which provide enjoyment and motivation to be physically active [each term]Sports and Fair PlayTopic | Demonstrate fair play, safe use of equipment and rule following [each term]SafetyTopic | |
| Content point | Participate in physical activities which provide enjoyment and motivation to be physically active [each term]Movement and Physical ActivityTopic | |||
| Content group | Fundamental movement skills are important for health and wellbeing | |||
| Content point | Maintain stability during a static balanceYogaTopic | Jump vertically and horizontally with a soft landing from a stationary positionPE SkillsTopic | Side gallop with rhythmPE SkillsTopic | Kick a stationary ballPE SkillsTopic |
| Content point | Run and sprint over short distancesPE SkillsTopic | Hop, maintaining balancePE SkillsTopic | Skip with a rhythmical patternPE SkillsTopic | Strike large and light weight objectsPE SkillsTopic |
| Content point | Catch objects thrown from a short distancePE SkillsTopic | Throw underarm and overarm towards a target from a stationary positionPE SkillsTopic | ||
| Focus area | Respectful relationships and safetyPHE-RRS-01 | |||
| Content group | Respectful relationships support health and wellbeing | |||
| Content point | Identify how personal strengths and characteristics contribute to respectful relationshipsWhat are Personal Strengths?VideoRespectful RelationshipsTopic | Identify familiar or personal relationships and connections to family, people and groupsFamilyTopicPersonal IdentityTopicLife Skills with Peppa PigTopicLife Skills with BlueyTopic | Not planned for this Term | Not planned for this Term |
| Content point | Identify the ways Aboriginal and/or Torres Strait Islander Peoples’ Cultural connections to others enhance wellbeing | |||
| Content group | Respectful relationships contribute to personal safety | |||
| Content point | Not planned for this Term | Identify people who can be trusted for safety and supportFriendshipsTopic | Demonstrate how to assertively ask for help in a range of situationsRespectful RelationshipsTopic | Not planned for this Term |
| Content point | Describe the meaning of the word ‘private’ and identify private body partsStaying Safe Around OthersSeries | |||
| Content point | Recognise emotional and physical signs that can indicate safe and unsafe situationsSafetyTopic | |||
| Content point | Identify appropriate and inappropriate touch, contact or interactions and demonstrate ways to respond offline and onlineRespectful RelationshipsTopicStaying Safe Around OthersSeries | |||
| Content point | Demonstrate protective strategies including ‘No-Go-Tell’ | |||
| Content point | Demonstrate how to assertively gain, give or deny consent and respect responsesRespectful RelationshipsTopic | |||
| Content group | Personal actions support safety | |||
| Content point | Identify messages in stories shared within Aboriginal and/or Torres Strait Islander families or Elders that teach children how to stay safe on Country and/or PlaceFirst Nations DreamingTopic | Identify situations as being safe or unsafe and demonstrate how to seek helpSafetyTopic | Identify people who can help maintain health and safety in various contextsFor the JuniorsSeriesDay for DanielTopic | Demonstrate sun safe behaviours and describe why they are important to protect the eyes and skinSafetyTopic |
| Content point | Identify and demonstrate road safety behaviours and describe why they are importantRoad SafetyTopic | Identify symbols in the home and messages in the school and community that support safety | Recognise that all data, including personal information and images, can be accessed by others when shared onlineResponsible Use of TechnologySeriesSafer Internet DayTopic | Demonstrate water and local environmental safety behaviours and describe why they are important at home and in the communityNational Water Safety DayTopic |
| Content point | Demonstrate fire safety behaviours and describe why they are importantSafetyTopic | Identify ways to contribute to personal safety online and seek help from trusted adults when feeling unsafeSafetyTopicSafer Internet DayTopic | ||
| Focus area | Identity, health and wellbeingPHE-IHW-01 | |||
| Content group | Personal strengths and qualities shape identity | |||
| Content point | Not planned for this Term | Identify and describe personal strengths and characteristics that shape identity and contribute to wellbeing, using Tier 2 vocabulary | Not planned for this Term | Not planned for this Term |
| Content point | Identify how connections to family, culture and place can shape identityFamilyTopicPersonal IdentityTopicLife Skills with Peppa PigTopicLife Skills with BlueyTopic | |||
| Content point | Identify how connections to Country/Place may shape Aboriginal and/or Torres Strait Islander Peoples’ identitiesFirst Nations Connection to Country and PlaceTopic | |||
| Content group | Caring for the body improves health and wellbeing | |||
| Content point | Identify and demonstrate hygiene strategies that promote health and wellbeingKeeping Clean and HealthyTopicHandwashingTopic | Not planned for this Term | Recognise that following trusted adult directions for the healthy use of digital devices at school and home supports health and wellbeing | Recognise that the brain, heart and lungs are vital organs of the bodyThe Human BodyTopic |
| Content point | Understand that sleep, exposure to daylight, time outdoors, healthy eating, movement and connection to others contributes to health and wellbeingHealthy HabitsTopicSleepTopic | |||
| Content point | Identify foods and drinks, including bush food, that contribute to healthy eating habits and wellbeingBalanced DietTopic | |||
| Focus area | Self-management and interpersonal skillsPHE-SMI-01 | |||
| Content group | Self-management skills support actions | |||
| Content point | Identify and describe various emotionsEmotionsTopic | Identify how connections to others, persistence, problem-solving and help-seeking builds resilienceResilienceTopicDeveloping Life Skills with Movies and TVTopic | Identify ways to manage emotions [each semester]EmotionsTopic | Respond to feedback to improve skills and identify accomplishments [each semester] |
| Content point | Identify ways to manage emotions [each semester]MindfulnessTopic | Respond to feedback to improve skills and identify accomplishments [each semester] | Co-create goals to assist learning [each semester] | |
| Content point | Use help-seeking and decision-making actions to ask for assistanceLife Skills with Peppa PigTopic | |||
| Content point | Co-create goals to assist learning [each semester] | |||
| Content group | Interpersonal skills support positive interactions | |||
| Content point | Identify how people respectfully communicate for a range of purposesLife Skills with BlueyTopic | Recognise how personal strengths contribute to the success of group activitiesCooperationTopic | Not planned for this Term | Use interpersonal skills to cooperate with others [each semester]Life Skills with BlueyTopicCooperationTopic |
| Content point | Use interpersonal skills to cooperate with others [each semester]FriendshipsTopicCommunicationTopic | |||
| Content point | Topi | |||
Term 1
Movement skill and physical activityPHE-MSP-01
Participate with others during physical activities
- Demonstrate spatial awareness during physical activitiesYogaTopic
- Demonstrate fair play, safe use of equipment and rule following [each term]Rules, Rights and ResponsibilitiesTopic
- Participate in physical activities which provide enjoyment and motivation to be physically active [each term]Physical ActivityTopic
Fundamental movement skills are important for health and wellbeing
- Maintain stability during a static balanceYogaTopic
- Run and sprint over short distancesPE SkillsTopic
- Catch objects thrown from a short distancePE SkillsTopic
Respectful relationships and safetyPHE-RRS-01
Respectful relationships support health and wellbeing
- Identify how personal strengths and characteristics contribute to respectful relationshipsWhat are Personal Strengths?VideoRespectful RelationshipsTopic
Respectful relationships contribute to personal safety
- Not planned for this Term
Personal actions support safety
- Identify messages in stories shared within Aboriginal and/or Torres Strait Islander families or Elders that teach children how to stay safe on Country and/or PlaceFirst Nations DreamingTopic
- Identify and demonstrate road safety behaviours and describe why they are importantRoad SafetyTopic
Identity, health and wellbeingPHE-IHW-01
Personal strengths and qualities shape identity
- Not planned for this Term
Caring for the body improves health and wellbeing
- Identify and demonstrate hygiene strategies that promote health and wellbeingKeeping Clean and HealthyTopicHandwashingTopic
Self-management and interpersonal skillsPHE-SMI-01
Self-management skills support actions
- Identify and describe various emotionsEmotionsTopic
- Identify ways to manage emotions [each semester]MindfulnessTopic
- Use help-seeking and decision-making actions to ask for assistanceLife Skills with Peppa PigTopic
- Co-create goals to assist learning [each semester]
Interpersonal skills support positive interactions
- Identify how people respectfully communicate for a range of purposesLife Skills with BlueyTopic
Term 2
Movement skill and physical activityPHE-MSP-01
Participate with others during physical activities
- Demonstrate fair play, safe use of equipment and rule following [each term]Rules, Rights and ResponsibilitiesTopic
- Participate in physical activities which provide enjoyment and motivation to be physically active [each term]YogaTopicPE SkillsTopic
Fundamental movement skills are important for health and wellbeing
- Jump vertically and horizontally with a soft landing from a stationary positionPE SkillsTopic
- Hop, maintaining balancePE SkillsTopic
Respectful relationships and safetyPHE-RRS-01
Respectful relationships support health and wellbeing
- Identify familiar or personal relationships and connections to family, people and groupsFamilyTopicPersonal IdentityTopicLife Skills with Peppa PigTopicLife Skills with BlueyTopic
- Identify the ways Aboriginal and/or Torres Strait Islander Peoples’ Cultural connections to others enhance wellbeing
Respectful relationships contribute to personal safety
- Identify people who can be trusted for safety and supportFriendshipsTopic
Personal actions support safety
- Identify situations as being safe or unsafe and demonstrate how to seek helpSafetyTopic
- Identify symbols in the home and messages in the school and community that support safety
- Demonstrate fire safety behaviours and describe why they are importantSafetyTopic
Identity, health and wellbeingPHE-IHW-01
Personal strengths and qualities shape identity
- Identify and describe personal strengths and characteristics that shape identity and contribute to wellbeing, using Tier 2 vocabulary
- Identify how connections to family, culture and place can shape identityFamilyTopicPersonal IdentityTopicLife Skills with Peppa PigTopicLife Skills with BlueyTopic
- Identify how connections to Country/Place may shape Aboriginal and/or Torres Strait Islander Peoples’ identitiesFirst Nations Connection to Country and PlaceTopic
Caring for the body improves health and wellbeing
- Not planned for this Term
Self-management and interpersonal skillsPHE-SMI-01
Self-management skills support actions
- Identify how connections to others, persistence, problem-solving and help-seeking builds resilienceResilienceTopicDeveloping Life Skills with Movies and TVTopic
- Respond to feedback to improve skills and identify accomplishments [each semester]
Interpersonal skills support positive interactions
- Recognise how personal strengths contribute to the success of group activitiesCooperationTopic
- Use interpersonal skills to cooperate with others [each semester]FriendshipsTopicCommunicationTopic
- Topi
Term 3
Movement skill and physical activityPHE-MSP-01
Participate with others during physical activities
- Demonstrate fair play, safe use of equipment and rule following [each term]Rules, Rights and ResponsibilitiesTopic
- Identify the diverse ways in which people participate in physical activitiesPhysical ActivityTopic
- Participate in physical activities which provide enjoyment and motivation to be physically active [each term]Sports and Fair PlayTopic
Fundamental movement skills are important for health and wellbeing
- Side gallop with rhythmPE SkillsTopic
- Skip with a rhythmical patternPE SkillsTopic
- Throw underarm and overarm towards a target from a stationary positionPE SkillsTopic
Respectful relationships and safetyPHE-RRS-01
Respectful relationships support health and wellbeing
- Not planned for this Term
Respectful relationships contribute to personal safety
- Demonstrate how to assertively ask for help in a range of situationsRespectful RelationshipsTopic
- Describe the meaning of the word ‘private’ and identify private body partsStaying Safe Around OthersSeries
- Recognise emotional and physical signs that can indicate safe and unsafe situationsSafetyTopic
- Identify appropriate and inappropriate touch, contact or interactions and demonstrate ways to respond offline and onlineRespectful RelationshipsTopicStaying Safe Around OthersSeries
- Demonstrate protective strategies including ‘No-Go-Tell’
- Demonstrate how to assertively gain, give or deny consent and respect responsesRespectful RelationshipsTopic
Personal actions support safety
- Identify people who can help maintain health and safety in various contextsFor the JuniorsSeriesDay for DanielTopic
- Recognise that all data, including personal information and images, can be accessed by others when shared onlineResponsible Use of TechnologySeriesSafer Internet DayTopic
- Identify ways to contribute to personal safety online and seek help from trusted adults when feeling unsafeSafetyTopicSafer Internet DayTopic
Identity, health and wellbeingPHE-IHW-01
Personal strengths and qualities shape identity
- Not planned for this Term
Caring for the body improves health and wellbeing
- Recognise that following trusted adult directions for the healthy use of digital devices at school and home supports health and wellbeing
Self-management and interpersonal skillsPHE-SMI-01
Self-management skills support actions
- Identify ways to manage emotions [each semester]EmotionsTopic
- Co-create goals to assist learning [each semester]
Interpersonal skills support positive interactions
- Not planned for this Term
Term 4
Movement skill and physical activityPHE-MSP-01
Participate with others during physical activities
- Participate in and identify the fundamental movement skills in Aboriginal and/or Torres Strait games and activitiesFirst Nations Games and ToysVideo
- Participate in games with peers that incorporate fundamental movement skillsSports and Fair PlayTopic
- Demonstrate fair play, safe use of equipment and rule following [each term]SafetyTopic
- Participate in physical activities which provide enjoyment and motivation to be physically active [each term]Movement and Physical ActivityTopic
Fundamental movement skills are important for health and wellbeing
- Kick a stationary ballPE SkillsTopic
- Strike large and light weight objectsPE SkillsTopic
Respectful relationships and safetyPHE-RRS-01
Respectful relationships support health and wellbeing
- Not planned for this Term
Respectful relationships contribute to personal safety
- Not planned for this Term
Personal actions support safety
- Demonstrate sun safe behaviours and describe why they are important to protect the eyes and skinSafetyTopic
- Demonstrate water and local environmental safety behaviours and describe why they are important at home and in the communityNational Water Safety DayTopic
Identity, health and wellbeingPHE-IHW-01
Personal strengths and qualities shape identity
- Not planned for this Term
Caring for the body improves health and wellbeing
- Recognise that the brain, heart and lungs are vital organs of the bodyThe Human BodyTopic
- Understand that sleep, exposure to daylight, time outdoors, healthy eating, movement and connection to others contributes to health and wellbeingHealthy HabitsTopicSleepTopic
- Identify foods and drinks, including bush food, that contribute to healthy eating habits and wellbeingBalanced DietTopic
Self-management and interpersonal skillsPHE-SMI-01
Self-management skills support actions
- Respond to feedback to improve skills and identify accomplishments [each semester]
Interpersonal skills support positive interactions
- Use interpersonal skills to cooperate with others [each semester]Life Skills with BlueyTopicCooperationTopic
| Term | Term 1 | Term 2 | Term 3 | Term 4 |
|---|---|---|---|---|
| Focus area | Movement skill and physical activityPH1-MSP-01 | |||
| Content group | Participate with others safely and fairly in physical activities | |||
| Content point | Demonstrate spatial awareness in relation to people, objects and the environment when participating in physical activities [each year]Movement and Physical ActivityTopic | Identify and participate in physical activities to enhance enjoyment and motivation to be physically active [each term]Physical ActivityTopic | Identify and participate in physical activities to enhance enjoyment and motivation to be physically active [each term]Physical ActivityTopicMovement and Physical ActivityTopic | Apply fundamental movement skills to create and participate in physically active games [each year]Physical ActivityTopicMovement and Physical ActivityTopic |
| Content point | Identify and participate in physical activities to enhance enjoyment and motivation to be physically active [each term]Physical ActivityTopicMovement and Physical ActivityTopic | Describe ways in which people use their strengths and abilities to be physically active [each year]AthletesTopic | Participate in physical activities from across the continents and identify how these foster a sense of connection [each year]Sports and Fair PlayTopicMovement and Physical ActivityTopic | Identify and participate in physical activities to enhance enjoyment and motivation to be physically active [each term]Physical ActivityTopic |
| Content point | Demonstrate and explain how fair play and rules contribute to safety in group activities [each year]Rules, Rights and ResponsibilitiesTopic | Participate in and describe the purpose of Aboriginal and/or Torres Strait Islander games and activities [each year]First Nations Games and ToysVideoParndo GameVideo | ||
| Content group | Fundamental movement skills support health and wellbeing | |||
| Content point | Demonstrate static and dynamic balances with different body parts [each year]YogaTopic | Jump vertically and horizontally with control [each year]PE SkillsTopic | Side gallop, changing directions with control [each year]PE SkillsTopic | Dodge, pushing from the outside foot [each year]PE SkillsTopic |
| Content point | Run and sprint varying pace according to purpose [each year]PE SkillsTopic | Hop from one point to another around objects [each year]PE SkillsTopic | Throw balls and objects of various shapes and sizes underarm and overarm towards a target [each year]PE SkillsTopic | Leap, using a long running step [each year]PE SkillsTopic |
| Content point | Catch balls and objects of various shapes and sizes at different levels [each year]PE SkillsTopic | Skip at different speeds and directions in games [each year]PE SkillsTopic | Kick a ball with force towards a target or space [each year]PE SkillsTopic | Strike an object using an implement towards a target [each year]PE SkillsTopic |
| Focus area | Respectful relationships and safetyPH1-RRS-01 | |||
| Content group | Respectful relationships improve health and wellbeing | |||
| Content point | Not planned for this Term | Not planned for this Term | Not planned for this Term | Describe ways Aboriginal and/or Torres Strait Islander Peoples’ connections to Country/Place and others enhance wellbeingFirst Nations DreamingTopic |
| Content point | Describe how connecting to family, people, groups and places contributes to health and wellbeingFamilyTopic | |||
| Content group | Respectful relationships enhance personal safety | |||
| Content point | Not planned for this Term | Not planned for this Term | Identify and describe a support network outside of the homeRespectful RelationshipsTopic | Not planned for this Term |
| Content point | Identify and demonstrate assertive help-seeking actions when feeling unsafe [each year]SafetyTopicDay for DanielTopic | |||
| Content point | Understand that parts of their own and others’ bodies are private and that privacy can depend on contextStaying Safe Around OthersSeries | |||
| Content point | Identify the emotional and physical signs of safe and unsafe situations and demonstrate assertive responsesSafetyTopic | |||
| Content point | Identify and apply strategies to respond to appropriate and inappropriate touch, contact or interactions offline and onlineRespectful RelationshipsTopic | |||
| Content point | Practise and determine when to use ‘No-Go-Tell’ as a protective strategy [each year] | |||
| Content point | Demonstrate strategies to assertively gain, give or deny consent and respect responses [each year]CommunicationTopicRespectful RelationshipsTopicStaying Safe Around OthersSeries | |||
| Content group | Choices and actions contribute to safety | |||
| Content point | Recognise emergency situations where help is required and demonstrate ways to respondSafetyTopic | Describe choices and actions that contribute to a safe environmentSafetyTopic | Not planned for this Term | Demonstrate sun safety behaviours and explain how responsible actions enhance protection of the eyes and skin [each year]SafetyTopic |
| Content point | Describe and demonstrate road safety behaviours and explain how responsible actions enhance safety in different contexts [each year]Road SafetyTopic | Demonstrate fire safety behaviours and explain how responsible actions enhance safety [each year]SafetyTopic | Demonstrate water and local environmental safety behaviours and explain how responsible actions enhance safety at home and in the community [each year]SafetyTopicNational Water Safety DayTopic | |
| Content point | Describe the messages in Aboriginal Dreaming stories and/or Torres Strait Islander Legends that promote safe behaviours on Country and/or PlaceFirst Nations DreamingTopicFirst Nations Connection to Country and PlaceTopic | |||
| Content group | Responsible choices promote online safety | |||
| Content point | Describe and enact ways to contribute to personal safety online and seek help from trusted adults when feeling unsafe [each year]CyberbullyingTopicSafer Internet DayTopic | |||
| Content point | Not planned for this Term | Not planned for this Term | Recognise that personal information and images can be seen, accessed and used online by others, and describe strategies to protect personal information [each year]Safer Internet DayTopic | Not planned for this Term |
| Focus area | Identity, health and wellbeingPH1-1HW-01 | |||
| Content group | Factors and characteristics can shape identity | |||
| Content point | Describe changes in a person’s physical and social development [each year]Growing and ChangingTopic | Not planned for this Term | Explain how people’s strengths, characteristics and interests can be similar or different and contribute to identitySelf EsteemTopicPersonal IdentityTopic | Describe the role of family and Community in Aboriginal and/or Torres Strait Islander Peoples’ identitiesFirst Nations DreamingTopicFirst Nations Connection to Country and PlaceTopic |
| Content point | Describe how culture, family and place can shape identityFamilyTopicPersonal IdentityTopic | |||
| Content group | Responsible choices improve health and wellbeing | Not planned for this Term | Responsible choices improve health and wellbeing | Responsible choices improve health and wellbeing |
| Content point | Identify and apply hygiene and self-care practices that promote health and wellbeingHealthy HabitsTopicKeeping Clean and HealthyTopic | Not planned for this Term | Identify how ancient and enduring cultures have moved to keep healthy | Describe how the brain, heart and lungs enable the body to move and function, using Tier 2 and Tier 3 vocabularyThe Human BodyTopic |
| Content point | Follow agreed rules for the healthy use of digital devices and describe how these rules support health and wellbeing [each year]Digital TechnologiesTopic | |||
| Focus area | Self-management and interpersonal skillsPH1-SMI-01 | |||
| Content group | Responsible choices and actions promote self-management skills | |||
| Content point | Recognise emotional responses to various situations and describe the impact on themselves and other [each year]EmotionsTopic | Seek and respond to feedback to improve skills and reflect on accomplishments [each semester]ResilienceTopic | Identify how connections to others, emotional regulation, persistence, problem-solving, support networks and help-seeking build resilience and describe why it is important [each year]Life Skills with BlueyTopicDeveloping Life Skills with Movies and TVTopic | Seek and respond to feedback to improve skills and reflect on accomplishments [each semester] |
| Content point | Identify and describe the connection between feelings, words and body languageMindfulnessTopic | Develop goals to improve learning [each semester] | ||
| Content point | Identify and demonstrate self-regulation strategies in response to situations and emotions [each year]MindfulnessTopic | |||
| Content point | Demonstrate help-seeking and decision-making actions to support learningResilienceTopic | |||
| Content point | Develop goals to improve learning [each semester]ResilienceTopic | |||
| Content group | Interpersonal skills support positive interactions and cooperation | |||
| Content point | Not planned for this Term | Demonstrate interpersonal skills that contribute to positive and respectful interactions [each year]CommunicationTopic | Not planned for this Term | Not planned for this Term |
| Content point | Demonstrate ways to respectfully win and lose in different contexts [each year]Respectful RelationshipsTopic | |||
| Content point | Demonstrate communication skills in group activities to support cooperation [each year]CooperationTopic | |||
| Term | Term 5 | Term 6 | Term 7 | Term 8 |
|---|---|---|---|---|
| Focus area | Movement skill and physical activityPH1-MSP-01 | |||
| Content group | Participate with others safely and fairly in physical activities | |||
| Content point | Demonstrate spatial awareness in relation to people, objects and the environment when participating in physical activities [each year]YogaTopic | Participate in and describe the purpose of Aboriginal and/or Torres Strait Islander games and activities [each year]First Nations Games and ToysVideo | Participate in physical activities from across the continents and identify how these foster a sense of connection [each year]Sports and Fair PlayTopicMovement and Physical ActivityTopic | Dribble a ball at different levelsPE SkillsTopic |
| Content point | Demonstrate and explain how fair play and rules contribute to safety in group activities [each year]Sport in Our CommunityTopic | Identify and participate in physical activities to enhance enjoyment and motivation to be physically active [each term]Physical ActivityTopic | Identify and participate in physical activities to enhance enjoyment and motivation to be physically active [each term]Physical ActivityTopic | Apply fundamental movement skills to create and participate in physically active games [each year]PE SkillsTopic |
| Content point | Identify and participate in physical activities to enhance enjoyment and motivation to be physically active [each term]Sports and Fair PlayTopicMovement and Physical ActivityTopic | Describe ways in which people use their strengths and abilities to be physically active [each year]AthletesTopic | Identify and participate in physical activities to enhance enjoyment and motivation to be physically active [each term]Physical ActivityTopic | |
| Content group | Fundamental movement skills support health and wellbeing | Fundamental movement skills support health and wellbeing | Fundamental movement skills support health and wellbeing | [Insert content group] |
| Content point | Demonstrate static and dynamic balances with different body parts [each year]YogaTopic | Jump vertically and horizontally with control [each year]PE SkillsTopic | Side gallop, changing directions with control [each year]PE SkillsTopic | Dodge, pushing from the outside foot [each year]PE SkillsTopic |
| Content point | Run and sprint varying pace according to purpose [each year]PE SkillsTopic | Hop from one point to another around objects [each year]PE SkillsTopic | Throw balls and objects of various shapes and sizes underarm and overarm towards a target [each year]PE SkillsTopic | Leap, using a long running step [each year]PE SkillsTopic |
| Content point | Catch balls and objects of various shapes and sizes at different levels [each year]PE SkillsTopic | Skip at different speeds and directions in games [each year]PE SkillsTopic | Kick a ball with force towards a target or space [each year]PE SkillsTopic | Strike an object using an implement towards a target [each year]PE SkillsTopic |
| Focus area | Respectful relationships and safetyPH1-RRS-01 | |||
| Content group | Respectful relationships improve health and wellbeing | |||
| Content point | Describe how relationships can change over timeFriendshipsTopic | Not planned for this Term | Not planned for this Term | Not planned for this Term |
| Content point | Demonstrate actions that contribute to respectful relationshipsCooperationTopicPersonal IdentityTopic | |||
| Content group | Respectful relationships enhance personal safety | |||
| Content point | Not planned for this Term | Not planned for this Term | Identify and demonstrate assertive help-seeking actions when feeling unsafe [each year]SafetyTopic | Not planned for this Term |
| Content point | Practise and determine when to use ‘No-Go-Tell’ as a protective strategy [each year] | |||
| Content point | Demonstrate strategies to assertively gain, give or deny consent and respect responses [each year]Respectful RelationshipsTopic | |||
| Content group | Choices and actions contribute to safety | |||
| Content point | Describe and demonstrate road safety behaviours and explain how responsible actions enhance safety in different contexts [each year]Walk Safely to School DayTopicRoad SafetyTopic | Describe and explain why the safe storage of medications and poisons in the home and school supports safety | Not planned for this Term | Demonstrate sun safety behaviours and explain how responsible actions enhance protection of the eyes and skin [each year]SafetyTopic |
| Content point | Demonstrate fire safety behaviours and explain how responsible actions enhance safety [each year]SafetyTopic | Demonstrate water and local environmental safety behaviours and explain how responsible actions enhance safety at home and in the community [each year]National Water Safety DayTopic | ||
| Content group | Responsible choices promote online safety | |||
| Content point | Describe and enact ways to contribute to personal safety online and seek help from trusted adults when feeling unsafe [each year]CyberbullyingTopic | |||
| Content point | Not planned for this Term | Not planned for this Term | Recognise that personal information and images can be seen, accessed and used online by others, and describe strategies to protect personal information [each year]Safer Internet DayTopic | Not planned for this Term |
| Focus area | Identity, health and wellbeingPH1-1HW-01 | |||
| Content group | Factors and characteristics can shape identity | |||
| Content point | Describe changes in a person’s physical and social development [each year]Growing and ChangingTopicPersonal IdentityTopic | Not planned for this Term | Not planned for this Term | Not planned for this Term |
| Content group | Responsible choices improve health and wellbeing | |||
| Content point | Describe the benefits of healthy eating and drinking habits for health and wellbeingHealthy HabitsTopicBalanced DietTopic | Describe how sleep, spending time outdoors, healthy eating, movement and connection to others supports health and wellbeingHealthy HabitsTopicBalanced DietTopicSleepTopic | Follow agreed rules for the healthy use of digital devices and describe how these rules support health and wellbeing [each year]Digital TechnologiesTopic | Identify how money can be saved and spent on needs and wantsMoneyTopicMIniclips - Finance and MeSeries |
| Content point | Describe the benefits of bush food to improve health and wellbeingIndigenous Food PracticesTopic | Identify messages in the media related to health and wellbeing and describe their purpose | ||
| Focus area | Self-management and interpersonal skillsPH1-SMI-01 | |||
| Content group | Responsible choices and actions promote self-management skills | |||
| Content point | Develop goals to improve learning [each semester] | Seek and respond to feedback to improve skills and reflect on accomplishments [each semester] | Develop goals to improve learning [each semester]Growth MindsetTopic | Seek and respond to feedback to improve skills and reflect on accomplishments [each semester]ResilienceTopicGrowth MindsetTopic |
| Content point | Identify and demonstrate self-regulation strategies in response to situations and emotions [each year]MeditationTopic | Identify how connections to others, emotional regulation, persistence, problem-solving, support networks and help-seeking build resilience and describe why it is important [each year]EmotionsTopic | ||
| Content point | Recognise emotional responses to various situations and describe the impact on themselves and others [each year]EmotionsTopic | |||
| Content group | Interpersonal skills support positive interactions and cooperation | |||
| Content point | Not planned for this Term | Demonstrate interpersonal skills that contribute to positive and respectful interactions [each year]CommunicationTopic | Not planned for this Term | Not planned for this Term |
| Content point | Demonstrate ways to respectfully win and lose in different contexts [each year]ResilienceTopicGrowth MindsetTopic | |||
| Content point | Demonstrate communication skills in group activities to support cooperation [each year]CooperationTopic | |||
Term 1
Movement skill and physical activityPH1-MSP-01
Participate with others safely and fairly in physical activities
- Demonstrate spatial awareness in relation to people, objects and the environment when participating in physical activities [each year]Movement and Physical ActivityTopic
- Identify and participate in physical activities to enhance enjoyment and motivation to be physically active [each term]Physical ActivityTopicMovement and Physical ActivityTopic
- Demonstrate and explain how fair play and rules contribute to safety in group activities [each year]Rules, Rights and ResponsibilitiesTopic
Fundamental movement skills support health and wellbeing
- Demonstrate static and dynamic balances with different body parts [each year]YogaTopic
- Run and sprint varying pace according to purpose [each year]PE SkillsTopic
- Catch balls and objects of various shapes and sizes at different levels [each year]PE SkillsTopic
Respectful relationships and safetyPH1-RRS-01
Respectful relationships improve health and wellbeing
- Not planned for this Term
Respectful relationships enhance personal safety
- Not planned for this Term
Choices and actions contribute to safety
- Recognise emergency situations where help is required and demonstrate ways to respondSafetyTopic
- Describe and demonstrate road safety behaviours and explain how responsible actions enhance safety in different contexts [each year]Road SafetyTopic
Responsible choices promote online safety
- Not planned for this Term
Identity, health and wellbeingPH1-1HW-01
Factors and characteristics can shape identity
- Describe changes in a person’s physical and social development [each year]Growing and ChangingTopic
Responsible choices improve health and wellbeing
- Identify and apply hygiene and self-care practices that promote health and wellbeingHealthy HabitsTopicKeeping Clean and HealthyTopic
Self-management and interpersonal skillsPH1-SMI-01
Responsible choices and actions promote self-management skills
- Recognise emotional responses to various situations and describe the impact on themselves and other [each year]EmotionsTopic
- Identify and describe the connection between feelings, words and body languageMindfulnessTopic
- Identify and demonstrate self-regulation strategies in response to situations and emotions [each year]MindfulnessTopic
- Demonstrate help-seeking and decision-making actions to support learningResilienceTopic
- Develop goals to improve learning [each semester]ResilienceTopic
Interpersonal skills support positive interactions and cooperation
- Not planned for this Term
Term 2
Movement skill and physical activityPH1-MSP-01
Participate with others safely and fairly in physical activities
- Identify and participate in physical activities to enhance enjoyment and motivation to be physically active [each term]Physical ActivityTopic
- Describe ways in which people use their strengths and abilities to be physically active [each year]AthletesTopic
- Participate in and describe the purpose of Aboriginal and/or Torres Strait Islander games and activities [each year]First Nations Games and ToysVideoParndo GameVideo
Fundamental movement skills support health and wellbeing
- Jump vertically and horizontally with control [each year]PE SkillsTopic
- Hop from one point to another around objects [each year]PE SkillsTopic
- Skip at different speeds and directions in games [each year]PE SkillsTopic
Respectful relationships and safetyPH1-RRS-01
Respectful relationships improve health and wellbeing
- Not planned for this Term
Respectful relationships enhance personal safety
- Not planned for this Term
Choices and actions contribute to safety
- Describe choices and actions that contribute to a safe environmentSafetyTopic
- Demonstrate fire safety behaviours and explain how responsible actions enhance safety [each year]SafetyTopic
- Describe the messages in Aboriginal Dreaming stories and/or Torres Strait Islander Legends that promote safe behaviours on Country and/or PlaceFirst Nations DreamingTopicFirst Nations Connection to Country and PlaceTopic
Responsible choices promote online safety
- Not planned for this Term
Identity, health and wellbeingPH1-1HW-01
Factors and characteristics can shape identity
- Not planned for this Term
Not planned for this Term
- Not planned for this Term
Self-management and interpersonal skillsPH1-SMI-01
Responsible choices and actions promote self-management skills
- Seek and respond to feedback to improve skills and reflect on accomplishments [each semester]ResilienceTopic
Interpersonal skills support positive interactions and cooperation
- Demonstrate interpersonal skills that contribute to positive and respectful interactions [each year]CommunicationTopic
- Demonstrate ways to respectfully win and lose in different contexts [each year]Respectful RelationshipsTopic
- Demonstrate communication skills in group activities to support cooperation [each year]CooperationTopic
Term 3
Movement skill and physical activityPH1-MSP-01
Participate with others safely and fairly in physical activities
- Identify and participate in physical activities to enhance enjoyment and motivation to be physically active [each term]Physical ActivityTopicMovement and Physical ActivityTopic
- Participate in physical activities from across the continents and identify how these foster a sense of connection [each year]Sports and Fair PlayTopicMovement and Physical ActivityTopic
Fundamental movement skills support health and wellbeing
- Side gallop, changing directions with control [each year]PE SkillsTopic
- Throw balls and objects of various shapes and sizes underarm and overarm towards a target [each year]PE SkillsTopic
- Kick a ball with force towards a target or space [each year]PE SkillsTopic
Respectful relationships and safetyPH1-RRS-01
Respectful relationships improve health and wellbeing
- Not planned for this Term
Respectful relationships enhance personal safety
- Identify and describe a support network outside of the homeRespectful RelationshipsTopic
- Identify and demonstrate assertive help-seeking actions when feeling unsafe [each year]SafetyTopicDay for DanielTopic
- Understand that parts of their own and others’ bodies are private and that privacy can depend on contextStaying Safe Around OthersSeries
- Identify the emotional and physical signs of safe and unsafe situations and demonstrate assertive responsesSafetyTopic
- Identify and apply strategies to respond to appropriate and inappropriate touch, contact or interactions offline and onlineRespectful RelationshipsTopic
- Practise and determine when to use ‘No-Go-Tell’ as a protective strategy [each year]
- Demonstrate strategies to assertively gain, give or deny consent and respect responses [each year]CommunicationTopicRespectful RelationshipsTopicStaying Safe Around OthersSeries
Choices and actions contribute to safety
- Not planned for this Term
Responsible choices promote online safety
- Describe and enact ways to contribute to personal safety online and seek help from trusted adults when feeling unsafe [each year]CyberbullyingTopicSafer Internet DayTopic
- Recognise that personal information and images can be seen, accessed and used online by others, and describe strategies to protect personal information [each year]Safer Internet DayTopic
Identity, health and wellbeingPH1-1HW-01
Factors and characteristics can shape identity
- Explain how people’s strengths, characteristics and interests can be similar or different and contribute to identitySelf EsteemTopicPersonal IdentityTopic
- Describe how culture, family and place can shape identityFamilyTopicPersonal IdentityTopic
Responsible choices improve health and wellbeing
- Identify how ancient and enduring cultures have moved to keep healthy
- Follow agreed rules for the healthy use of digital devices and describe how these rules support health and wellbeing [each year]Digital TechnologiesTopic
Self-management and interpersonal skillsPH1-SMI-01
Responsible choices and actions promote self-management skills
- Identify how connections to others, emotional regulation, persistence, problem-solving, support networks and help-seeking build resilience and describe why it is important [each year]Life Skills with BlueyTopicDeveloping Life Skills with Movies and TVTopic
- Develop goals to improve learning [each semester]
Interpersonal skills support positive interactions and cooperation
- Not planned for this Term
Term 4
Movement skill and physical activityPH1-MSP-01
Participate with others safely and fairly in physical activities
- Apply fundamental movement skills to create and participate in physically active games [each year]Physical ActivityTopicMovement and Physical ActivityTopic
- Identify and participate in physical activities to enhance enjoyment and motivation to be physically active [each term]Physical ActivityTopic
Fundamental movement skills support health and wellbeing
- Dodge, pushing from the outside foot [each year]PE SkillsTopic
- Leap, using a long running step [each year]PE SkillsTopic
- Strike an object using an implement towards a target [each year]PE SkillsTopic
Respectful relationships and safetyPH1-RRS-01
Respectful relationships improve health and wellbeing
- Describe ways Aboriginal and/or Torres Strait Islander Peoples’ connections to Country/Place and others enhance wellbeingFirst Nations DreamingTopic
- Describe how connecting to family, people, groups and places contributes to health and wellbeingFamilyTopic
Respectful relationships enhance personal safety
- Not planned for this Term
Choices and actions contribute to safety
- Demonstrate sun safety behaviours and explain how responsible actions enhance protection of the eyes and skin [each year]SafetyTopic
- Demonstrate water and local environmental safety behaviours and explain how responsible actions enhance safety at home and in the community [each year]SafetyTopicNational Water Safety DayTopic
Responsible choices promote online safety
- Not planned for this Term
Identity, health and wellbeingPH1-1HW-01
Factors and characteristics can shape identity
- Describe the role of family and Community in Aboriginal and/or Torres Strait Islander Peoples’ identitiesFirst Nations DreamingTopicFirst Nations Connection to Country and PlaceTopic
Responsible choices improve health and wellbeing
- Describe how the brain, heart and lungs enable the body to move and function, using Tier 2 and Tier 3 vocabularyThe Human BodyTopic
Self-management and interpersonal skillsPH1-SMI-01
Responsible choices and actions promote self-management skills
- Seek and respond to feedback to improve skills and reflect on accomplishments [each semester]
Interpersonal skills support positive interactions and cooperation
- Not planned for this Term
Term 5
Movement skill and physical activityPH1-MSP-01
Participate with others safely and fairly in physical activities
- Demonstrate spatial awareness in relation to people, objects and the environment when participating in physical activities [each year]YogaTopic
- Demonstrate and explain how fair play and rules contribute to safety in group activities [each year]Sport in Our CommunityTopic
- Identify and participate in physical activities to enhance enjoyment and motivation to be physically active [each term]Sports and Fair PlayTopicMovement and Physical ActivityTopic
Fundamental movement skills support health and wellbeing
- Demonstrate static and dynamic balances with different body parts [each year]YogaTopic
- Run and sprint varying pace according to purpose [each year]PE SkillsTopic
- Catch balls and objects of various shapes and sizes at different levels [each year]PE SkillsTopic
Respectful relationships and safetyPH1-RRS-01
Respectful relationships improve health and wellbeing
- Describe how relationships can change over timeFriendshipsTopic
- Demonstrate actions that contribute to respectful relationshipsCooperationTopicPersonal IdentityTopic
Respectful relationships enhance personal safety
- Not planned for this Term
Choices and actions contribute to safety
- Describe and demonstrate road safety behaviours and explain how responsible actions enhance safety in different contexts [each year]Walk Safely to School DayTopicRoad SafetyTopic
Responsible choices promote online safety
- Not planned for this Term
Identity, health and wellbeingPH1-1HW-01
Factors and characteristics can shape identity
- Describe changes in a person’s physical and social development [each year]Growing and ChangingTopicPersonal IdentityTopic
Responsible choices improve health and wellbeing
- Describe the benefits of healthy eating and drinking habits for health and wellbeingHealthy HabitsTopicBalanced DietTopic
- Describe the benefits of bush food to improve health and wellbeingIndigenous Food PracticesTopic
Self-management and interpersonal skillsPH1-SMI-01
Responsible choices and actions promote self-management skills
- Develop goals to improve learning [each semester]
- Identify and demonstrate self-regulation strategies in response to situations and emotions [each year]MeditationTopic
- Recognise emotional responses to various situations and describe the impact on themselves and others [each year]EmotionsTopic
Interpersonal skills support positive interactions and cooperation
- Not planned for this Term
Term 6
Movement skill and physical activityPH1-MSP-01
Participate with others safely and fairly in physical activities
- Participate in and describe the purpose of Aboriginal and/or Torres Strait Islander games and activities [each year]First Nations Games and ToysVideo
- Identify and participate in physical activities to enhance enjoyment and motivation to be physically active [each term]Physical ActivityTopic
- Describe ways in which people use their strengths and abilities to be physically active [each year]AthletesTopic
Fundamental movement skills support health and wellbeing
- Jump vertically and horizontally with control [each year]PE SkillsTopic
- Hop from one point to another around objects [each year]PE SkillsTopic
- Skip at different speeds and directions in games [each year]PE SkillsTopic
Respectful relationships and safetyPH1-RRS-01
Respectful relationships improve health and wellbeing
- Not planned for this Term
Respectful relationships enhance personal safety
- Not planned for this Term
Choices and actions contribute to safety
- Describe and explain why the safe storage of medications and poisons in the home and school supports safety
- Demonstrate fire safety behaviours and explain how responsible actions enhance safety [each year]SafetyTopic
Responsible choices promote online safety
- Not planned for this Term
Identity, health and wellbeingPH1-1HW-01
Factors and characteristics can shape identity
- Not planned for this Term
Responsible choices improve health and wellbeing
- Describe how sleep, spending time outdoors, healthy eating, movement and connection to others supports health and wellbeingHealthy HabitsTopicBalanced DietTopicSleepTopic
- Identify messages in the media related to health and wellbeing and describe their purpose
Self-management and interpersonal skillsPH1-SMI-01
Responsible choices and actions promote self-management skills
- Seek and respond to feedback to improve skills and reflect on accomplishments [each semester]
Interpersonal skills support positive interactions and cooperation
- Demonstrate interpersonal skills that contribute to positive and respectful interactions [each year]CommunicationTopic
- Demonstrate ways to respectfully win and lose in different contexts [each year]ResilienceTopicGrowth MindsetTopic
- Demonstrate communication skills in group activities to support cooperation [each year]CooperationTopic
Term 7
Movement skill and physical activityPH1-MSP-01
Participate with others safely and fairly in physical activities
- Participate in physical activities from across the continents and identify how these foster a sense of connection [each year]Sports and Fair PlayTopicMovement and Physical ActivityTopic
- Identify and participate in physical activities to enhance enjoyment and motivation to be physically active [each term]Physical ActivityTopic
Fundamental movement skills support health and wellbeing
- Side gallop, changing directions with control [each year]PE SkillsTopic
- Throw balls and objects of various shapes and sizes underarm and overarm towards a target [each year]PE SkillsTopic
- Kick a ball with force towards a target or space [each year]PE SkillsTopic
Respectful relationships and safetyPH1-RRS-01
Respectful relationships improve health and wellbeing
- Not planned for this Term
Respectful relationships enhance personal safety
- Identify and demonstrate assertive help-seeking actions when feeling unsafe [each year]SafetyTopic
- Practise and determine when to use ‘No-Go-Tell’ as a protective strategy [each year]
- Demonstrate strategies to assertively gain, give or deny consent and respect responses [each year]Respectful RelationshipsTopic
Choices and actions contribute to safety
- Not planned for this Term
Responsible choices promote online safety
- Describe and enact ways to contribute to personal safety online and seek help from trusted adults when feeling unsafe [each year]CyberbullyingTopic
- Recognise that personal information and images can be seen, accessed and used online by others, and describe strategies to protect personal information [each year]Safer Internet DayTopic
Identity, health and wellbeingPH1-1HW-01
Factors and characteristics can shape identity
- Not planned for this Term
Responsible choices improve health and wellbeing
- Follow agreed rules for the healthy use of digital devices and describe how these rules support health and wellbeing [each year]Digital TechnologiesTopic
Self-management and interpersonal skillsPH1-SMI-01
Responsible choices and actions promote self-management skills
- Develop goals to improve learning [each semester]Growth MindsetTopic
- Identify how connections to others, emotional regulation, persistence, problem-solving, support networks and help-seeking build resilience and describe why it is important [each year]EmotionsTopic
Interpersonal skills support positive interactions and cooperation
- Not planned for this Term
Term 8
Movement skill and physical activityPH1-MSP-01
Participate with others safely and fairly in physical activities
- Dribble a ball at different levelsPE SkillsTopic
- Apply fundamental movement skills to create and participate in physically active games [each year]PE SkillsTopic
- Identify and participate in physical activities to enhance enjoyment and motivation to be physically active [each term]Physical ActivityTopic
[Insert content group]
- Dodge, pushing from the outside foot [each year]PE SkillsTopic
- Leap, using a long running step [each year]PE SkillsTopic
- Strike an object using an implement towards a target [each year]PE SkillsTopic
Respectful relationships and safetyPH1-RRS-01
Respectful relationships improve health and wellbeing
- Not planned for this Term
Respectful relationships enhance personal safety
- Not planned for this Term
Choices and actions contribute to safety
- Demonstrate sun safety behaviours and explain how responsible actions enhance protection of the eyes and skin [each year]SafetyTopic
- Demonstrate water and local environmental safety behaviours and explain how responsible actions enhance safety at home and in the community [each year]National Water Safety DayTopic
Responsible choices promote online safety
- Not planned for this Term
Identity, health and wellbeingPH1-1HW-01
Factors and characteristics can shape identity
- Not planned for this Term
Responsible choices improve health and wellbeing
- Identify how money can be saved and spent on needs and wantsMoneyTopicMIniclips - Finance and MeSeries
Self-management and interpersonal skillsPH1-SMI-01
Responsible choices and actions promote self-management skills
- Seek and respond to feedback to improve skills and reflect on accomplishments [each semester]ResilienceTopicGrowth MindsetTopic
Interpersonal skills support positive interactions and cooperation
- Not planned for this Term
| Term | Term 1 | Term 2 | Term 3 | Term 4 |
|---|---|---|---|---|
| Focus area | Movement skill and physical activityPH2-MSP-01 | |||
| Content group | Cooperate and communicate for teamwork in physical activities | |||
| Content point | Demonstrate skills and strategies in target, net and court, striking and fielding, territory games and modified sport [each term]Sports and Fair PlayTopicMovement and Physical ActivityTopic | Demonstrate skills and strategies in target, net and court, striking and fielding, territory games and modified sport [each term]Sports and Fair PlayTopicMovement and Physical ActivityTopic | Demonstrate and describe how roles in teams contribute to team goals [each year]Australian Rules FootballTopic | Demonstrate skills and strategies in target, net and court, striking and fielding, territory games and modified sport [each term]PE SkillsTopic |
| Content point | Pass and receive a ball at different levels and directions in games and modified sport [each year]Sports and Fair PlayTopicMovement and Physical ActivityTopic | Identify and engage in games or sport from around the world and describe how participation can bring people together [each year]Sporting Special EventsTopic | Demonstrate skills and strategies in target, net and court, striking and fielding, territory games and modified sport [each term]PE SkillsTopic | Demonstrate how to defend and move into space to create an advantage in games and modified sport [each year]Australian Rules FootballTopic |
| Content point | Promote ways to be inclusive in physical activities to cater for the diverse ways people move [each year]Sports and Fair PlayTopic | Demonstrate fair and inclusive play to enhance teamwork and communication when creating physically active games [each year]CooperationTopic | Participate in Aboriginal and/or Torres Strait Islander games and activities and identify the Cultural connections [each year] | Propose and participate in physical activities that promote enjoyment and motivation to be physically active in the community [each year]Sports and Fair PlayTopic |
| Content group | Consolidating fundamental movement skills improves health and wellbeing | |||
| Content point | Move and adjust the body to catch balls and objects of various shapes and sizes [each year]Sports and Fair PlayTopicPE SkillsTopic | Kick a ball at different levels over various distances [each year]Sports and Fair PlayTopicPE SkillsTopic | Apply static and dynamic balances at different levels [each year]YogaTopic | Combine fundamental movement skills with smooth transitions in games, modified sport and physical activities [each year]Sports and Fair PlayTopicMovement and Physical ActivityTopic |
| Content point | Throw underarm or overarm towards a target at different levels with control [each year]Sports and Fair PlayTopicPE SkillsTopic | Strike using an implement to propel an object over various distances and towards a target [each year]Sports and Fair PlayTopicMovement and Physical ActivityTopic | ||
| Focus area | Respectful relationships and safetyPH2-RRS-02 | |||
| Content group | Respectful relationships influence health and wellbeing | |||
| Content point | Not planned for this Term | Not planned for this Term | Not planned for this Term | Describe and apply actions and behaviours that contribute to respectful relationships [each year]Respectful RelationshipsTopic |
| Content point | Identify types of conflict, including bullying and intimidation, and promote upstander behaviour offline and online [each year]BullyingTopic | |||
| Content group | Personal safety strategies strengthen respectful relationships | |||
| Content point | Not planned for this Term | Not planned for this Term | Identify people and places to seek help from when in unsafe situationsBullyingTopic | Not planned for this Term |
| Content point | Practise assertive strategies and responses that promote protective behaviours in unsafe or risky situations offline and online [each year]Respectful RelationshipsTopic | |||
| Content point | Describe emotional and physical signs associated with safe and unsafe situations and demonstrate ways to respondBullyingTopicRespectful RelationshipsTopic | |||
| Content point | Describe and apply strategies to assertively gain, give or deny consent and respect responses [each year]Respectful RelationshipsTopic | |||
| Content group | Actions and strategies promote safety | |||
| Content point | Describe and apply strategies to support safety in the home, school and local communitySafetyTopic | Identify emergency situations and describe how action plans support safety | Not planned for this Term | Demonstrate safety behaviours in water and local environments, and explain how they protect people [each year]Day for DanielTopicNational Water Safety DayTopic |
| Content point | Demonstrate road, fire and sun safety behaviours and explain how community messaging enhances safety [each year]Road SafetyTopicSafetyTopic | Demonstrate road, fire and sun safety behaviours and explain how community messaging enhances safety [each year]SafetyTopic | Demonstrate road, fire and sun safety behaviours and explain how community messaging enhances safety [each year]Walk Safely to School DayTopicSafetyTopic | |
| Content point | Use written imperative sentences and modal words to explain and promote behaviours for staying safe in a road, water, fire or sun contextSentencesTopicModal VerbsTopic | Use written imperative sentences and modal words to explain and promote behaviours for staying safe in a road, water, fire or sun contextSentencesTopicModal VerbsTopic | Use written imperative sentences and modal words to explain and promote behaviours for staying safe in a road, water, fire or sun contextSentencesTopicModal VerbsTopic | |
| Content group | Actions can enhance online safety | |||
| Content point | Not planned for this Term | Not planned for this Term | Describe the importance of protecting personal information online [each year]Safer Internet DayTopicGamingTopic | Not planned for this Term |
| Content point | Identify unsafe situations in online environments and describe how to seek help [each year]Safer Internet DayTopicGamingTopic | |||
| Content point | Identify respectful digital citizen behaviours [each year]Digital Citizenship WeekTopic | |||
| Content point | Identify how and when to assertively gain, give or deny consent before information is shared online [each year]Safer Internet DayTopic | |||
| Content point | Devise a set of guidelines for maintaining safety when online [each year]Safer Internet DayTopic | |||
| Focus area | Identity, health and wellbeingPH2-IHW-01 | |||
| Content group | Factors can support and strengthen identity | |||
| Content point | Explain the physical, social and emotional changes associated with growth and development [each year]Growing and ChangingTopic | Not planned for this Term | Explain how family, community, peers, culture and place contribute to identity, health and wellbeingLife Skills with MoanaTopicFamilyTopicThe CommunityTopic | Explain the importance of connection to Culture for Aboriginal and/or Torres Strait Islander Peoples' identityFirst Nations Connection to Country and PlaceTopic |
| Content point | Identify trusted adults and reliable sources of information to learn about life changes and how to seek help [each year]Media LiteracyTopic | Identify personal strengths that contribute to a positive sense of identitySelf EsteemTopic | ||
| Content group | Decisions and actions promote health and wellbeing | |||
| Content point | Not planned for this Term | Apply hygiene strategies and self-care routines and explain why they are importantDental HygieneTopicSelf CareVideo | Explain how following an agreed code of conduct for the healthy use of digital devices can enhance health and wellbeing [each year]Digital TechnologiesTopic | Describe the customary uses of bush food and its connection to CountryIndigenous Food PracticesTopic |
| Content point | Describe the benefits of healthy eating and drinking habits that reflect the Australian Government dietary guidelinesBalanced DietTopicInformational WritingTopic | |||
| Content point | Create written texts to promote the benefits of healthy habits, using rhetorical devices and supporting facts [repeated]Balanced DietTopicPersuasive WritingTopic | |||
| Focus area | Self-management and interpersonal skillsPH2-SMI-01 | |||
| Content group | Self-management skills are enhanced by choices and actions | |||
| Content point | Create and monitor goals to enhance learning [each semester]ResilienceTopicGrowth MindsetTopic | Describe how an individual’s emotional responses to situations can affect othersEmotionsTopicDecision MakingTopic | Create and monitor goals to enhance learning [each semester]ResilienceTopicGrowth MindsetTopic | Apply feedback to improve skills and strategies in a range of contexts [each semester]ResilienceTopicGrowth MindsetTopic |
| Content point | Identify and apply self-regulation strategies in response to situations and emotions offline and online [each year]MindfulnessTopicEmotionsTopic | Explain how a positive mindset contributes to resilience and wellbeing using Tier 2 and Tier 3 vocabulary [each year]ResilienceTopicGrowth MindsetTopic | ||
| Content point | Apply problem-solving and decision-making actions to enhance learning [each year]LeadershipTopicDecision MakingTopic | Use a combination of written sentences to describe how self-management skills enhance relationships and wellbeingResilienceTopic | ||
| Content point | Apply feedback to improve skills and strategies in a range of contexts [each semester]ResilienceTopicGrowth MindsetTopic | |||
| Content group | Interpersonal skills promote positive interactions and collaboration | |||
| Content point | Apply interpersonal skills to enhance positive and respectful interactions [each year]Respectful RelationshipsTopicMental Health FitnessTopic | Not planned for this Term | Not planned for this Term | Not planned for this Term |
| Content point | Demonstrate respectfully winning, losing and accepting decisions [each year]Respectful RelationshipsTopic | |||
| Content point | Apply communication and cooperation skills in group activities to promote inclusion [each year]LeadershipTopic | |||
| Term | Term 5 | Term 6 | Term 7 | Term 8 |
|---|---|---|---|---|
| Focus area | Movement skill and physical activityPH2-MSP-01 | |||
| Content group | Cooperate and communicate for teamwork in physical activities | |||
| Content point | Demonstrate skills and strategies in target, net and court, striking and fielding, territory games and modified sport [each term]PE SkillsTopic | Demonstrate skills and strategies in target, net and court, striking and fielding, territory games and modified sport [each term]PE SkillsTopic | Demonstrate skills and strategies in target, net and court, striking and fielding, territory games and modified sport [each term]PE SkillsTopic | Demonstrate skills and strategies in target, net and court, striking and fielding, territory games and modified sport [each term]PE SkillsTopic |
| Content point | Pass and receive a ball at different levels and directions in games and modified sport [each year]Australian Rules FootballTopic | Identify and engage in games or sport from around the world and describe how participation can bring people together [each year]Sports and Fair PlayTopic | Participate in Aboriginal and/or Torres Strait Islander games and activities and identify the Cultural connections [each year] | Demonstrate how to defend and move into space to create an advantage in games and modified sport [each year]Australian Rules FootballTopic |
| Content point | Promote ways to be inclusive in physical activities to cater for the diverse ways people move [each year]CooperationTopic | Demonstrate fair and inclusive play to enhance teamwork and communication when creating physically active games [each year]CooperationTopic | Demonstrate and describe how roles in teams contribute to team goals [each year]Australian Rules FootballTopic | Propose and participate in physical activities that promote enjoyment and motivation to be physically active in the community [each year]Sports and Fair PlayTopic |
| Content group | Consolidating fundamental movement skills improves health and wellbeing | |||
| Content point | Move and adjust the body to catch balls and objects of various shapes and sizes [each year]Sports and Fair PlayTopicPE SkillsTopic | Kick a ball at different levels over various distances [each year]Sports and Fair PlayTopicPE SkillsTopic | Strike using an implement to propel an object over various distances and towards a target [each year]Sports and Fair PlayTopicPE SkillsTopic | Combine fundamental movement skills with smooth transitions in games, modified sport and physical activities [each year]Sports and Fair PlayTopic |
| Content point | Throw underarm or overarm towards a target at different levels with control [each year]Sports and Fair PlayTopic | Apply static and dynamic balances at different levels [each year]YogaTopic | ||
| Focus area | Respectful relationships and safetyPH2-RRS-02 | |||
| Content group | Respectful relationships influence health and wellbeing | |||
| Content point | Examine how stereotypes can influence attitudesDiscrimination, Diversity and EqualityTopic | Not planned for this Term | Not planned for this Term | Identify and describe rights and responsibilities in relationshipsRespectful RelationshipsTopic |
| Content point | Explain how Aboriginal and/or Torres Strait Islander Peoples’ connections to Country, Community and Culture strengthen relationships | Describe and apply actions and behaviours that contribute to respectful relationships [each year]Respectful RelationshipsTopic | ||
| Content point | Describe how connecting to family, people, groups, community organisations and places strengthens relationship and supports health and wellbeingFamilyTopicAustralia's Cultural IdentityTopic | Identify types of conflict, including bullying and intimidation, and promote upstander behaviour offline and online [each year]BullyingTopicDiscrimination, Diversity and EqualityTopic | ||
| Content group | Personal safety strategies strengthen respectful relationships | |||
| Content point | Not planned for this Term | Not planned for this Term | Practise assertive strategies and responses that promote protective behaviours in unsafe or risky situations offline and online [each year]Respectful RelationshipsTopic | Not planned for this Term |
| Content point | Describe and apply strategies to assertively gain, give or deny consent and respect responses [each year]Respectful RelationshipsTopic | |||
| Content group | Actions and strategies promote safety | |||
| Content point | Explain actions and strategies that Aboriginal and/or Torres Strait Islander Peoples use to promote safety | Recognise that medications or harmful substances can be used for medical and non-medical reasons | Not planned for this Term | Demonstrate safety behaviours in water and local environments, and explain how they protect people [each year]National Water Safety DayTopic |
| Content point | Demonstrate road, fire and sun safety behaviours and explain how community messaging enhances safety [each year]Walk Safely to School DayTopicSafetyTopic | Demonstrate road, fire and sun safety behaviours and explain how community messaging enhances safety [each year]Walk Safely to School DayTopicRoad SafetyTopic | Demonstrate road, fire and sun safety behaviours and explain how community messaging enhances safety [each year]Walk Safely to School DayTopicRoad SafetyTopic | |
| Content point | Use written imperative sentences and modal words to explain and promote behaviours for staying safe in a road, water, fire or sun contextSentencesTopicModal VerbsTopic | Use written imperative sentences and modal words to explain and promote behaviours for staying safe in a road, water, fire or sun contextSentencesTopicModal VerbsTopic | Use written imperative sentences and modal words to explain and promote behaviours for staying safe in a road, water, fire or sun contextSentencesTopicModal VerbsTopic | |
| Content group | Actions can enhance online safety | |||
| Content point | Not planned for this Term | Not planned for this Term | Describe the importance of protecting personal information online [each year]Safer Internet DayTopic | Not planned for this Term |
| Content point | Identify unsafe situations in online environments and describe how to seek help [each year]Safer Internet DayTopicGamingTopic | |||
| Content point | Identify respectful digital citizen behaviours [each year]Digital Citizenship WeekTopic | |||
| Content point | Identify how and when to assertively gain, give or deny consent before information is shared online [each year]Safer Internet DayTopic | |||
| Content point | Devise a set of guidelines for maintaining safety when online [each year]Safer Internet DayTopic | |||
| Focus area | Identity, health and wellbeingPH2-IHW-01 | |||
| Content group | Factors can support and strengthen identity | |||
| Content point | Explain the physical, social and emotional changes associated with growth and development [each year]Growing and ChangingTopic | Not planned for this Term | Not planned for this Term | Not planned for this Term |
| Content point | Identify personal strengths helpful for overcoming challengesLife Skills with MoanaTopic | |||
| Content point | Identify trusted adults and reliable sources of information to learn about life changes and how to seek help [each year]Media LiteracyTopic | |||
| Content group | Decisions and actions promote health and wellbeing | |||
| Content point | Describe the benefits of responsible saving and spending of money for wellbeingFinancial LiteracyTopic | Compare physically active and sedentary lifestyles to identify the effects on health and wellbeingPhysical ActivityTopic | Explain how following an agreed code of conduct for the healthy use of digital devices can enhance health and wellbeing [each year]Digital TechnologiesTopic | Examine the purpose and intended audience of health and wellbeing messages in the mediaMedia LiteracyTopicFood and AdvertisingTopic |
| Content point | Engage in and propose ways to increase opportunities for outdoor activities and explain the benefits to learning and wellbeing | Describe how movement, nutrition and social influences contribute to the prevention of lifestyle diseasesBalanced DietTopic | ||
| Content point | Create written texts to promote the benefits of healthy habits, using rhetorical devices and supporting facts [repeated]Balanced DietTopicPersuasive WritingTopic | Create written texts to promote the benefits of healthy habits, using rhetorical devices and supporting facts [repeated]Balanced DietTopicPersuasive WritingTopic | ||
| Focus area | Self-management and interpersonal skillsPH2-SMI-01 | |||
| Content group | Self-management skills are enhanced by choices and actions | |||
| Content point | Create and monitor goals to enhance learning [each semester]ResilienceTopicGrowth MindsetTopic | Apply feedback to improve skills and strategies in a range of contexts [each semester]ResilienceTopicGrowth MindsetTopic | Create and monitor goals to enhance learning [each semester]ResilienceTopicGrowth MindsetTopic | Apply feedback to improve skills and strategies in a range of contexts [each semester]ResilienceTopicGrowth MindsetTopic |
| Content point | Identify and apply self-regulation strategies in response to situations and emotions offline and online [each year]EmotionsTopic | Explain how a positive mindset contributes to resilience and wellbeing using Tier 2 and Tier 3 vocabulary [each year]ResilienceTopicSelf EsteemTopic | ||
| Content point | Apply problem-solving and decision-making actions to enhance learning [each year]ResilienceTopicDecision MakingTopic | Use a combination of written sentences to describe how self-management skills enhance relationships and wellbeing | ||
| Content group | Interpersonal skills promote positive interactions and collaboration | |||
| Content point | Apply interpersonal skills to enhance positive and respectful interactions [each year]Respectful RelationshipsTopic | Not planned for this Term | Not planned for this Term | Not planned for this Term |
| Content point | Demonstrate respectfully winning, losing and accepting decisions [each year]Respectful RelationshipsTopic | |||
| Content point | Apply communication and cooperation skills in group activities to promote inclusion [each year]Mental Health FitnessTopic | |||
Term 1
Movement skill and physical activityPH2-MSP-01
Cooperate and communicate for teamwork in physical activities
- Demonstrate skills and strategies in target, net and court, striking and fielding, territory games and modified sport [each term]Sports and Fair PlayTopicMovement and Physical ActivityTopic
- Pass and receive a ball at different levels and directions in games and modified sport [each year]Sports and Fair PlayTopicMovement and Physical ActivityTopic
- Promote ways to be inclusive in physical activities to cater for the diverse ways people move [each year]Sports and Fair PlayTopic
Consolidating fundamental movement skills improves health and wellbeing
- Move and adjust the body to catch balls and objects of various shapes and sizes [each year]Sports and Fair PlayTopicPE SkillsTopic
- Throw underarm or overarm towards a target at different levels with control [each year]Sports and Fair PlayTopicPE SkillsTopic
Respectful relationships and safetyPH2-RRS-02
Respectful relationships influence health and wellbeing
- Not planned for this Term
Personal safety strategies strengthen respectful relationships
- Not planned for this Term
Actions and strategies promote safety
- Describe and apply strategies to support safety in the home, school and local communitySafetyTopic
- Demonstrate road, fire and sun safety behaviours and explain how community messaging enhances safety [each year]Road SafetyTopicSafetyTopic
- Use written imperative sentences and modal words to explain and promote behaviours for staying safe in a road, water, fire or sun contextSentencesTopicModal VerbsTopic
Actions can enhance online safety
- Not planned for this Term
Identity, health and wellbeingPH2-IHW-01
Factors can support and strengthen identity
- Explain the physical, social and emotional changes associated with growth and development [each year]Growing and ChangingTopic
- Identify trusted adults and reliable sources of information to learn about life changes and how to seek help [each year]Media LiteracyTopic
Decisions and actions promote health and wellbeing
- Not planned for this Term
Self-management and interpersonal skillsPH2-SMI-01
Self-management skills are enhanced by choices and actions
- Create and monitor goals to enhance learning [each semester]ResilienceTopicGrowth MindsetTopic
Interpersonal skills promote positive interactions and collaboration
- Apply interpersonal skills to enhance positive and respectful interactions [each year]Respectful RelationshipsTopicMental Health FitnessTopic
- Demonstrate respectfully winning, losing and accepting decisions [each year]Respectful RelationshipsTopic
- Apply communication and cooperation skills in group activities to promote inclusion [each year]LeadershipTopic
Term 2
Movement skill and physical activityPH2-MSP-01
Cooperate and communicate for teamwork in physical activities
- Demonstrate skills and strategies in target, net and court, striking and fielding, territory games and modified sport [each term]Sports and Fair PlayTopicMovement and Physical ActivityTopic
- Identify and engage in games or sport from around the world and describe how participation can bring people together [each year]Sporting Special EventsTopic
- Demonstrate fair and inclusive play to enhance teamwork and communication when creating physically active games [each year]CooperationTopic
Consolidating fundamental movement skills improves health and wellbeing
- Kick a ball at different levels over various distances [each year]Sports and Fair PlayTopicPE SkillsTopic
Respectful relationships and safetyPH2-RRS-02
Respectful relationships influence health and wellbeing
- Not planned for this Term
Personal safety strategies strengthen respectful relationships
- Not planned for this Term
Actions and strategies promote safety
- Identify emergency situations and describe how action plans support safety
- Demonstrate road, fire and sun safety behaviours and explain how community messaging enhances safety [each year]SafetyTopic
- Use written imperative sentences and modal words to explain and promote behaviours for staying safe in a road, water, fire or sun contextSentencesTopicModal VerbsTopic
Actions can enhance online safety
- Not planned for this Term
Identity, health and wellbeingPH2-IHW-01
Factors can support and strengthen identity
- Not planned for this Term
Decisions and actions promote health and wellbeing
- Apply hygiene strategies and self-care routines and explain why they are importantDental HygieneTopicSelf CareVideo
- Describe the benefits of healthy eating and drinking habits that reflect the Australian Government dietary guidelinesBalanced DietTopicInformational WritingTopic
- Create written texts to promote the benefits of healthy habits, using rhetorical devices and supporting facts [repeated]Balanced DietTopicPersuasive WritingTopic
Self-management and interpersonal skillsPH2-SMI-01
Self-management skills are enhanced by choices and actions
- Describe how an individual’s emotional responses to situations can affect othersEmotionsTopicDecision MakingTopic
- Identify and apply self-regulation strategies in response to situations and emotions offline and online [each year]MindfulnessTopicEmotionsTopic
- Apply problem-solving and decision-making actions to enhance learning [each year]LeadershipTopicDecision MakingTopic
- Apply feedback to improve skills and strategies in a range of contexts [each semester]ResilienceTopicGrowth MindsetTopic
Interpersonal skills promote positive interactions and collaboration
- Not planned for this Term
Term 3
Movement skill and physical activityPH2-MSP-01
Cooperate and communicate for teamwork in physical activities
- Demonstrate and describe how roles in teams contribute to team goals [each year]Australian Rules FootballTopic
- Demonstrate skills and strategies in target, net and court, striking and fielding, territory games and modified sport [each term]PE SkillsTopic
- Participate in Aboriginal and/or Torres Strait Islander games and activities and identify the Cultural connections [each year]
Consolidating fundamental movement skills improves health and wellbeing
- Apply static and dynamic balances at different levels [each year]YogaTopic
- Strike using an implement to propel an object over various distances and towards a target [each year]Sports and Fair PlayTopicMovement and Physical ActivityTopic
Respectful relationships and safetyPH2-RRS-02
Respectful relationships influence health and wellbeing
- Not planned for this Term
Personal safety strategies strengthen respectful relationships
- Identify people and places to seek help from when in unsafe situationsBullyingTopic
- Practise assertive strategies and responses that promote protective behaviours in unsafe or risky situations offline and online [each year]Respectful RelationshipsTopic
- Describe emotional and physical signs associated with safe and unsafe situations and demonstrate ways to respondBullyingTopicRespectful RelationshipsTopic
- Describe and apply strategies to assertively gain, give or deny consent and respect responses [each year]Respectful RelationshipsTopic
Actions and strategies promote safety
- Not planned for this Term
Actions can enhance online safety
- Describe the importance of protecting personal information online [each year]Safer Internet DayTopicGamingTopic
- Identify unsafe situations in online environments and describe how to seek help [each year]Safer Internet DayTopicGamingTopic
- Identify respectful digital citizen behaviours [each year]Digital Citizenship WeekTopic
- Identify how and when to assertively gain, give or deny consent before information is shared online [each year]Safer Internet DayTopic
- Devise a set of guidelines for maintaining safety when online [each year]Safer Internet DayTopic
Identity, health and wellbeingPH2-IHW-01
Factors can support and strengthen identity
- Explain how family, community, peers, culture and place contribute to identity, health and wellbeingLife Skills with MoanaTopicFamilyTopicThe CommunityTopic
- Identify personal strengths that contribute to a positive sense of identitySelf EsteemTopic
Decisions and actions promote health and wellbeing
- Explain how following an agreed code of conduct for the healthy use of digital devices can enhance health and wellbeing [each year]Digital TechnologiesTopic
Self-management and interpersonal skillsPH2-SMI-01
Self-management skills are enhanced by choices and actions
- Create and monitor goals to enhance learning [each semester]ResilienceTopicGrowth MindsetTopic
- Explain how a positive mindset contributes to resilience and wellbeing using Tier 2 and Tier 3 vocabulary [each year]ResilienceTopicGrowth MindsetTopic
- Use a combination of written sentences to describe how self-management skills enhance relationships and wellbeingResilienceTopic
Interpersonal skills promote positive interactions and collaboration
- Not planned for this Term
Term 4
Movement skill and physical activityPH2-MSP-01
Cooperate and communicate for teamwork in physical activities
- Demonstrate skills and strategies in target, net and court, striking and fielding, territory games and modified sport [each term]PE SkillsTopic
- Demonstrate how to defend and move into space to create an advantage in games and modified sport [each year]Australian Rules FootballTopic
- Propose and participate in physical activities that promote enjoyment and motivation to be physically active in the community [each year]Sports and Fair PlayTopic
Consolidating fundamental movement skills improves health and wellbeing
- Combine fundamental movement skills with smooth transitions in games, modified sport and physical activities [each year]Sports and Fair PlayTopicMovement and Physical ActivityTopic
Respectful relationships and safetyPH2-RRS-02
Respectful relationships influence health and wellbeing
- Describe and apply actions and behaviours that contribute to respectful relationships [each year]Respectful RelationshipsTopic
- Identify types of conflict, including bullying and intimidation, and promote upstander behaviour offline and online [each year]BullyingTopic
Personal safety strategies strengthen respectful relationships
- Not planned for this Term
Actions and strategies promote safety
- Demonstrate safety behaviours in water and local environments, and explain how they protect people [each year]Day for DanielTopicNational Water Safety DayTopic
- Demonstrate road, fire and sun safety behaviours and explain how community messaging enhances safety [each year]Walk Safely to School DayTopicSafetyTopic
- Use written imperative sentences and modal words to explain and promote behaviours for staying safe in a road, water, fire or sun contextSentencesTopicModal VerbsTopic
Actions can enhance online safety
- Not planned for this Term
Identity, health and wellbeingPH2-IHW-01
Factors can support and strengthen identity
- Explain the importance of connection to Culture for Aboriginal and/or Torres Strait Islander Peoples' identityFirst Nations Connection to Country and PlaceTopic
Decisions and actions promote health and wellbeing
- Describe the customary uses of bush food and its connection to CountryIndigenous Food PracticesTopic
Self-management and interpersonal skillsPH2-SMI-01
Self-management skills are enhanced by choices and actions
- Apply feedback to improve skills and strategies in a range of contexts [each semester]ResilienceTopicGrowth MindsetTopic
Interpersonal skills promote positive interactions and collaboration
- Not planned for this Term
Term 5
Movement skill and physical activityPH2-MSP-01
Cooperate and communicate for teamwork in physical activities
- Demonstrate skills and strategies in target, net and court, striking and fielding, territory games and modified sport [each term]PE SkillsTopic
- Pass and receive a ball at different levels and directions in games and modified sport [each year]Australian Rules FootballTopic
- Promote ways to be inclusive in physical activities to cater for the diverse ways people move [each year]CooperationTopic
Consolidating fundamental movement skills improves health and wellbeing
- Move and adjust the body to catch balls and objects of various shapes and sizes [each year]Sports and Fair PlayTopicPE SkillsTopic
- Throw underarm or overarm towards a target at different levels with control [each year]Sports and Fair PlayTopic
Respectful relationships and safetyPH2-RRS-02
Respectful relationships influence health and wellbeing
- Examine how stereotypes can influence attitudesDiscrimination, Diversity and EqualityTopic
- Explain how Aboriginal and/or Torres Strait Islander Peoples’ connections to Country, Community and Culture strengthen relationships
- Describe how connecting to family, people, groups, community organisations and places strengthens relationship and supports health and wellbeingFamilyTopicAustralia's Cultural IdentityTopic
Personal safety strategies strengthen respectful relationships
- Not planned for this Term
Actions and strategies promote safety
- Explain actions and strategies that Aboriginal and/or Torres Strait Islander Peoples use to promote safety
- Demonstrate road, fire and sun safety behaviours and explain how community messaging enhances safety [each year]Walk Safely to School DayTopicSafetyTopic
- Use written imperative sentences and modal words to explain and promote behaviours for staying safe in a road, water, fire or sun contextSentencesTopicModal VerbsTopic
Actions can enhance online safety
- Not planned for this Term
Identity, health and wellbeingPH2-IHW-01
Factors can support and strengthen identity
- Explain the physical, social and emotional changes associated with growth and development [each year]Growing and ChangingTopic
- Identify personal strengths helpful for overcoming challengesLife Skills with MoanaTopic
- Identify trusted adults and reliable sources of information to learn about life changes and how to seek help [each year]Media LiteracyTopic
Decisions and actions promote health and wellbeing
- Describe the benefits of responsible saving and spending of money for wellbeingFinancial LiteracyTopic
Self-management and interpersonal skillsPH2-SMI-01
Self-management skills are enhanced by choices and actions
- Create and monitor goals to enhance learning [each semester]ResilienceTopicGrowth MindsetTopic
Interpersonal skills promote positive interactions and collaboration
- Apply interpersonal skills to enhance positive and respectful interactions [each year]Respectful RelationshipsTopic
- Demonstrate respectfully winning, losing and accepting decisions [each year]Respectful RelationshipsTopic
- Apply communication and cooperation skills in group activities to promote inclusion [each year]Mental Health FitnessTopic
Term 6
Movement skill and physical activityPH2-MSP-01
Cooperate and communicate for teamwork in physical activities
- Demonstrate skills and strategies in target, net and court, striking and fielding, territory games and modified sport [each term]PE SkillsTopic
- Identify and engage in games or sport from around the world and describe how participation can bring people together [each year]Sports and Fair PlayTopic
- Demonstrate fair and inclusive play to enhance teamwork and communication when creating physically active games [each year]CooperationTopic
Consolidating fundamental movement skills improves health and wellbeing
- Kick a ball at different levels over various distances [each year]Sports and Fair PlayTopicPE SkillsTopic
Respectful relationships and safetyPH2-RRS-02
Respectful relationships influence health and wellbeing
- Not planned for this Term
Personal safety strategies strengthen respectful relationships
- Not planned for this Term
Actions and strategies promote safety
- Recognise that medications or harmful substances can be used for medical and non-medical reasons
- Demonstrate road, fire and sun safety behaviours and explain how community messaging enhances safety [each year]Walk Safely to School DayTopicRoad SafetyTopic
- Use written imperative sentences and modal words to explain and promote behaviours for staying safe in a road, water, fire or sun contextSentencesTopicModal VerbsTopic
Actions can enhance online safety
- Not planned for this Term
Identity, health and wellbeingPH2-IHW-01
Factors can support and strengthen identity
- Not planned for this Term
Decisions and actions promote health and wellbeing
- Compare physically active and sedentary lifestyles to identify the effects on health and wellbeingPhysical ActivityTopic
- Engage in and propose ways to increase opportunities for outdoor activities and explain the benefits to learning and wellbeing
- Create written texts to promote the benefits of healthy habits, using rhetorical devices and supporting facts [repeated]Balanced DietTopicPersuasive WritingTopic
Self-management and interpersonal skillsPH2-SMI-01
Self-management skills are enhanced by choices and actions
- Apply feedback to improve skills and strategies in a range of contexts [each semester]ResilienceTopicGrowth MindsetTopic
- Identify and apply self-regulation strategies in response to situations and emotions offline and online [each year]EmotionsTopic
- Apply problem-solving and decision-making actions to enhance learning [each year]ResilienceTopicDecision MakingTopic
Interpersonal skills promote positive interactions and collaboration
- Not planned for this Term
Term 7
Movement skill and physical activityPH2-MSP-01
Cooperate and communicate for teamwork in physical activities
- Demonstrate skills and strategies in target, net and court, striking and fielding, territory games and modified sport [each term]PE SkillsTopic
- Participate in Aboriginal and/or Torres Strait Islander games and activities and identify the Cultural connections [each year]
- Demonstrate and describe how roles in teams contribute to team goals [each year]Australian Rules FootballTopic
Consolidating fundamental movement skills improves health and wellbeing
- Strike using an implement to propel an object over various distances and towards a target [each year]Sports and Fair PlayTopicPE SkillsTopic
- Apply static and dynamic balances at different levels [each year]YogaTopic
Respectful relationships and safetyPH2-RRS-02
Respectful relationships influence health and wellbeing
- Not planned for this Term
Personal safety strategies strengthen respectful relationships
- Practise assertive strategies and responses that promote protective behaviours in unsafe or risky situations offline and online [each year]Respectful RelationshipsTopic
- Describe and apply strategies to assertively gain, give or deny consent and respect responses [each year]Respectful RelationshipsTopic
Actions and strategies promote safety
- Not planned for this Term
Actions can enhance online safety
- Describe the importance of protecting personal information online [each year]Safer Internet DayTopic
- Identify unsafe situations in online environments and describe how to seek help [each year]Safer Internet DayTopicGamingTopic
- Identify respectful digital citizen behaviours [each year]Digital Citizenship WeekTopic
- Identify how and when to assertively gain, give or deny consent before information is shared online [each year]Safer Internet DayTopic
- Devise a set of guidelines for maintaining safety when online [each year]Safer Internet DayTopic
Identity, health and wellbeingPH2-IHW-01
Factors can support and strengthen identity
- Not planned for this Term
Decisions and actions promote health and wellbeing
- Explain how following an agreed code of conduct for the healthy use of digital devices can enhance health and wellbeing [each year]Digital TechnologiesTopic
Self-management and interpersonal skillsPH2-SMI-01
Self-management skills are enhanced by choices and actions
- Create and monitor goals to enhance learning [each semester]ResilienceTopicGrowth MindsetTopic
- Explain how a positive mindset contributes to resilience and wellbeing using Tier 2 and Tier 3 vocabulary [each year]ResilienceTopicSelf EsteemTopic
- Use a combination of written sentences to describe how self-management skills enhance relationships and wellbeing
Interpersonal skills promote positive interactions and collaboration
- Not planned for this Term
Term 8
Movement skill and physical activityPH2-MSP-01
Cooperate and communicate for teamwork in physical activities
- Demonstrate skills and strategies in target, net and court, striking and fielding, territory games and modified sport [each term]PE SkillsTopic
- Demonstrate how to defend and move into space to create an advantage in games and modified sport [each year]Australian Rules FootballTopic
- Propose and participate in physical activities that promote enjoyment and motivation to be physically active in the community [each year]Sports and Fair PlayTopic
Consolidating fundamental movement skills improves health and wellbeing
- Combine fundamental movement skills with smooth transitions in games, modified sport and physical activities [each year]Sports and Fair PlayTopic
Respectful relationships and safetyPH2-RRS-02
Respectful relationships influence health and wellbeing
- Identify and describe rights and responsibilities in relationshipsRespectful RelationshipsTopic
- Describe and apply actions and behaviours that contribute to respectful relationships [each year]Respectful RelationshipsTopic
- Identify types of conflict, including bullying and intimidation, and promote upstander behaviour offline and online [each year]BullyingTopicDiscrimination, Diversity and EqualityTopic
Personal safety strategies strengthen respectful relationships
- Not planned for this Term
Actions and strategies promote safety
- Demonstrate safety behaviours in water and local environments, and explain how they protect people [each year]National Water Safety DayTopic
- Demonstrate road, fire and sun safety behaviours and explain how community messaging enhances safety [each year]Walk Safely to School DayTopicRoad SafetyTopic
- Use written imperative sentences and modal words to explain and promote behaviours for staying safe in a road, water, fire or sun contextSentencesTopicModal VerbsTopic
Actions can enhance online safety
- Not planned for this Term
Identity, health and wellbeingPH2-IHW-01
Factors can support and strengthen identity
- Not planned for this Term
Decisions and actions promote health and wellbeing
- Examine the purpose and intended audience of health and wellbeing messages in the mediaMedia LiteracyTopicFood and AdvertisingTopic
- Describe how movement, nutrition and social influences contribute to the prevention of lifestyle diseasesBalanced DietTopic
- Create written texts to promote the benefits of healthy habits, using rhetorical devices and supporting facts [repeated]Balanced DietTopicPersuasive WritingTopic
Self-management and interpersonal skillsPH2-SMI-01
Self-management skills are enhanced by choices and actions
- Apply feedback to improve skills and strategies in a range of contexts [each semester]ResilienceTopicGrowth MindsetTopic
Interpersonal skills promote positive interactions and collaboration
- Not planned for this Term
| Term | Term 1 | Term 2 | Term 3 | Term 4 |
|---|---|---|---|---|
| Focus area | Movement skill and physical activityPH3-MSP-01 | |||
| Content group | Create, communicate and collaborate in physical activities | |||
| Content point | Understand and negotiate roles and responsibilities in physical activities [each year]Sports and Fair PlayTopicRespectful RelationshipsTopic | Participate in and explain how regular and frequent physical activity enhances fitness and wellbeing [each year]Physical ActivityTopic | Refine and apply skills and strategies in target, net and court, striking and fielding, and territory games and sport [each term]Sports and Fair PlayTopic | Refine and apply skills and strategies in target, net and court, striking and fielding, and territory games and sport [each term]Sports and Fair PlayTopicPE SkillsTopic |
| Content point | Refine and apply skills and strategies in target, net and court, striking and fielding, and territory games and sport [each term]Sports and Fair PlayTopicPE SkillsTopic | Refine and apply skills and strategies in target, net and court, striking and fielding, and territory games and sport [each term]Sports and Fair PlayTopicPE SkillsTopic | Collaborate to create physically active games, incorporating rules and scoring systems that are fair and inclusive [each year]Sports and Fair PlayTopicPE SkillsTopic | Transfer defensive and offensive strategies to different movement situations [each year]Sports and Fair PlayTopicPE SkillsTopic |
| Content point | Participate in Aboriginal and/or Torres Strait Islander games and activities and explain how the movement skills can be applied in other contexts [each year]First Nations Games and ToysVideo | Investigate and engage in physical activities to increase enjoyment and motivation to be physically active in the community [each year]Sports and Fair PlayTopic | Investigate physical activity opportunities in Australia that cater for the diverse ways in which people move [each year]AthletesTopic | Participate in sports from around the world and research how the Olympic Games, Paralympic Games and international sporting events provide opportunities for unity [each year]Sporting Special EventsTopic |
| Content point | Transition between movement skills and select strategies to pass and receive a ball in games and sport [each year]Sports and Fair PlayTopicPE SkillsTopic | |||
| Content group | Refining fundamental movement skills enhances health and wellbeing | |||
| Content point | Transition between static and dynamic balances with control [each year]FitnessTopicYogaTopic | Catch to maintain possession or gain advantage in games and sport [each year]PE SkillsTopicAustralian Rules FootballTopic | Kick a ball to maintain possession or gain advantage in games and sport [each year]SoccerTopicAustralian Rules FootballTopic | Strike to strategically propel an object at different levels towards a target or space using an implement in games and sport [each year]Sports and Fair PlayTopicPE SkillsTopic |
| Content point | Refine fundamental movement combinations with control and precision in games, sport and physical activities [each semester]Movement and Physical ActivityTopic | Throw underarm or overarm to maintain possession or gain advantage in games and sport [each year]Sports and Fair PlayTopicPE SkillsTopic | Refine fundamental movement combinations with control and precision in games, sport and physical activities [each semester]Sports and Fair PlayTopicPE SkillsTopic | |
| Focus area | Respectful relationships and safetyPH3-RRS-01PH3-RRS-02 | |||
| Content group | Manage respectful relationships to support health and wellbeing | |||
| Content point | Explain and apply strategies to manage changes respectfully in relationships [each year]Respectful RelationshipsTopicMental Health FitnessTopic | Not planned for this Term | Not planned for this Term | Apply effective ways to resolve conflict and deal with bullying, discrimination and coercion offline and online [each year]Life Skills with WonderTopicDigital Media and CommunicationTopic |
| Content point | Explain ways to build positive connections within families, groups, community organisations and places to enhance health and wellbeingLife Skills with Little LunchTopicFamilyTopicThe CommunityTopic | |||
| Content group | Personal safety strategies enhance respectful relationships | |||
| Content point | Not planned for this Term | Not planned for this Term | Identify and explain how to communicate with and seek help from support networks when in unsafe situationsRespectful RelationshipsTopic | Not planned for this Term |
| Content point | Apply strategies to enhance protective and upstander behaviours in unsafe or risky situations offline and online [each year]Respectful RelationshipsTopic | |||
| Content point | Describe the right to be safe from abuse and identify protective strategies [each year]Children's RightsTopic | |||
| Content point | Explain and demonstrate communication strategies to assertively gain, give or deny consent and respect responses [each year]Respectful RelationshipsTopic | |||
| Content group | Informed decisions and strategies enhance safety | |||
| Content point | Analyse actions and strategies to maintain and enhance safety in the home, school and local environmental contextsHealth, Safety and HygieneTopicSafetyTopic | Describe the purpose of emergency plans and practice procedures to promote safety | Not planned for this Term | Apply road, fire and sun safety behaviours and identify influences that can impact decisions [each year]Road SafetyTopicSafetyTopic |
| Content point | Investigate Cultural safety and the impacts of this for Aboriginal and/or Torres Strait Islander Peoples and othersDiscrimination, Diversity and EqualityTopicEquality, Diversity and Cultural IdentityTopic | Apply road, fire and sun safety behaviours and identify influences that can impact decisions [each year]SafetyTopic | Apply safety behaviours in water and local environments and identify ways to enhance community safety [each year]SafetyTopicNational Water Safety DayTopic | |
| Content point | Apply road, fire and sun safety behaviours and identify influences that can impact decisions [each year]Road SafetyTopicSafetyTopic | |||
| Content group | Informed decisions and strategies enhance online safety | |||
| Content point | Not planned for this Term | Not planned for this Term | Identify and apply strategies to contribute to safety in online environments [each year]CyberbullyingTopicSafer Internet DayTopic | Not planned for this Term |
| Content point | Describe and demonstrate ways to report negative, harmful or unsafe situations to trusted adults or in online tools [each year]CyberbullyingTopic | |||
| Content point | Demonstrate and explain how respectful and responsible digital citizen behaviours enhance online safety [each year]CyberbullyingTopicDigital Media and CommunicationTopic | |||
| Content point | Demonstrate how and when to assertively gain, give or deny consent when sharing information online and promote help-seeking strategies [each year]Safer Internet DayTopic | |||
| Focus area | Identity, health and wellbeingPH3-IHW-01 | |||
| Content group | Changes and factors can promote a positive identity | |||
| Content point | Examine life changes and develop management strategiesLife Skills with Inside OutTopicGrief and SadnessTopicPubertyTopicTransitionsTopic | Not planned for this Term | Not planned for this Term | Not planned for this Term |
| Content point | Investigate products and resources to manage changes associated with pubertyPubertyTopic | |||
| Content point | Examine reliable sources of health information to seek help and advicePubertyTopicMental Health FitnessTopic | |||
| Content group | Informed decisions and actions influence health and wellbeing | |||
| Content point | Apply hygiene strategies and self-care routines and explain how they positively impact health and wellbeingHealth, Safety and HygieneTopic | Explain the benefits of saving, goal-setting and decision making to manage finances for wellbeingFinancial LiteracyTopic | Examine how following an agreed code of conduct for the healthy and productive use of digital devices can have a positive impact on wellbeing [each year]Digital TechnologiesTopic | Investigate nutritional information for foods and drinks that reflect the Australian Government Dietary Guidelines to develop strategies that promote and maintain health and wellbeing |
| Content point | Analyse health and wellbeing messages in the media and critically reflect on the purpose, intended audience and the impact on the individual and community [each year]Media LiteracyTopicFood and AdvertisingTopic | |||
| Content point | Investigate nutritional information and medicinal uses for bush foods and explain how they can improve health and Cultural wellbeing using Tier 2 and Tier 3 vocabularyIndigenous Food PracticesTopic | |||
| Focus area | Self-management and interpersonal skillsPH3-SMI-01 | |||
| Content group | Self-management skills are supported by informed decisions | |||
| Content point | Apply goal-setting strategies and evaluate the effectiveness [each semester]ResilienceTopicGrowth MindsetTopicStudy SkillsTopic | Explain how emotional responses to situations can impact decision-making and relationships [each year]Life Skills with Inside OutTopicGrowth MindsetTopic | Evaluate and apply self-regulation strategies to manage responses in offline and online situations [each year]Life Skills with Little LunchTopicMindfulnessTopic | Respond to peer and teacher feedback to refine skills and strategies in a range of contexts [each semester]ResilienceTopicGrowth MindsetTopic |
| Content point | Respond to peer and teacher feedback to refine skills and strategies in a range of contexts [each semester]ResilienceTopicStudy SkillsTopic | Apply goal-setting strategies and evaluate the effectiveness [each semester]ResilienceTopicDecision MakingTopicStudy SkillsTopic | ||
| Content point | Explain and demonstrate when resilience strategies can be applied across a range of contextsLife Skills with WonderTopicMindfulnessTopicResilienceTopic | |||
| Content point | Apply problem-solving and decision-making actions across contexts [each year]ResilienceTopicDecision MakingTopic | |||
| Content group | Interpersonal skills enhance positive interactions and effective communication | |||
| Content point | Apply and evaluate interpersonal skills to make decisions that support the wellbeing of themselves and others [each year]Life Skills with WonderTopicInterpersonal Relationship SkillsTopic | Not planned for this Term | Not planned for this Term | Not planned for this Term |
| Content point | Apply and explain how respectfully winning, losing and accepting decisions can enhance positive interactions [each year]Respectful RelationshipsTopicResilienceTopic | |||
| Focus area | Creating written texts in PDHPEPH3-CWT-01 | |||
| Content group | Creating written texts supports understanding of health, safety and wellbeing | |||
| Content point | Use a combination of simple, compound and complex sentences to create written texts reflecting on factors that influence wellbeing [each semester]SentencesTopic | Use connectives to link ideas between sentences, describing the effects of choices and behaviours on health, safety and wellbeing [repeated]ConjunctionsTopic | Use a combination of simple, compound and complex sentences to create written texts reflecting on factors that influence wellbeing [each semester]SentencesTopic | Use a variety of sentence types sequenced in cohesive paragraphs to evaluate the purpose and impact of a health message in the media [repeated]SentencesTopicInformational WritingTopic |
| Content point | Use nominalisations and noun groups to convey health, safety, and wellbeing concepts succinctly and authoritatively [repeated]Informational WritingTopicNounsTopic | Use nominalisations and noun groups to convey health, safety, and wellbeing concepts succinctly and authoritatively [repeated]NounsTopic | ||
| Content point | Acknowledge sources of information used in own texts to add authority [repeated]Research SkillsTopic | |||
| Term | Term 5 | Term 6 | Term 7 | Term 8 |
|---|---|---|---|---|
| Focus area | Movement skill and physical activityPH3-MSP-01 | |||
| Content group | Create, communicate and collaborate in physical activities | |||
| Content point | Understand and negotiate roles and responsibilities in physical activities [each year]Sports and Fair PlayTopic | Participate in and explain how regular and frequent physical activity enhances fitness and wellbeing [each year]Physical ActivityTopic | Refine and apply skills and strategies in target, net and court, striking and fielding, and territory games and sport [each term]PE SkillsTopic | Refine and apply skills and strategies in target, net and court, striking and fielding, and territory games and sport [each term]PE SkillsTopic |
| Content point | Refine and apply skills and strategies in target, net and court, striking and fielding, and territory games and sport [each term]Sports and Fair PlayTopic | Refine and apply skills and strategies in target, net and court, striking and fielding, and territory games and sport [each term]Sports and Fair PlayTopic | Collaborate to create physically active games, incorporating rules and scoring systems that are fair and inclusive [each year]Sports and Fair PlayTopic | Transfer defensive and offensive strategies to different movement situations [each year]Sports and Fair PlayTopic |
| Content point | Participate in Aboriginal and/or Torres Strait Islander games and activities and explain how the movement skills can be applied in other context [each year] | Investigate and engage in physical activities to increase enjoyment and motivation to be physically active in the community [each year]Sports and Fair PlayTopic | Investigate physical activity opportunities in Australia that cater for the diverse ways in which people move [each year]AthletesTopic | Participate in sports from around the world and research how the Olympic Games, Paralympic Games and international sporting events provide opportunities for unity [each year]Sporting Special EventsTopic |
| Content point | Transition between movement skills and select strategies to pass and receive a ball in games and sport [each year]Physical ActivityTopic | |||
| Content group | Refining fundamental movement skills enhances health and wellbeing | |||
| Content point | Transition between static and dynamic balances with control [each year]FitnessTopicYogaTopic | Catch to maintain possession or gain advantage in games and sport [each year]Sports and Fair PlayTopic | Kick a ball to maintain possession or gain advantage in games and sport [each year]Sports and Fair PlayTopicPE SkillsTopic | Strike to strategically propel an object at different levels towards a target or space using an implement in games and sport [each year]Sports and Fair PlayTopicPE SkillsTopic |
| Content point | Refine fundamental movement combinations with control and precision in games, sport and physical activities [each semester]Sports and Fair PlayTopic | Throw underarm or overarm to maintain possession or gain advantage in games and sport [each year]Sports and Fair PlayTopic | Refine fundamental movement combinations with control and precision in games, sport and physical activities [each semester]Sports and Fair PlayTopicPE SkillsTopic | |
| Focus area | Respectful relationships and safetyPH3-RRS-01PH3-RRS-02 | |||
| Content group | Manage respectful relationships to support health and wellbeing | |||
| Content point | Explain and apply strategies to manage changes respectfully in relationships [each year]Respectful RelationshipsTopicMental Health FitnessTopic | Not planned for this Term | Explain how rights and responsibilities contribute to respectful relationshipsLife Skills with WonderTopicRespectful RelationshipsTopic | Apply effective ways to resolve conflict and deal with bullying, discrimination and coercion offline and online [each year]Life Skills with WonderTopicBullyingTopicDiscrimination, Diversity and EqualityTopic |
| Content point | Explain how stereotypes can influence relationships and the wellbeing of individuals and groupsLife Skills with WonderTopic | |||
| Content point | Investigate the importance of how celebrating and commemorating Aboriginal and/or Torres Strait Islander Cultures supports health and wellbeing | |||
| Content group | Personal safety strategies enhance respectful relationships | |||
| Content point | Not planned for this Term | Not planned for this Term | Apply strategies to enhance protective and upstander behaviours in unsafe or risky situations offline and online [each year]BullyingTopicDigital Media and CommunicationTopic | Not planned for this Term |
| Content point | Evaluate and apply strategies to respond to emotional or physically unsafe situationsStaying Safe Around OthersSeriesLife Skills with WonderTopic | |||
| Content point | Describe the right to be safe from abuse and identify protective strategies [each year]Staying Safe Around OthersSeriesChildren's RightsTopic | |||
| Content point | Explain and demonstrate communication strategies to assertively gain, give or deny consent and respect responses [each year]Respectful RelationshipsTopicStaying Safe Around OthersSeries | |||
| Content group | Informed decisions and strategies enhance safety | |||
| Content point | Apply road, fire and sun safety behaviours and identify influences that can impact decisions [each year]Walk Safely to School DayTopicRoad SafetyTopicSafetyTopic | Describe positive choices and actions that reduce risks associated with harmful substancesDrug AwarenessTopic | Not planned for this Term | Apply road, fire and sun safety behaviours and identify influences that can impact decisions [each year]Road SafetyTopicSafetyTopic |
| Content point | Investigate the impact of harmful substances on personal and community healthDrug AwarenessTopicSmokingTopic | Apply safety behaviours in water and local environments and identify ways to enhance community safety [each year]SafetyTopicNational Water Safety DayTopic | ||
| Content point | Apply road, fire and sun safety behaviours and identify influences that can impact decisions [each year]Road SafetyTopicSafetyTopic | |||
| Content group | Informed decisions and strategies enhance online safety | |||
| Content point | Not planned for this Term | Not planned for this Term | Identify and apply strategies to contribute to safety in online environments [each year]CyberbullyingTopicSafer Internet DayTopicGamingTopic | Not planned for this Term |
| Content point | Describe and demonstrate ways to report negative, harmful or unsafe situations to trusted adults or in online tools [each year]BullyingTopicCyberbullyingTopic | |||
| Content point | Demonstrate and explain how respectful and responsible digital citizen behaviours enhance online safety [each year]CyberbullyingTopicSafer Internet DayTopic | |||
| Content point | Demonstrate how and when to assertively gain, give or deny consent when sharing information online and promote help-seeking strategies [each year]Safer Internet DayTopic | |||
| Focus area | Identity, health and wellbeingPH3-IHW-01 | |||
| Content group | Changes and factors can promote a positive identity | |||
| Content point | Investigate how family, culture, peers, media, education and place can impact actions, influencing identity, health and wellbeingLife Skills with WonderTopic | Not planned for this Term | Not planned for this Term | Investigate Aboriginal and/or Torres Strait Islander Peoples and identify their contributions to communityFirst Nations Connection to Country and PlaceTopicCitizenship Experience of Aboriginal and Torres Strait IslandersTopic |
| Content point | Explain strategies that enhance a positive sense of identity and support health and wellbeingSelf EsteemTopicGrowth MindsetTopic | |||
| Content point | Explain how personal strengths can support the management of challengesLife Skills with Little LunchTopicGrowth MindsetTopic | |||
| Content group | Informed decisions and actions influence health and wellbeing | |||
| Content point | Not planned for this Term | Investigate the impact active and sedentary lifestyles have on health and wellbeing and devise strategies to maintain a physically active lifestylePhysical ActivityTopic | Examine how following an agreed code of conduct for the healthy and productive use of digital devices can have a positive impact on wellbeing [each year]Digital TechnologiesTopic | Analyse health and wellbeing messages in the media and critically reflect on the purpose, intended audience and the impact on the individual and community [each year]Media LiteracyTopicFood and AdvertisingTopic |
| Content point | Engage in outdoor activities and evaluate the benefits to learning and wellbeingPhysical ActivityTopic | Investigate strategies that contribute to the prevention of lifestyle diseases and propose actions to support a healthy lifestyleHealthy HabitsTopic | ||
| Content point | Propose a personal plan to increase engagement with the outdoorsGrowth MindsetTopic | |||
| Focus area | Self-management and interpersonal skillsPH3-SMI-01 | |||
| Content group | Self-management skills are supported by informed decisions | |||
| Content point | Apply goal-setting strategies and evaluate the effectivenessResilienceTopicDecision MakingTopic | Explain how emotional responses to situations can impact decision-making and relationships [each year]Life Skills with Little LunchTopicDecision MakingTopic | Evaluate and apply self-regulation strategies to manage responses in offline and online situations [each year]Peer PressureTopicMindfulnessTopic | Respond to peer and teacher feedback to refine skills and strategies in a range of contexts [each semester]ResilienceTopicGrowth MindsetTopic |
| Content point | Respond to peer and teacher feedback to refine skills and strategies in a range of contexts [each term]ResilienceTopicGrowth MindsetTopic | Apply goal-setting strategies and evaluate the effectiveness [each semester]ResilienceTopicDecision MakingTopicStudy SkillsTopic | ||
| Content point | Apply problem-solving and decision-making actions across contexts [each year]ResilienceTopicDecision MakingTopic | |||
| Content group | Interpersonal skills enhance positive interactions and effective communication | |||
| Content point | Apply and evaluate interpersonal skills to make decisions that support the wellbeing of themselves and others [each year]Peer PressureTopic | Not planned for this Term | Not planned for this Term | Not planned for this Term |
| Content point | Apply and explain how respectfully winning, losing and accepting decisions can enhance positive interactions [each year]Respectful RelationshipsTopicResilienceTopic | |||
| Content point | Describe and demonstrate respectful and effective communication to promote leadership, inclusion and collaborationRespectful RelationshipsTopicLeadershipTopic | |||
| Focus area | Creating written texts in PDHPEPH3-CWT-01 | |||
| Content group | Creating written texts supports understanding of health, safety and wellbeing | |||
| Content point | Use a combination of simple, compound and complex sentences to create written texts reflecting on factors that influence wellbeing [each semester]SentencesTopic | Use connectives to link ideas between sentences, describing the effects of choices and behaviours on health, safety and wellbeing [repeated]ConjunctionsTopic | Use a combination of simple, compound and complex sentences to create written texts reflecting on factors that influence wellbeing [each semester]SentencesTopic | Use a variety of sentence types sequenced in cohesive paragraphs to evaluate the purpose and impact of a health message in the media [repeated]SentencesTopicInformational WritingTopic |
| Content point | Acknowledge sources of information used in own texts to add authority [repeated]Research SkillsTopic | Use nominalisations and noun groups to convey health, safety, and wellbeing concepts succinctly and authoritatively [repeated]NounsTopic | ||
| Content point | Acknowledge sources of information used in own texts to add authority [repeated]Research SkillsTopic | |||
Term 1
Movement skill and physical activityPH3-MSP-01
Create, communicate and collaborate in physical activities
- Understand and negotiate roles and responsibilities in physical activities [each year]Sports and Fair PlayTopicRespectful RelationshipsTopic
- Refine and apply skills and strategies in target, net and court, striking and fielding, and territory games and sport [each term]Sports and Fair PlayTopicPE SkillsTopic
- Participate in Aboriginal and/or Torres Strait Islander games and activities and explain how the movement skills can be applied in other contexts [each year]First Nations Games and ToysVideo
Refining fundamental movement skills enhances health and wellbeing
- Transition between static and dynamic balances with control [each year]FitnessTopicYogaTopic
- Refine fundamental movement combinations with control and precision in games, sport and physical activities [each semester]Movement and Physical ActivityTopic
Manage respectful relationships to support health and wellbeing
- Explain and apply strategies to manage changes respectfully in relationships [each year]Respectful RelationshipsTopicMental Health FitnessTopic
Personal safety strategies enhance respectful relationships
- Not planned for this Term
Informed decisions and strategies enhance safety
- Analyse actions and strategies to maintain and enhance safety in the home, school and local environmental contextsHealth, Safety and HygieneTopicSafetyTopic
- Investigate Cultural safety and the impacts of this for Aboriginal and/or Torres Strait Islander Peoples and othersDiscrimination, Diversity and EqualityTopicEquality, Diversity and Cultural IdentityTopic
- Apply road, fire and sun safety behaviours and identify influences that can impact decisions [each year]Road SafetyTopicSafetyTopic
Informed decisions and strategies enhance online safety
- Not planned for this Term
Identity, health and wellbeingPH3-IHW-01
Changes and factors can promote a positive identity
- Examine life changes and develop management strategiesLife Skills with Inside OutTopicGrief and SadnessTopicPubertyTopicTransitionsTopic
- Investigate products and resources to manage changes associated with pubertyPubertyTopic
- Examine reliable sources of health information to seek help and advicePubertyTopicMental Health FitnessTopic
Informed decisions and actions influence health and wellbeing
- Apply hygiene strategies and self-care routines and explain how they positively impact health and wellbeingHealth, Safety and HygieneTopic
Self-management and interpersonal skillsPH3-SMI-01
Self-management skills are supported by informed decisions
- Apply goal-setting strategies and evaluate the effectiveness [each semester]ResilienceTopicGrowth MindsetTopicStudy SkillsTopic
Interpersonal skills enhance positive interactions and effective communication
- Apply and evaluate interpersonal skills to make decisions that support the wellbeing of themselves and others [each year]Life Skills with WonderTopicInterpersonal Relationship SkillsTopic
- Apply and explain how respectfully winning, losing and accepting decisions can enhance positive interactions [each year]Respectful RelationshipsTopicResilienceTopic
Creating written texts in PDHPEPH3-CWT-01
Creating written texts supports understanding of health, safety and wellbeing
- Use a combination of simple, compound and complex sentences to create written texts reflecting on factors that influence wellbeing [each semester]SentencesTopic
Term 2
Movement skill and physical activityPH3-MSP-01
Create, communicate and collaborate in physical activities
- Participate in and explain how regular and frequent physical activity enhances fitness and wellbeing [each year]Physical ActivityTopic
- Refine and apply skills and strategies in target, net and court, striking and fielding, and territory games and sport [each term]Sports and Fair PlayTopicPE SkillsTopic
- Investigate and engage in physical activities to increase enjoyment and motivation to be physically active in the community [each year]Sports and Fair PlayTopic
Refining fundamental movement skills enhances health and wellbeing
- Catch to maintain possession or gain advantage in games and sport [each year]PE SkillsTopicAustralian Rules FootballTopic
- Throw underarm or overarm to maintain possession or gain advantage in games and sport [each year]Sports and Fair PlayTopicPE SkillsTopic
Manage respectful relationships to support health and wellbeing
- Not planned for this Term
Personal safety strategies enhance respectful relationships
- Not planned for this Term
Informed decisions and strategies enhance safety
- Describe the purpose of emergency plans and practice procedures to promote safety
- Apply road, fire and sun safety behaviours and identify influences that can impact decisions [each year]SafetyTopic
Informed decisions and strategies enhance online safety
- Not planned for this Term
Identity, health and wellbeingPH3-IHW-01
Changes and factors can promote a positive identity
- Not planned for this Term
Informed decisions and actions influence health and wellbeing
- Explain the benefits of saving, goal-setting and decision making to manage finances for wellbeingFinancial LiteracyTopic
Self-management and interpersonal skillsPH3-SMI-01
Self-management skills are supported by informed decisions
- Explain how emotional responses to situations can impact decision-making and relationships [each year]Life Skills with Inside OutTopicGrowth MindsetTopic
- Respond to peer and teacher feedback to refine skills and strategies in a range of contexts [each semester]ResilienceTopicStudy SkillsTopic
- Explain and demonstrate when resilience strategies can be applied across a range of contextsLife Skills with WonderTopicMindfulnessTopicResilienceTopic
- Apply problem-solving and decision-making actions across contexts [each year]ResilienceTopicDecision MakingTopic
Interpersonal skills enhance positive interactions and effective communication
- Not planned for this Term
Creating written texts in PDHPEPH3-CWT-01
Creating written texts supports understanding of health, safety and wellbeing
- Use connectives to link ideas between sentences, describing the effects of choices and behaviours on health, safety and wellbeing [repeated]ConjunctionsTopic
- Use nominalisations and noun groups to convey health, safety, and wellbeing concepts succinctly and authoritatively [repeated]Informational WritingTopicNounsTopic
Term 3
Movement skill and physical activityPH3-MSP-01
Create, communicate and collaborate in physical activities
- Refine and apply skills and strategies in target, net and court, striking and fielding, and territory games and sport [each term]Sports and Fair PlayTopic
- Collaborate to create physically active games, incorporating rules and scoring systems that are fair and inclusive [each year]Sports and Fair PlayTopicPE SkillsTopic
- Investigate physical activity opportunities in Australia that cater for the diverse ways in which people move [each year]AthletesTopic
Refining fundamental movement skills enhances health and wellbeing
- Kick a ball to maintain possession or gain advantage in games and sport [each year]SoccerTopicAustralian Rules FootballTopic
Manage respectful relationships to support health and wellbeing
- Not planned for this Term
Personal safety strategies enhance respectful relationships
- Identify and explain how to communicate with and seek help from support networks when in unsafe situationsRespectful RelationshipsTopic
- Apply strategies to enhance protective and upstander behaviours in unsafe or risky situations offline and online [each year]Respectful RelationshipsTopic
- Describe the right to be safe from abuse and identify protective strategies [each year]Children's RightsTopic
- Explain and demonstrate communication strategies to assertively gain, give or deny consent and respect responses [each year]Respectful RelationshipsTopic
Informed decisions and strategies enhance safety
- Not planned for this Term
Informed decisions and strategies enhance online safety
- Identify and apply strategies to contribute to safety in online environments [each year]CyberbullyingTopicSafer Internet DayTopic
- Describe and demonstrate ways to report negative, harmful or unsafe situations to trusted adults or in online tools [each year]CyberbullyingTopic
- Demonstrate and explain how respectful and responsible digital citizen behaviours enhance online safety [each year]CyberbullyingTopicDigital Media and CommunicationTopic
- Demonstrate how and when to assertively gain, give or deny consent when sharing information online and promote help-seeking strategies [each year]Safer Internet DayTopic
Identity, health and wellbeingPH3-IHW-01
Changes and factors can promote a positive identity
- Not planned for this Term
Informed decisions and actions influence health and wellbeing
- Examine how following an agreed code of conduct for the healthy and productive use of digital devices can have a positive impact on wellbeing [each year]Digital TechnologiesTopic
Self-management and interpersonal skillsPH3-SMI-01
Self-management skills are supported by informed decisions
- Evaluate and apply self-regulation strategies to manage responses in offline and online situations [each year]Life Skills with Little LunchTopicMindfulnessTopic
- Apply goal-setting strategies and evaluate the effectiveness [each semester]ResilienceTopicDecision MakingTopicStudy SkillsTopic
Interpersonal skills enhance positive interactions and effective communication
- Not planned for this Term
Creating written texts in PDHPEPH3-CWT-01
Creating written texts supports understanding of health, safety and wellbeing
- Use a combination of simple, compound and complex sentences to create written texts reflecting on factors that influence wellbeing [each semester]SentencesTopic
Term 4
Movement skill and physical activityPH3-MSP-01
Create, communicate and collaborate in physical activities
- Refine and apply skills and strategies in target, net and court, striking and fielding, and territory games and sport [each term]Sports and Fair PlayTopicPE SkillsTopic
- Transfer defensive and offensive strategies to different movement situations [each year]Sports and Fair PlayTopicPE SkillsTopic
- Participate in sports from around the world and research how the Olympic Games, Paralympic Games and international sporting events provide opportunities for unity [each year]Sporting Special EventsTopic
- Transition between movement skills and select strategies to pass and receive a ball in games and sport [each year]Sports and Fair PlayTopicPE SkillsTopic
Refining fundamental movement skills enhances health and wellbeing
- Strike to strategically propel an object at different levels towards a target or space using an implement in games and sport [each year]Sports and Fair PlayTopicPE SkillsTopic
- Refine fundamental movement combinations with control and precision in games, sport and physical activities [each semester]Sports and Fair PlayTopicPE SkillsTopic
Manage respectful relationships to support health and wellbeing
- Apply effective ways to resolve conflict and deal with bullying, discrimination and coercion offline and online [each year]Life Skills with WonderTopicDigital Media and CommunicationTopic
- Explain ways to build positive connections within families, groups, community organisations and places to enhance health and wellbeingLife Skills with Little LunchTopicFamilyTopicThe CommunityTopic
Personal safety strategies enhance respectful relationships
- Not planned for this Term
Informed decisions and strategies enhance safety
- Apply road, fire and sun safety behaviours and identify influences that can impact decisions [each year]Road SafetyTopicSafetyTopic
- Apply safety behaviours in water and local environments and identify ways to enhance community safety [each year]SafetyTopicNational Water Safety DayTopic
Informed decisions and strategies enhance online safety
- Not planned for this Term
Identity, health and wellbeingPH3-IHW-01
Changes and factors can promote a positive identity
- Not planned for this Term
Informed decisions and actions influence health and wellbeing
- Investigate nutritional information for foods and drinks that reflect the Australian Government Dietary Guidelines to develop strategies that promote and maintain health and wellbeing
- Analyse health and wellbeing messages in the media and critically reflect on the purpose, intended audience and the impact on the individual and community [each year]Media LiteracyTopicFood and AdvertisingTopic
- Investigate nutritional information and medicinal uses for bush foods and explain how they can improve health and Cultural wellbeing using Tier 2 and Tier 3 vocabularyIndigenous Food PracticesTopic
Self-management and interpersonal skillsPH3-SMI-01
Self-management skills are supported by informed decisions
- Respond to peer and teacher feedback to refine skills and strategies in a range of contexts [each semester]ResilienceTopicGrowth MindsetTopic
Interpersonal skills enhance positive interactions and effective communication
- Not planned for this Term
Creating written texts in PDHPEPH3-CWT-01
Creating written texts supports understanding of health, safety and wellbeing
- Use a variety of sentence types sequenced in cohesive paragraphs to evaluate the purpose and impact of a health message in the media [repeated]SentencesTopicInformational WritingTopic
- Use nominalisations and noun groups to convey health, safety, and wellbeing concepts succinctly and authoritatively [repeated]NounsTopic
- Acknowledge sources of information used in own texts to add authority [repeated]Research SkillsTopic
Term 5
Movement skill and physical activityPH3-MSP-01
Create, communicate and collaborate in physical activities
- Understand and negotiate roles and responsibilities in physical activities [each year]Sports and Fair PlayTopic
- Refine and apply skills and strategies in target, net and court, striking and fielding, and territory games and sport [each term]Sports and Fair PlayTopic
- Participate in Aboriginal and/or Torres Strait Islander games and activities and explain how the movement skills can be applied in other context [each year]
Refining fundamental movement skills enhances health and wellbeing
- Transition between static and dynamic balances with control [each year]FitnessTopicYogaTopic
- Refine fundamental movement combinations with control and precision in games, sport and physical activities [each semester]Sports and Fair PlayTopic
Manage respectful relationships to support health and wellbeing
- Explain and apply strategies to manage changes respectfully in relationships [each year]Respectful RelationshipsTopicMental Health FitnessTopic
- Explain how stereotypes can influence relationships and the wellbeing of individuals and groupsLife Skills with WonderTopic
- Investigate the importance of how celebrating and commemorating Aboriginal and/or Torres Strait Islander Cultures supports health and wellbeing
Personal safety strategies enhance respectful relationships
- Not planned for this Term
Informed decisions and strategies enhance safety
- Apply road, fire and sun safety behaviours and identify influences that can impact decisions [each year]Walk Safely to School DayTopicRoad SafetyTopicSafetyTopic
Informed decisions and strategies enhance online safety
- Not planned for this Term
Identity, health and wellbeingPH3-IHW-01
Changes and factors can promote a positive identity
- Investigate how family, culture, peers, media, education and place can impact actions, influencing identity, health and wellbeingLife Skills with WonderTopic
- Explain strategies that enhance a positive sense of identity and support health and wellbeingSelf EsteemTopicGrowth MindsetTopic
- Explain how personal strengths can support the management of challengesLife Skills with Little LunchTopicGrowth MindsetTopic
Informed decisions and actions influence health and wellbeing
- Not planned for this Term
Self-management and interpersonal skillsPH3-SMI-01
Self-management skills are supported by informed decisions
- Apply goal-setting strategies and evaluate the effectivenessResilienceTopicDecision MakingTopic
Interpersonal skills enhance positive interactions and effective communication
- Apply and evaluate interpersonal skills to make decisions that support the wellbeing of themselves and others [each year]Peer PressureTopic
- Apply and explain how respectfully winning, losing and accepting decisions can enhance positive interactions [each year]Respectful RelationshipsTopicResilienceTopic
- Describe and demonstrate respectful and effective communication to promote leadership, inclusion and collaborationRespectful RelationshipsTopicLeadershipTopic
Creating written texts in PDHPEPH3-CWT-01
Creating written texts supports understanding of health, safety and wellbeing
- Use a combination of simple, compound and complex sentences to create written texts reflecting on factors that influence wellbeing [each semester]SentencesTopic
Term 6
Movement skill and physical activityPH3-MSP-01
Create, communicate and collaborate in physical activities
- Participate in and explain how regular and frequent physical activity enhances fitness and wellbeing [each year]Physical ActivityTopic
- Refine and apply skills and strategies in target, net and court, striking and fielding, and territory games and sport [each term]Sports and Fair PlayTopic
- Investigate and engage in physical activities to increase enjoyment and motivation to be physically active in the community [each year]Sports and Fair PlayTopic
Refining fundamental movement skills enhances health and wellbeing
- Catch to maintain possession or gain advantage in games and sport [each year]Sports and Fair PlayTopic
- Throw underarm or overarm to maintain possession or gain advantage in games and sport [each year]Sports and Fair PlayTopic
Manage respectful relationships to support health and wellbeing
- Not planned for this Term
Personal safety strategies enhance respectful relationships
- Not planned for this Term
Informed decisions and strategies enhance safety
- Describe positive choices and actions that reduce risks associated with harmful substancesDrug AwarenessTopic
- Investigate the impact of harmful substances on personal and community healthDrug AwarenessTopicSmokingTopic
- Apply road, fire and sun safety behaviours and identify influences that can impact decisions [each year]Road SafetyTopicSafetyTopic
Informed decisions and strategies enhance online safety
- Not planned for this Term
Identity, health and wellbeingPH3-IHW-01
Changes and factors can promote a positive identity
- Not planned for this Term
Informed decisions and actions influence health and wellbeing
- Investigate the impact active and sedentary lifestyles have on health and wellbeing and devise strategies to maintain a physically active lifestylePhysical ActivityTopic
- Engage in outdoor activities and evaluate the benefits to learning and wellbeingPhysical ActivityTopic
- Propose a personal plan to increase engagement with the outdoorsGrowth MindsetTopic
Self-management and interpersonal skillsPH3-SMI-01
Self-management skills are supported by informed decisions
- Explain how emotional responses to situations can impact decision-making and relationships [each year]Life Skills with Little LunchTopicDecision MakingTopic
- Respond to peer and teacher feedback to refine skills and strategies in a range of contexts [each term]ResilienceTopicGrowth MindsetTopic
- Apply problem-solving and decision-making actions across contexts [each year]ResilienceTopicDecision MakingTopic
Interpersonal skills enhance positive interactions and effective communication
- Not planned for this Term
Creating written texts in PDHPEPH3-CWT-01
Creating written texts supports understanding of health, safety and wellbeing
- Use connectives to link ideas between sentences, describing the effects of choices and behaviours on health, safety and wellbeing [repeated]ConjunctionsTopic
Term 7
Movement skill and physical activityPH3-MSP-01
Create, communicate and collaborate in physical activities
- Refine and apply skills and strategies in target, net and court, striking and fielding, and territory games and sport [each term]PE SkillsTopic
- Collaborate to create physically active games, incorporating rules and scoring systems that are fair and inclusive [each year]Sports and Fair PlayTopic
- Investigate physical activity opportunities in Australia that cater for the diverse ways in which people move [each year]AthletesTopic
Refining fundamental movement skills enhances health and wellbeing
- Kick a ball to maintain possession or gain advantage in games and sport [each year]Sports and Fair PlayTopicPE SkillsTopic
Manage respectful relationships to support health and wellbeing
- Explain how rights and responsibilities contribute to respectful relationshipsLife Skills with WonderTopicRespectful RelationshipsTopic
Personal safety strategies enhance respectful relationships
- Apply strategies to enhance protective and upstander behaviours in unsafe or risky situations offline and online [each year]BullyingTopicDigital Media and CommunicationTopic
- Evaluate and apply strategies to respond to emotional or physically unsafe situationsStaying Safe Around OthersSeriesLife Skills with WonderTopic
- Describe the right to be safe from abuse and identify protective strategies [each year]Staying Safe Around OthersSeriesChildren's RightsTopic
- Explain and demonstrate communication strategies to assertively gain, give or deny consent and respect responses [each year]Respectful RelationshipsTopicStaying Safe Around OthersSeries
Informed decisions and strategies enhance safety
- Not planned for this Term
Informed decisions and strategies enhance online safety
- Identify and apply strategies to contribute to safety in online environments [each year]CyberbullyingTopicSafer Internet DayTopicGamingTopic
- Describe and demonstrate ways to report negative, harmful or unsafe situations to trusted adults or in online tools [each year]BullyingTopicCyberbullyingTopic
- Demonstrate and explain how respectful and responsible digital citizen behaviours enhance online safety [each year]CyberbullyingTopicSafer Internet DayTopic
- Demonstrate how and when to assertively gain, give or deny consent when sharing information online and promote help-seeking strategies [each year]Safer Internet DayTopic
Identity, health and wellbeingPH3-IHW-01
Changes and factors can promote a positive identity
- Not planned for this Term
Informed decisions and actions influence health and wellbeing
- Examine how following an agreed code of conduct for the healthy and productive use of digital devices can have a positive impact on wellbeing [each year]Digital TechnologiesTopic
- Investigate strategies that contribute to the prevention of lifestyle diseases and propose actions to support a healthy lifestyleHealthy HabitsTopic
Self-management and interpersonal skillsPH3-SMI-01
Self-management skills are supported by informed decisions
- Evaluate and apply self-regulation strategies to manage responses in offline and online situations [each year]Peer PressureTopicMindfulnessTopic
- Apply goal-setting strategies and evaluate the effectiveness [each semester]ResilienceTopicDecision MakingTopicStudy SkillsTopic
Interpersonal skills enhance positive interactions and effective communication
- Not planned for this Term
Creating written texts in PDHPEPH3-CWT-01
Creating written texts supports understanding of health, safety and wellbeing
- Use a combination of simple, compound and complex sentences to create written texts reflecting on factors that influence wellbeing [each semester]SentencesTopic
- Acknowledge sources of information used in own texts to add authority [repeated]Research SkillsTopic
Term 8
Movement skill and physical activityPH3-MSP-01
Create, communicate and collaborate in physical activities
- Refine and apply skills and strategies in target, net and court, striking and fielding, and territory games and sport [each term]PE SkillsTopic
- Transfer defensive and offensive strategies to different movement situations [each year]Sports and Fair PlayTopic
- Participate in sports from around the world and research how the Olympic Games, Paralympic Games and international sporting events provide opportunities for unity [each year]Sporting Special EventsTopic
- Transition between movement skills and select strategies to pass and receive a ball in games and sport [each year]Physical ActivityTopic
Refining fundamental movement skills enhances health and wellbeing
- Strike to strategically propel an object at different levels towards a target or space using an implement in games and sport [each year]Sports and Fair PlayTopicPE SkillsTopic
- Refine fundamental movement combinations with control and precision in games, sport and physical activities [each semester]Sports and Fair PlayTopicPE SkillsTopic
Manage respectful relationships to support health and wellbeing
- Apply effective ways to resolve conflict and deal with bullying, discrimination and coercion offline and online [each year]Life Skills with WonderTopicBullyingTopicDiscrimination, Diversity and EqualityTopic
Personal safety strategies enhance respectful relationships
- Not planned for this Term
Informed decisions and strategies enhance safety
- Apply road, fire and sun safety behaviours and identify influences that can impact decisions [each year]Road SafetyTopicSafetyTopic
- Apply safety behaviours in water and local environments and identify ways to enhance community safety [each year]SafetyTopicNational Water Safety DayTopic
Informed decisions and strategies enhance online safety
- Not planned for this Term
Identity, health and wellbeingPH3-IHW-01
Changes and factors can promote a positive identity
- Investigate Aboriginal and/or Torres Strait Islander Peoples and identify their contributions to communityFirst Nations Connection to Country and PlaceTopicCitizenship Experience of Aboriginal and Torres Strait IslandersTopic
Informed decisions and actions influence health and wellbeing
- Analyse health and wellbeing messages in the media and critically reflect on the purpose, intended audience and the impact on the individual and community [each year]Media LiteracyTopicFood and AdvertisingTopic
Self-management and interpersonal skillsPH3-SMI-01
Self-management skills are supported by informed decisions
- Respond to peer and teacher feedback to refine skills and strategies in a range of contexts [each semester]ResilienceTopicGrowth MindsetTopic
Interpersonal skills enhance positive interactions and effective communication
- Not planned for this Term
Creating written texts in PDHPEPH3-CWT-01
Creating written texts supports understanding of health, safety and wellbeing
- Use a variety of sentence types sequenced in cohesive paragraphs to evaluate the purpose and impact of a health message in the media [repeated]SentencesTopicInformational WritingTopic
- Use nominalisations and noun groups to convey health, safety, and wellbeing concepts succinctly and authoritatively [repeated]NounsTopic
- Acknowledge sources of information used in own texts to add authority [repeated]Research SkillsTopic
