Year 2

Health and Physical Education Support Materials

Assessment Principle 5

Assessment should lead to informative reporting

Health Education snapshot: Being healthy, safe and active

Health and Physical Education/Health Education/Personal, social and community health/Being healthy, safe and active

Content Description

Strategies and behaviours that promote health and wellbeing:

  • personal hygiene practices
  • healthy eating
  • sufficient sleep
  • staying hydrated
  • regular physical activity

Nature of the assessment


Purposes of the assessment

To monitor students’ understanding of strategies and behaviours that promote health and wellbeing, and how these relate to their own behaviours

Stage in the Teaching sequence

At the end of a teaching cycle – summative assessment

Assessment task

Students completed a healthy behaviour journal for a week prior to this class activity. To assist with their journal writing, the teacher had provided them with a template which required them to record how much and what exercise they did in a day; what they ate, and how often they ate; what they drank and how often; how much time they spent watching television or playing computer games; how often and when they washed their hands; the times they went to bed and woke up.

At the start of the class activity, the teacher taught students how to evaluate their behaviours and showed them how to code the behaviours listed in their journal. Eating a fruit or a vegetable for a snack was given a smiley face, eating a lolly was given a sad face and so on. She deliberately did not give students rules on how to code all their behaviours as she wanted to see if students could work out what constituted a healthy behaviour, based on prior learning.

Assessment process

The students worked in pairs, taking it in turns to code their behaviours. The teacher moved around the class, listening to the students’ discussion and reasoning. She followed this up with a whole class discussion of what constitutes healthy behaviour and how students could modify their behaviour to become healthier. She directed questions to those students whose discussion she had not heard.

At the end of the lesson the students selected one of their behaviours and explained why it was a healthy behaviour. They also selected a behaviour they could improve and explained to the class how and why they should improve this behaviour.

Using the information

The teacher used the discussion between students, their coding of behaviours and their answers to the reflective questions to inform her reporting.