ABLEWA Stage DTest
- Rationale
- Aims
- Organisation
- Student Diversity
- Ways of Teaching
- Ways of Teaching Video
- Ways of Assessing
- General Capabilities
- Cross-curriculum Priorities
- Glossary
- HPE P–10 Scope and Sequence for teaching in 2024
HPE P–10 Scope and Sequence for teaching in 2024- HPE P-10 Support resources for consent and relationships
- Professional learning
- ABLEWA Health & Physical Education Scope & Sequence
- ABLEWA Health & Physical Education Scope & Sequence
ABLEWA Stage D
Year Stage Description
The Stage D curriculum provides the basis for developing knowledge, understanding and skills for students to lead healthy, safe and active lives. Students learn about their strengths and simple actions they can take to keep themselves and their classmates healthy and safe. They learn about major body parts, their family, healthy eating, feelings and safety.
Students explore the people that are important to them and develop the capacity to initiate and maintain respectful relationships in different contexts. They learn to show some consideration for the needs and feelings of themselves and others, including at school, at home, in the classroom and when participating in physical activities.
Students learn through movement by engaging in a variety of physical activities in a range of environments (indoor, outdoor and aquatic). Students participate in simple games with support, to follow instructions and to remain on task. They develop and practise fundamental movement skills through active play and structured movement activities to improve competence and confidence in their movement abilities.
For Stage D, teachers need to select focus areas that are age appropriate and reflect the physical, social and emotional maturation of the student. The focus areas include, but are not limited to:
- alcohol and other drugs (AD)
- food and nutrition (FN)
- health benefits of physical activity (HBPA)
- mental health and wellbeing (MH)
- relationships and sexuality (RS)
- safety (S)
- active play and minor games (AP)
- challenge and adventure activities (CA)
- fundamental movement skills (FMS)
- games and sports (GS)
- lifelong physical activities (LLPA)
- rhythmic and expressive movement activities (RE).
Personal, social and community health
Being healthy, safe and active
Identify what they can do (VCHPEP043)
Identify the major parts of the body by their names and sequence images of major stages of life (VCHPEP044)
Demonstrate an understanding of different kinds of relationships and identify some private places and safe and unsafe places or situations (VCHPEP045)
Communicating and interacting for health and well being
Practise personal skills of self-care, hygiene and independence and practise social skills to interact with others (VCHPEP046)
Identify emotional responses and describe their feelings using pictures and/or words (VCHPEP047)
Contributing to healthy and active communities
Explore what actions promote health, safety and wellbeing (VCHPEP048)
Explore play in outdoor settings and the natural environment (VCHPEP049)
Movement and physical activity
Moving our body
Practise simple gross motor and fine motor skills in a range of environments showing increasing control (VCHPEM050)
Participate in simple games with support and begin to anticipate the next step in familiar physical routines (VCHPEM051)
Understanding movement
Explore how regular physical activity keeps them healthy and well (VCHPEM052)
Identify their pathway through a space and use vocabulary associated with movement to describe how their body moves in relation to space, objects and people (VCHPEM053)
Learning through movement
Cooperate with others and demonstrate characteristics of a good sport when participating in physical activities (VCHPEM054)
Test possible solutions to movement challenges by negotiating the space around them and manipulate objects (VCHPEM055)
Follow basic safety directions, and familiar game rules when participating in physical activities (VCHPEM056)
Achievement standard
By the end of Stage D, students recognise changes to their body over the year. They identify and describe basic emotions people experience and what makes them feel this way.
They recognise some routine actions they do to help them to be healthy, safe and physically active. They identify different settings where they can be active and ways they move and play safely. They reflect upon how their body responds to movement.
Students make use of personal and social skills in a range of activities to be healthy and work with others. In structured situations they demonstrate practices and protective behaviours to keep themselves safe and healthy in everyday events and different routine activities. They perform fundamental movement skills involving simple gross motor movements and solve basic movement challenges.
Year Stage Description
The Stage D curriculum provides the basis for developing knowledge, understanding and skills for students to lead healthy, safe and active lives. Students learn about their strengths and simple actions they can take to keep themselves and their classmates healthy and safe. They learn about major body parts, their family, healthy eating, feelings and safety.
Students explore the people that are important to them and develop the capacity to initiate and maintain respectful relationships in different contexts. They learn to show some consideration for the needs and feelings of themselves and others, including at school, at home, in the classroom and when participating in physical activities.
Students learn through movement by engaging in a variety of physical activities in a range of environments (indoor, outdoor and aquatic). Students participate in simple games with support, to follow instructions and to remain on task. They develop and practise fundamental movement skills through active play and structured movement activities to improve competence and confidence in their movement abilities.
For Stage D, teachers need to select focus areas that are age appropriate and reflect the physical, social and emotional maturation of the student. The focus areas include, but are not limited to:
- alcohol and other drugs (AD)
- food and nutrition (FN)
- health benefits of physical activity (HBPA)
- mental health and wellbeing (MH)
- relationships and sexuality (RS)
- safety (S)
- active play and minor games (AP)
- challenge and adventure activities (CA)
- fundamental movement skills (FMS)
- games and sports (GS)
- lifelong physical activities (LLPA)
- rhythmic and expressive movement activities (RE).