Pre-primary year SyllabusTest
- 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
Pre-primary year Syllabus
Year Level Description
In Pre-primary, the content provides the basis for developing knowledge, understanding and skills for students to lead healthy, safe and active lives. Students focus on becoming aware of their strengths and the simple actions they can take to keep safe and healthy. Opportunities are provided for students to better understand their own feelings and explore the ways they can communicate their feelings to others. Students are provided with opportunities to develop personal and social skills necessary to effectively interact with others and build relationships.
Students are encouraged to explore a range of environments through active play and structured movement activities. They focus on the introduction and development of basic fundamental movement skills across a range of settings to improve their competence and confidence in their movement abilities. They are provided with opportunities to work collaboratively, follow rules and problem solve through games and physical activities.
The Health and Physical Education curriculum provides opportunities for students to develop, enhance and exhibit attitudes and values that promote a healthy lifestyle.
Personal, social and community health
Being healthy, safe and active
Personal strengths of individuals (ACPPS001)
The different parts of the body and where they are located (ACPPS002)
Protective behaviours to keep safe and healthy:
- saying 'no'
- moving away
- telling an adult
- asking for help
(ACPPS003)
Trusted people in the community who can help individuals feel safe (ACPPS003)
Communicating and interacting for health and well being
Personal and social skills to interact with others:
- expressing needs, wants and feelings
- active listening
- self-discipline
(ACPPS004)
Emotional responses individuals may experience in different situations, such as feeling:
- happy
- sad
- excited
- tired
- angry
- scared
- confused
(ACPPS005)
Appropriate language and actions to communicate feelings in different situations, including exploring how to seek, give or deny permission when sharing possessions or personal space
For example:
- practising and refining how to ask for permission
- negotiating roles and demonstrating awareness of rights (such as body autonomy/integrity) and respect for different perspectives through imaginative and shared play experiences
- sharing or negotiating in play and respecting someone’s right to say no
Contributing to healthy and active communities
Actions that promote health, safety and wellbeing
For example:
- eating healthy food
- practising appropriate personal hygiene routines
- identifying household substances that can be dangerous
- following safety symbols and procedures
- rehearsing help-seeking strategies that contribute to keeping themselves and others safe
Safe active play in outdoor settings and the natural environment (ACPPS007)
Movement and physical activity
Understanding movement
The ways in which regular physical activity keeps individuals healthy and well (ACPMP010)
Ways to maintain a balanced position when walking, running, hopping and jumping (ACPMP011)
Learning through movement
Cooperation with others when participating in physical activities, including partners, small groups and whole class (ACPMP012)
Rules when participating in physical activities:
- use of boundaries
- safe use of appropriate equipment
- responding to a whistle and commands/instructions
(ACPMP014)
Achievement standard
Health Education
At Standard, students identify unsafe situations and ways they can be healthy and safe, such as identifying trusted people in their community. Students identify simple actions that promote health, safety and wellbeing in familiar contexts and state why they are important.
Students identify different emotions that people experience in response to certain situations and use appropriate language and actions to communicate their own feelings.
Physical Education
At Standard, students perform fundamental movement skills, including body management, locomotor and object control skills.
Students identify ways that being active can make them healthy and well. They cooperate with other members of the group in structured movement activities and follow simple rules, such as staying between set boundaries and responding to commands.
Year Level Description
In Pre-primary, the content provides the basis for developing knowledge, understanding and skills for students to lead healthy, safe and active lives. Students focus on becoming aware of their strengths and the simple actions they can take to keep safe and healthy. Opportunities are provided for students to better understand their own feelings and explore the ways they can communicate their feelings to others. Students are provided with opportunities to develop personal and social skills necessary to effectively interact with others and build relationships.
Students are encouraged to explore a range of environments through active play and structured movement activities. They focus on the introduction and development of basic fundamental movement skills across a range of settings to improve their competence and confidence in their movement abilities. They are provided with opportunities to work collaboratively, follow rules and problem solve through games and physical activities.
The Health and Physical Education curriculum provides opportunities for students to develop, enhance and exhibit attitudes and values that promote a healthy lifestyle.