Pre-primary HPE Syllabus
Pre-primary
Year level description
In the early childhood phase of schooling, learning, development and wellbeing are connected and learning builds on the Early Years Learning Framework and each child’s funds of knowledge. A holistic curriculum that integrates knowledge, understandings, skills, values and attitudes across learning areas connects learning to children’s lives and their natural curiosity about their world.
Health and Physical Education provides opportunities for the social and emotional development of children so that they build strong relationships, can work with others and develop a positive sense of self.
In Pre-primary, children focus on becoming aware of their strengths and the actions they can take to keep safe and healthy in their community. Opportunities are provided for children to better understand their own feelings and explore the ways they can communicate their feelings to others. They are provided with learning opportunities to develop personal and social skills necessary to build strong relationships, work with others and develop a positive sense of self.
Children are encouraged to explore safe and active play in a variety of physical activities to keep them healthy and well. They focus on the introduction and development of fundamental movement skills across a range of settings to improve their competence and confidence in their movement abilities. Children are provided with opportunities to cooperate with others and follow rules in games and physical activities.
Pre-primary Achievement standard
By the end of the year:
Health Education
Children identify unsafe situations and ways they can be healthy and safe, such as identifying trusted people in their community. They demonstrate personal and social skills to interact respectfully with others. Children identify protective behaviours and help-seeking strategies to keep themselves safe. They identify simple actions that promote health, safety and wellbeing in familiar contexts. Children identify different emotions that people experience in response to certain situations and use appropriate language and actions to communicate their own feelings.
Physical Education
Children perform fundamental movement skills, including body management, locomotor and object control skills. They identify ways that being active can make them healthy and well. Children cooperate with other members of the group in structured movement activities and follow simple rules.
Content descriptions
Personal identity and change
Personal strengths and qualities of individuals and a sense of belonging to groups and communities
WAPHEHPP1
For example:
- the right to belong and contribute to a variety of groups
- ways to use their strengths to help themselves and others be successful
- recognise and value personal culture and place
Body parts, visible and private, and where they are located
WAPHEHPP2
For example:
- identifying which body parts are private
Staying safe
Protective behaviours and help-seeking strategies to keep safe
WAPHEHPS1
For example:
- identifying early warning signs
- understanding secrets versus surprises, including safe and unsafe secrets
- moving away
- understanding body autonomy
- asking an adult or trusted person for help
Trusted people in the community who can help individuals feel safe
WAPHEHPS2
Actions that promote safety in a range of situations
WAPHEHPS3
For example:
- rehearsing help-seeking strategies that contribute to keeping self and others safe
- following safety symbols and procedures at home, in water and road environments
- identifying household substances that can be dangerous and explaining what symbols are used to identify the danger
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
WAPHEHPS4
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’
Healthy and active communities
Actions that promote health and wellbeing
WAPHEHPH1
For example:
- identifying symbols on food packages that indicate healthier choices
- practising appropriate personal hygiene routines
Interacting with others
Personal and social skills to interact respectfully with others
WAPHEHPI1
For example:
- use self-regulation when expressing needs, wants and feelings
- identify different types of communication, verbal and non-verbal
- active listening
- identify behaviours that may be disrespectful
Emotional responses individuals may experience in different situations
WAPHEHPI2
For example:
- happiness and sadness
- how responses may affect others
Movement skills
Introduce fundamental movement skills:
Body management
- static balance (one foot)
- climb
- line walk
Locomotor
- run
- hop
- gallop
Object control
- underarm throw
- underarm roll
- catch
WAPHEPMM1
Apply fine and gross motor skills, play, and structured activities in increasingly complex patterns
WAPHEPMM2
Movement skills combining elements of effort, space and time
WAPHEPMM3
For example:
- awareness of space
- ways to move in different playing spaces, including in natural environments
Understanding movement
Ways in which safe and active play, and regular physical activity keep individuals healthy and well
WAPHEPMU1
Rules when participating in physical activities
WAPHEPMU2
For example:
- use of boundaries
- safe use of appropriate equipment
- responding to a whistle and/or commands/instructions
Interpersonal skills
Cooperation skills when participating in physical activities, including partners, small groups and whole class
WAPHEPMI1
For example:
- taking turns and sharing roles during physical activities
- sharing equipment fairly