Year 2 HPE Syllabus
Year 2
Year level description
In the early childhood phase of schooling, learning, development and wellbeing are connected and learning experiences are informed by the Principles and Practices of the Early Years Learning Framework. 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 enhancement of 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 Year 2, children explore personal qualities and factors that contribute to and influence identities. They understand the importance of communication skills and how these can be used when responding to unsafe situations. Children focus on how their social interactions, sense of self and relationships change over time, and explore a variety of strategies and behaviours to keep safe and healthy. They further develop social skills, becoming aware of the feelings of others in different situations and demonstrating positive ways to respond to others. Opportunities are provided to further explore health messages in the media and the ways they influence a healthy, active lifestyle.
Children are introduced to new fundamental movement skills, consolidate previously learnt skills and explore ways to select, transfer and apply simple movement skills. They learn about how the body responds to physical activity and the changes that occur during exercise. Children are provided with opportunities to work collaboratively and develop skills to make positive choices and play fairly with others in physical activity challenges.
Year 2 Achievement standard
By the end of the year:
Health Education
Children explain how personal qualities contribute to identity. They describe strategies that help manage emotional responses. Children outline how they promote health, safety and wellbeing related to personal health practices. They apply help-seeking strategies to keep themselves and others safe. Children explain how health information is communicated and why it is important for making choices. They interpret the feelings of others and provide a suitable strategy to respond to them and to facilitate respectful relationships.
Physical Education
Children perform fundamental movement skills, including body management, locomotor and object control skills. They apply a combination of these skills when they participate in simple games or physical activities. Children describe the physical, mental and emotional responses they may have when participating in physical activity. They demonstrate positive choices when interacting with others in minor games and physical activities and describe why rules and fair play are important.
Content descriptions
Personal identity and change
Personal strengths, qualities and achievements, and how they contribute to developing identities
WA2HEHPP1
For example:
- personal qualities, such as perseverance and resilience
- personal achievements and relevant feelings
- how culture and place develops personal identity
The body’s reactions to emotions, and strategies to help manage these reactions
WA2HEHPP2
For example:
- early warning signs, such as butterflies in the stomach and a racing heart
- taking deep breaths
- walking away
- closing your eyes
Staying safe
Protective behaviours and communication skills to respond to unsafe situations
WA2HEHPS1
For example:
- seeking help to ensure the safety of self and others
- identifying and practising strategies to use when requiring assistance
Strategies to use when help is needed
WA2HEHPS2
For example:
- knowing and practising the procedure for dialling 000 in an emergency, such as responding to an allergic reaction
- identifying and accessing trusted networks in the local community
Strategies to use when needing to seek, give or deny permission are practised
WA2HEHPS3
For example:
- saying ‘no’ to inappropriate touching
Healthy and active communities
Strategies and behaviours that promote health and wellbeing
WA2HEHPH1
For example:
- personal hygiene practices
- positive nutrition choices
- sufficient sleep
- hydration
- regular physical activity
Ways health messages are communicated in the media and how they can influence personal health choices
WA2HEHPH2
Actions that keep people safe and healthy
WA2HEHPH3
For example:
- respecting body autonomy
- being sun smart
- following school rules
- wearing helmets and seatbelts
Interacting with others
Ways to interpret the feelings of others in different situations to help develop respectful relationships as individuals grow older
WA2HEHPI1
For example:
- paying attention to words other people use
- noticing facial expressions and body language
- recognising and respecting cultural diversity
Movement skills
Introduce fundamental movement skills:
Body management
- forward roll
Locomotor
- jump (height)
- side gallop
Object control
- one-handed strike
- hand dribble
- ball bounce and catch
WA2HEPMM1
Apply and consolidate movement skills previously learnt through game and play situations
WA2HEPMM2
Movement skills that combine the elements of effort, space and time
WA2HEPMM3
For example:
- playing new games
- changing rules in familiar games
- playing games for enjoyment in a range of settings, including in natural environments
Understanding movement
Physical, mental and emotional responses to physical activity
WA2HEPMU1
For example:
- positive responses
- negative responses
Physical changes to the body when exercising
WA2HEPMU2
For example:
- sweating
Importance of rules and fair play in partner or group activities, and in a range of minor games and physical activities
WA2HEPMU3
For example:
- rules are part of a game and keep it fair and equitable
Interpersonal skills
Positive choices when participating in group activities
WA2HEPMI1
For example:
- dealing with winning and losing
- affirming differences
- demonstrating respect for all players and officials