Year 4 HPE Syllabus
Year 4
Year level description
In the middle to late childhood phase of schooling, students develop a sense of self, their world expands, and they begin to see themselves as members of larger communities. Learning experiences emphasise and lead to an appreciation of both the commonality and diversity of human experience and concerns.
Health and Physical Education provides opportunities for the development of students’ ability to work collaboratively and to develop their social skills by activities that require group planning and decision-making, and interaction with people inside and outside their classroom. Through such experiences students assume increased responsibilities, develop decision-making skills, explore values and further refine their social and collaborative work skills.
In Year 4, students learn about specific strategies, including decision‑making, to promote personal, social and emotional health and wellbeing. As they continue to build relationships, they develop an understanding of the importance of collaboration, valuing differences, respect and empathy. Students develop strategies for managing the physical, emotional and social changes and transitions they may experience as they grow older. They investigate strategies for seeking, giving or denying permission in a range of situations.
Students focus on developing greater proficiency of movement across a range of fundamental movement skills and apply these with confidence and competence to a variety of physical activities. They continue to combine skills to create movement patterns and apply strategies to solve movement challenges. They broaden their knowledge of the benefits of regular physical activity in relation to health and wellbeing. Students are taught to include others in all activities and how to recognise the consequences of personal and team actions, responding appropriately to ensure fair participation for all.
Year 4 Achievement standard
By the end of the year:
Health Education
Students identify personal behaviours that promote health, safety and wellbeing in unsafe or uncomfortable situations. They develop strategies for seeking, giving and denying consent where permission is required. Students explain behaviours which convey respect and empathy and contribute to positive relationships. They interpret health information and messages, and discuss ways these can influence health decisions and behaviours.
Physical Education
Students consolidate a variety of fundamental movement skills and combine them with simple tactics when participating in physical activities and minor games to solve movement challenges. They improve their performance in a variety of contexts through the application of previously‑learned skills. Students describe the benefits of participating in regular physical activity. In physical activities and minor games, they apply strategies for working cooperatively, and follow basic rules to ensure safety and fairness for all.
Content descriptions
Personal identity and change
Ways to respond positively to challenges and failures, including the use of resilience and persistence
WA4HEHPP1
For example:
- the influence of stereotypes on responses
Changes associated with puberty
WA4HEHPP2
For example:
- physical and emotional changes involved with growing up
- puberty occurs at different times for different people, and it can affect individuals differently
Strategies to manage changes associated with puberty
WA4HEHPP3
For example:
- asking questions
- being assertive
- using positive self-talk
Staying safe
Protective behaviours and strategies to remain safe in uncomfortable or unsafe situations
WA4HEHPS1
For example:
- being alert and aware of unsafe situations
- using assertive behaviour and language
Strategies to ensure safety at home and at school
WA4HEHPS2
For example:
- making decisions that keep self and others safe in a range of situations
Strategies for seeking, giving and denying permission are rehearsed and refined, and situations where permission is required are described
WA4HEHPS3
For example:
- exploring actions they can take when they or others are unsafe, such as saying ‘no’, leaving the situation and reporting the incident
- discussing how to use strategies in situations in which someone posts an embarrassing picture online without permission, touches private parts of their body, or uses violence
Healthy and active communities
Strategies that promote a healthy lifestyle
WA4HEHPH1
For example:
- participation in physical activities
- sun safety practices
- positive nutrition choices
Ways in which health information can influence health decisions and behaviours
WA4HEHPH2
Interacting with others
Positive influence of respect, empathy, and the valuing of differences in relationships and in society
WA4HEHPI1
For example:
- the influence of inclusion on mental health and wellbeing
Strategies to cope with adverse situations and the demands of others
WA4HEHPI2
Strategies to identify and manage emotions before reacting
WA4HEHPI3
Movement skills
Combine fundamental movement skills with simple tactics to create or deny scoring opportunities in minor games of increasing complexity
WA4HEPMM2
Movement skills that combine the elements of effort, space, time, objects and people
WA4HEPMM3
For example:
- exploring ways to increase or decrease scoring opportunities in games
Transfer of skills and knowledge to solve movement challenges in a variety of settings, including outdoors
WA4HEPMM4
Understanding movement
Benefits of regular physical activity and physical fitness to health and wellbeing
WA4HEPMU1
For example:
- improved sleep
- social contact
Basic rules and scoring systems to keep physical activities safe and fair
WA4HEPMU2
Interpersonal skills
Working cooperatively with others to complete a movement task
WA4HEPMI1