Years 1–2 band plan — Australian Curriculum: Health and Physical Education
Implementation year:
School name:
This band plan has been developed in consultation with the Curriculum into the Classroom project team.
Foundation–Year 2 curriculum focus
When students transition into school, they bring with them a wide range of health and movement experiences. Students’ sense of self is evolving and they are beginning to develop the capacity to understand and
self-regulate their emotions in ways that account for their own feelings and those of others. They develop skills to initiate social interactions and begin to explore how their body is growing and changing as they grow
older. Through the development of fundamental movement skills, physical play, manipulation of equipment and spatial awareness, children begin to develop movement competence. They also become sufficiently
skilled and confident to complete everyday tasks, explore their physical surroundings, and participate in movement activities.
The curriculum in Foundation to Year 2 focuses on developing the knowledge, understanding, and skills that support students to be healthy, safe, and active individuals who can move competently and confidently in
a range of physical spaces and on diverse surfaces.
Year level
descriptions1
The curriculum for Years 1 and 2 builds on the learning from Foundation to support students to make decisions to enhance their health, safety and participation in physical activity. The content enables students to
explore their own sense of self and the factors that contribute and influence their identities. Students learn about emotions, how to enhance their interactions with others and the physical and social changes they go
through as they grow older.
The content explores health messages and how they relate to health decisions and behaviours and examines strategies students can use when they need help. The content also provides opportunities for students
to learn through movement. It supports them in broadening the range and complexity of fundamental movement skills they are able to perform. They learn how to select, transfer and apply simple movement skills
and sequences individually, in groups and in teams.
Students also further develop their knowledge, understanding and skills in relation to movement by exploring simple rule systems and safe use of equipment in a variety of physical activities and games. Through
active participation, they also investigate the body’s response to different types of physical activities. In addition, they develop personal and social skills such as cooperation, decision-making, problem solving and
persistence through movement settings.
The focus areas to be addressed in Year 1 and Year 2 include, but are not limited to:
 safe use of medicines
 food and nutrition
 health benefits of physical activity
 relationships
 safety
 active play and minor games
 fundamental movement skills
 rhythmic and expressive movement activities.
Achievement
standard1
By the end of Year 2, students describe changes that occur as they grow older. They recognise diversity and how it contributes to identities. They recognise how emotional responses impact on others’ feelings. They
examine messages related to health decisions and describe actions that help keep themselves and others healthy, safe and physically active. They identify areas where they can be active and how the body reacts
to different physical activities.
Students demonstrate positive ways to interact with others. They select and apply strategies to keep themselves healthy and safe and are able to ask for help with tasks or problems. They demonstrate fundamental
movement skills in different movement situations and test alternatives to solve movement challenges. They perform movement sequences that incorporate the elements of movement.
Identify curriculum
Phase curriculum
focus1
1
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum: Health and Physical Education, www.australiancurriculum.edu.au/healthandphysicaleducation/health-and-physical-education-across-foundation-to-year-10
Course
organisation
The Australian Curriculum: Health and Physical Education is organised in two content strands: Personal, social and community health, and Movement and physical activity. Each strand contains content descriptions
which are organised under three sub-strands.
In the Australian Curriculum: Health and Physical Education (F–10), the two strands, Personal, social and community health and Movement and physical activity are interrelated and inform and support each other.
Both strands of the Health and Physical Education curriculum must be taught in each year from Foundation to Year 10.
Health and Physical Education lessons will provide children with the opportunity to participate in physical activity on a weekly basis as a minimum.
When developing teaching and learning programs, teachers are encouraged to combine content descriptions from across sub-strands to provide children with learning experiences that meet their needs, interests,
abilities and local contexts.
The plan for Years 1 and 2 band Health and Physical Education is organised to:
 provide flexibility when making decisions about how the subject will be implemented, based on the local context and needs of children in schools; for example, being implemented in a range of ways and through a
number of different school subjects, such as classroom teacher and physical education specialist, home economics or outdoor education
 align with the Australia Curriculum: Health and Physical Education, which is organised in year level bands for the achievement standards and content descriptions
 provide a course structure and content that includes a sequence of teaching and learning and identification of opportunities for assessment and feedback, organised in units according to year levels, and developed
using the Australian Curriculum: Health and Physical Education content descriptions and achievement standards
 practical application enhances the development of knowledge and understanding across health and movement contexts.
Year 1 unit
overviews
Units are paired. That is, one from Personal, social and community health and one from Movement and physical activity, are paired and taught concurrently.
Personal, social
and community
health
Unit 1 — A little independence
Unit 2 — Good choices, healthy me
Unit 3 — We all belong
Unit 4 — Emot-icons
Year 1 unit
descriptions
In this unit, children explore their roles and
responsibilities now they are older – looking at
classroom roles, foods they eat, games they
play.
Children will:
In this unit, children explore how their bodies are
growing and developing and the actions that
keep them healthy, such as diet, hygiene and
physical activity.
Children will:
 describe changes that occur as they grow
 identify and classify foods eaten into
In this unit, children explore the need for belonging
and how people meet this need. They identify who
helps meet the need and how to include others in
activities. Children identify the reasons why people
are included, and why they are not included. They
describe the social changes that occur in Year 1 and
develop skills to get along with other people.
Children will:
 explore our need for belonging/love and how people
meet that need
 identify who meets this need for us and how we can
meet this need for others
 identify what it means to include others in activities
and describe how this can be achieved
 recognise differences and similarities as a reason
that people may not be included
 identify reasons why people don’t want to include
others and suggest ways that these reasons can be
overcome
 describe social changes that are happening in Year
1: more friends, visiting friends, going to parties,
playing in groups at school
 recognise the skills required for these activities to
occur; describe the skills required to get along with
other people.
In this unit, children identify their strengths and
achievements and examine that each individual is
different. They explore their uniqueness and emotions
and how to express them appropriately.
Children will:
 identify the things that each child is good at
 identify some achievements of each child and how
these things contribute to their personal identities;
that each is an individual and has different strengths
 explore individual strengths of each child by
drawing an outline of each child and have them cut
it out and colour it, or make individual scrapbooks
and put pictures of the children in their scrapbook
with some words on things they like to do
 explore problems they may have as children or
when they may need help, such as crossing the
road, finding their brother, tying shoe laces
forgotten their lunch
 explore emotions and how they are expressed.
Identify all the different types of emotions and
practice emotional responses that take into account
others feelings.
Teaching and learning
older, recognising diversity and how it
contributes to identities
 describe changes that occur as individuals
grow older
 describe how family and community
acknowledge changes
 recognise similarities and differences in
individuals and how these are celebrated and
respected.
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‘sometimes’ and ‘often’ foods
identify healthy eating choices by drawing a
simple plate of food, using the guidelines for
children in the Australian Guide to Healthy
Eating
explore how many children have tried the
foods before, and how many eat them
regularly
use pictures to explore which foods go into the
different areas of the healthy eating
guidelines, and explore the foods that fit into
the sometimes and in-small-amounts sections
explore the activities that children can do to
help them keep physically active
explore the places they can play and the
benefits of the regular activity.
Movement and
physical activity
Unit 1 — Bean bag games
Unit 2 — I’m a ‘balliever’
Unit 3 — Catch me if you can
Unit 4 — Here we go do see do
Year 1 unit
descriptions
In this unit, children develop their fundamental
movement skills while completing beanbag
activities and challenges within groups of varying
sizes.
Children will:
In this unit, children develop loco-motor and
object control skills. They experiment with using
different equipment and parts of their body.
They propose a range of alternatives and test
their effectiveness when solving movement
challenges.
Children will:
 discuss the body’s reactions to participating in
physical activities
In this unit, children participate in simple tagging
games which incorporate fundamental movement
skills. They propose a range of alternatives and test
their effectiveness to solve movement challenges.
Children will:
 demonstrate positive ways to interact with a partner
 apply rules required to participate fairly in physical
activities
 apply rules in simple games
In this unit, children explore movement in response to
music. They create and perform a sequence of
movement to music.
Children will:
 demonstrate positive ways to interact with a
partner
 perform object control skills of throwing and
catching
Years 1–2 band plan — Australian Curriculum: Health and Physical Education
 perform activities of different intensity and compare
the body’s reactions in these games
 create and perform sequences in response to
rhythm, music or words
 investigate stimuli, such as equipment, rhythm,
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July 2014
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 perform loco-motor skills of running/jogging
Teaching and learning
and jumping techniques
 propose a range of alternatives and test their
effectiveness when solving movement
challenges.
 perform fundamental movement skills
 participate in games
 propose a range of alternatives and test their
 perform loco-motor movements to test and solve
movement challenges and games.
music and words, to create basic dance moves
 perform loco-motor movements to demonstrate
understanding of under, over, through and between
people and equipment.
effectiveness when solving movement
challenges.
Year 2 unit
overviews
Units are paired. That is, one from Personal, social and community health and one from Movement and physical activity, are paired and taught concurrently.
Personal, social
and community
health
Unit 1 — My classroom is healthy, safe and
fun
Unit 2 — Our culture
Unit 3 — Stay safe
Unit 4 — Advertising targets
Year 2 unit
descriptions
In this unit, children investigate the concept of
what health is and what food and activities make
them healthy. They explore opportunities in the
classroom environment where healthy and safe
practices can be implemented. Children identify
the roles, responsibilities and actions that they
can apply to keep themselves and others’
healthy and safe in their classroom.
Children will:
In this unit, children identify the cultures of
people living in Australia and how different
cultures share their cultural beliefs and
celebrations from person to person.
Children will:
In this unit, children explore health messages which
target their age group, such as advertising — sun and
water safety, food. They identify the products that are
being sold and how they sell the products. Children
identify slogans and create their own positive health
message.
Children will:
 describe actions and select and apply
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In this unit, children identify safe and unsafe situations,
such as personal safety, taking medicines, water, and
sun safety. They identify people in their lives that
would help to keep them safe in personal situations.
Children will:
 identify safe and unsafe situations
 identify poison labels and medicine packaging and
understand to ask an adult before taking medicines
 identify personal safety and explore body parts that
should be kept private, and the anatomically correct
terminology for these parts
 identify people in their lives that would help to keep
them safe in personal situations, rehearse ways to
keep safe in personal situations and practise
emotional responses
 identify water/sun safety and the water/sun rules
that need to be followed to keep safe, and rehearse
ways to keep safe in water/sun situations
 identify people in their lives that would help to keep
them safe in water/sun situations.
strategies that will keep themselves and
others’ healthy and safe within a classroom
setting
 understand the meaning of health and how we
can be healthy
 understand what makes the classroom a
healthy and safe environment
 understand the actions that can be taken to
keep themselves and others healthy and safe
in the classroom.
 identify various cultures that are living in
Australia
 explore the concept that Australia is a multi-
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cultural country
identify the features that make each culture
similar and different
explore storytelling from different cultures and
how stories are told through dance, song and
music
explore aboriginal dreaming stories and the
importance of place
identify that storytelling is how information is
passed on information from one generation to
another
identify cultural celebrations from different
groups, e.g. birthdays.
Years 1–2 band plan — Australian Curriculum: Health and Physical Education
 explore the purpose, types of, audience, and health
messages (food and sun safety) of advertising
 identify how health messages can be positive and
what makes them a positive message
 identify some advertisements that they have seen –
food and sun safety – and explore how they sell the
product and to which age group
 identify the slogan and the behaviours they are
encouraging
 identify how they can address the influences and
take action
 create their own positive health message and share
it with the class.
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Movement and
physical activity
Unit 1 — Swim and gym
Unit 2 — They keep me rolling
Unit 3 — Kick it, hit it
Unit 4 — Ropes and rhymes
Year 2 unit
descriptions
Tadpole tales
In this context, children develop aquatic skills
and swimming strokes. They perform aquatic
skills in a sequence that incorporates the
elements of movement.
Children will:
 develop aquatic skills using different body
parts to travel in different directions
 perform aquatic skills in a sequence
incorporating understanding for under, over,
through and between people and equipment
 develop the swimming strokes of freestyle and
backstroke
 apply safety rules in an aquatic environment.
In this unit, children demonstrate fundamental
movement skills during activities using scooter
boards.
Children will:
In this unit, children perform the object control skills of
kicking and striking while participating in minor games
and team challenges.
Children will:
 examine positive ways to interact with other children
 apply object control skills to solve movement
challenges and games
 perform object control skills in a sequence whilst
demonstrating understanding for under, over,
through and between people and equipment
 investigate rules required to participate fairly in
physical activities and apply rules in a simple game.
In this unit, children create and participate in games
and challenges that combine music and skipping
ropes.
Children will:
 examine positive ways to interact with other children
 perform hopping and jumping activities in response
to music
 create and play games combined with music
 perform skipping skills in a sequence
 demonstrate understanding for the elements of
movement (under, over, through and between
people and equipment) during activities.
Opportunities to engage with:
Opportunities to engage with:
 examine positive ways to interact with a
partner
 perform loco-motor movements using different
body parts to travel in different directions
 apply loco-motor movements to test and solve
movement challenges and games
 perform push and pull movements under,
though and between objects, people and
equipment.
OR
iMove iJump iLand
In this context, children develop and perform
static balances, locomotion skills, rotations,
springs and landings. They also perform these
gymnastic skills as a continuous movement
sequence that incorporates the elements of
under, over and through the air.
Children will:
 refine gymnastic skills
 develop static balances, locomotion skills,
rotations, springs and landings
 demonstrate transitioning between gymnastic
skills
 perform the gymnastic skills sequence.
General
capabilities and
cross-curriculum
priorities
Key
Opportunities to engage with:
Literacy
Numeracy
Opportunities to engage with:
ICT capability
Critical and creative thinking
Aboriginal and Torres Strait Islander histories and cultures
Personal and social capability
Asia and Australia’s engagement with Asia
Years 1–2 band plan — Australian Curriculum: Health and Physical Education
Ethical understanding
Intercultural understanding
Sustainability
Queensland Curriculum & Assessment Authority
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Students should contribute to an individual assessment folio that provides evidence of their learning and represents their achievements over the year. The folio should include a range and balance of assessments for
teachers to make valid judgments about whether the student has met the achievement standard.
Personal, social
and community
health
Unit 1 — A little independence
Unit 2 — Good choices, healthy me
Unit 3 — We all belong
Unit 4 — Emot-icons
Year 1 assessment
Collection of work
Children complete a series of tasks relating to a
single cohesive context. Focused observations of
these tasks will be recorded in an observation
record and compiled to form a collection of work.
The assessment will gather evidence of the
child’s ability to:
 describe changes that occur as they grow older
 recognise diversity and how it contributes to
identities.
Collection of work
Children complete a series of tasks relating to a
single cohesive context. Focused observations of
these tasks will be recorded in an observation
record and compiled to form a collection of work.
The assessment will gather evidence of the child’s
ability to:
 examine messages related to health decisions
and describe actions that help keep themselves
and others healthy.
Collection of work
Children complete a series of tasks to explore
groups they belong to. Focused observations of
these tasks will be recorded in an observation
record and compiled to form a collection of work.
The assessment will gather evidence of the child’s
ability to:
 recognise diversity and how it contributes to
identities
 recognise how emotional responses impact on
other’s feelings.
Research
Children complete an assignment and respond by
creating a dialogue to demonstrate assertive
behaviours, resilience and confidence.
The assessment will gather evidence of the child’s
ability to:
Movement and
physical activity
Unit 1 — Bean bag games
Unit 2 — I’m a ‘balliever’
Unit 3 — Catch me if you can
Unit 4 — Here we go do see do
Year 1 assessment
Physical performance
Physical performances are based on the ongoing
application of skills and conceptual
understandings.
Assessment occurs over a period of time during
lessons where children complete planned
assessment activities. Performances are
observed on a number of occasions throughout a
unit of work, and judgments relating to the quality
of performance are made iteratively and
recorded on observation records.
The assessment will gather evidence of the
child’s ability to:
 demonstrate positive ways to interact with
others
 demonstrate fundamental movement skills in
different movement situations
 test alternatives to solve movement
challenges.
Physical performance
Physical performances are based on the ongoing
application of skills and conceptual
understandings.
Assessment occurs over a period of time during
lessons where children complete planned
assessment activities. Performances are observed
on a number of occasions throughout a unit of
work, and judgments relating to the quality of
performance are made iteratively and recorded on
observation records.
The assessment will gather evidence of the child’s
ability to:
 identify how the body reacts to different physical
activities
 demonstrate fundamental movement skills in
different movement situations
 test alternatives to solve movement challenges.
Physical performance
Physical performances are based on the ongoing
application of skills and conceptual understandings.
Assessment occurs over a period of time during
lessons where children complete planned
assessment activities. Performances are observed
on a number of occasions throughout a unit of
work, and judgments relating to the quality of
performance are made iteratively and recorded on
observation records.
The assessment will gather evidence of the child’s
ability to:
 demonstrate positive ways to interact with others
 demonstrate fundamental movement skills in
different movement situations
 test alternatives to solve movement challenges.
Physical performance
Physical performances are based on the ongoing
application of skills and conceptual understandings.
Assessment occurs over a period of time during lessons
where children complete planned assessment activities.
Performances are observed on a number of occasions
throughout a unit of work, and judgments relating to the
quality of performance are made iteratively and
recorded on observation records.
The assessment will gather evidence of the child’s
ability to:
 identify how the body reacts to different physical
activities
 demonstrate fundamental movement skills in different
movement situations
 perform movement sequences that incorporate the
elements of movement.
Personal, social
and community
health
Unit 1 — My classroom is healthy, safe and
fun
Unit 2 — Our culture
Unit 3 — Stay safe
Unit 4 — Advertising targets
Year 2 assessment
Research
Children complete an assignment. They answer
a series of questions to describe actions and
select strategies to keep themselves and others
healthy and safe.
The assessment will gather evidence of the
child’s ability to:
Research
Children complete an assignment. They read the
personal profiles of specific avatars and create
their own avatar to describe themselves or an
Australian cultural identity.
The assessment will gather evidence of the child’s
ability to:
 recognise diversity and how it contributes to
cultures
 demonstrate positive ways to interact with
others.
Collection of work
Children complete a series of tasks relating to a
single cohesive context. Focused observations of
these tasks will be recorded in an observation
record and compiled to form a collection of work.
The assessment will gather evidence of the child’s
ability to:
 describe changes that occur as they grow older
 select and apply strategies to keep themselves
healthy, safe and able to ask for help with a task
or problems.
Research
Children complete an assignment. They examine the
aspects of an advertisement to ascertain the health
message and the emotional responses it evokes.
The assessment will gather evidence of the child’s
ability to:
Teaching and learning
Assessment
 describe actions that help keep themselves
and others healthy and safe
 select and apply strategies to keep themselves
and others healthy and safe.
Years 1–2 band plan — Australian Curriculum: Health and Physical Education
 recognise how emotional responses impact on others
feelings
 select and apply strategies to keep themselves
healthy and safe, and able to ask for help with tasks
and problems.
 recognise how emotional responses impact on other’s
feelings
 examine health messages related to health decisions.
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Unit 1 — Swim and gym
Unit 2 — They keep me rolling
Unit 3 — Kick it, hit it
Unit 4 — Ropes and rhymes
Year 2 assessment
Physical performance
Physical performances are based on the ongoing
application of skills and conceptual
understandings.
Assessment occurs over a period of time during
lessons where children complete planned
assessment activities. Performances are
observed on a number of occasions throughout a
unit of work, and judgments relating to the quality
of performance are made iteratively and
recorded on observation records.
The assessment will gather evidence of the
child’s ability to:
 demonstrate fundamental movement skills in
different movement situations
 perform movement sequences that incorporate
the elements of movement.
Physical performance
Physical performances are based on the ongoing
application of skills and conceptual
understandings.
Assessment occurs over a period of time during
lessons where children complete planned
assessment activities. Performances are observed
on a number of occasions throughout a unit of
work, and judgments relating to the quality of
performance are made iteratively and recorded on
observation records.
The assessment will gather evidence of the child’s
ability to:
 demonstrate positive ways to interact with
others
 demonstrate fundamental movement skills in
different movement situations
 test alternatives to solve movement challenges.
Physical performance
Physical performances are based on the ongoing
application of skills and conceptual understandings.
Assessment occurs over a period of time during
lessons where children complete planned
assessment activities. Performances are observed
on a number of occasions throughout a unit of
work, and judgments relating to the quality of
performance are made iteratively and recorded on
observation records.
The assessment will gather evidence of the child’s
ability to:
 demonstrate positive ways to interact with others
 demonstrate fundamental movement skills in
different movement situations
 test alternatives to solve movement challenges.
Physical performance
Physical performances are based on the ongoing
application of skills and conceptual understandings.
Assessment occurs over a period of time during lessons
where children complete planned assessment activities.
Performances are observed on a number of occasions
throughout a unit of work, and judgments relating to the
quality of performance are made iteratively and
recorded on observation records.
The assessment will gather evidence of the child’s
ability to:
 identify how the body reacts to different physical
activities
 perform movement sequences that incorporate the
elements of movement.
Consistency of
teacher judgments
Identify opportunities to moderate samples of
student work at a school or cluster level to reach
consensus and consistency.
Identify opportunities to moderate samples of
student work at a school or cluster level to reach
consensus and consistency.
Identify opportunities to moderate samples of
student work at a school or cluster level to reach
consensus and consistency.
Identify opportunities to moderate samples of student
work at a school or cluster level to reach consensus and
consistency.
Teaching and learning
Movement and
physical activity
Years 1–2 band plan — Australian Curriculum: Health and Physical Education
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Content descriptions for Years 1–2 Health and Physical Education
Personal, social and community health
Units
Year 1
1
2
3
Year 2
4
1
2
3
Movement and physical activity
4
Being healthy, safe and active
Year 2
1
2
3
4
1
2
3
4
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Moving our body
Describe their own strengths and achievements and those of others, and identify how
these contribute to personal identities (ACPPS015)
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Describe physical and social changes that occur as children grow older and discuss
how family and community acknowledge these (ACPPS016)
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Practise strategies they can use when they need help with a task, problem or situation
(ACPPS017)
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Recognise situations and opportunities to promote health, safety and wellbeing
(ACPPS018)
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Perform fundamental movement skills in different movement situations
(ACPMP025)
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Construct and perform imaginative and original movement sequences
in response to stimuli (ACPMP026)
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Describe ways to include others to make them feel that they belong (ACPPS019)
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Examine health messages and how they relate to health decisions and behaviours
(ACPPS021)
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Identify and explore natural and built environments in the local community where
physical activity can take place (ACPPS023)
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Discuss the body’s reactions to participating in physical activities
(ACPMP028)
Learning through movement
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Use strategies to work in group situations when participating in physical
activities (ACPMP030)
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Understanding movement
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Contributing to healthy and active communities
Explore actions that help make the classroom a healthy, safe and active place
(ACPPS022)
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Incorporate elements of effort, space, time, objects and people in
performing simple movement sequences (ACPMP029)
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Identify and practise emotional responses that account for own and others’ feelings
(ACPPS020)
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Create and participate in games (ACPMP027)
Communicating and interacting for health and wellbeing
Recognise similarities and differences in individuals and groups, and explore how
these are celebrated and respected (ACPPS024)
Units
Year 1
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Propose a range of alternatives and test their effectiveness when
solving movement challenges (ACPMP031)
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Identify rules and play fairly when participating in physical activities
(ACPMP032)
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Years 1–2 band plan — Australian Curriculum: Health and Physical Education
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