HPE:PHIC During explicit learning and With support, identifies safe Shows awareness of the Discusses, describes and 1.1 teaching, participates in and unsafe practices related need for hygiene, nutrition uses familiar hygiene, health discussions about hygiene, to hygiene, health and and maintaining a healthy and safety practices. Students describe and health, safety and body personal safety in familiar lifestyle across a number of demonstrate everyday actions Is beginning to identify body systems. situations. learning contexts. that they can take in a range of parts and the way they situations to promote their May need reminders about Sometimes encourages operate. health. their behaviours in relation to others to be aware of Is able to make healthy health and safety issues. hygiene, health and safety. choices and encourages With occasional prompts, others to do the same. 1.2 makes choices to maintain Students recommend healthy Willingly follows and helps to personal safety. create rules and routines that eating practices and demonstrate making healthy Draws on understandings help maintain personal safety. choices from a range of foods. about familiar community Identifies and describes the health services and personnel role of familiar health services during discussions and and personnel. play. 1.3 Students decide which people and things make environments and activities safe. 1.4 Students explain how health products and people in the community help them meet their health needs. Health & physical learning: gross–motor Learning statement: Children build a sense of wellbeing by using and extending gross-motor skills when integrating movements and using equipment. Becoming aware Exploring Making connections Applying Links to Level 1 With explicit support, the With support, the child With prompts, the child tries The child combines and HPE: Developing skills & child joins in movement explores different ways to out ways to use and combine coordinates familiar concepts for physical activity
During explicit learning and teaching, participates in discussions about hygiene, health, safety and body systems. With support, identifies safe and unsafe practices related to hygiene, health and personal safety in familiar situations. May need reminders about their behaviours in relation to health and safety issues. Shows awareness of the need for hygiene, nutrition and maintaining a healthy lifestyle across a number of learning contexts. Sometimes encourages others to be aware of hygiene, health and safety. With occasional prompts, makes choices to maintain personal safety. Draws on understandings about familiar community health services and personnel during discussions and Discusses, describes and uses familiar hygiene, health and safety practices. Is beginning to identify body parts and the way they operate. Is able to make healthy choices and encourages others to do the same. Willingly follows and helps to create rules and routines that help maintain personal safety. Identifies and describes the role of familiar health services and personnel. HPE:PHIC 1.1 Students describe and demonstrate everyday actions that they can take in a range of situations to promote their health. 1.2 Students recommend healthy eating practices and demonstrate making healthy choices from a range of foods. 1.3 Students decide which people and things make environments and activities safe. 1.4 Students explain how health products and people in the community help them meet their health needs. Health & physical learning: gross–motor Learning statement: Children build a sense of wellbeing by using and extending gross-motor skills when integrating movements and using equipment. Becoming aware Exploring Making connections Applying Links to Level 1 With explicit support, the child joins in movement With support, the child explores different ways to With prompts, the child tries out ways to use and combine The child combines and coordinates familiar HPE: Developing skills & concepts for physical activity play.
ey_phase_descriptors_06.docx