Foundation Health and Physical Education Achievement Standard
6 statements aligned to content descriptors and elaborations
Achievement standard (as ACARA publishes it)
Achievement standard
Click any sentence to jump to its statement and linked content descriptors.
By the end of Foundation, students describe similarities and differences between themselves and others, and different emotions people experience. They demonstrate personal and social skills to interact respectfully with others. They identify and demonstrate protective behaviours and help-seeking strategies to keep themselves safe. Students identify how health information can be used in their lives. Students apply fundamental movement skills to manipulate objects and space in a range of movement situations. Students identify the benefits of being physically active and how rules make play fair and inclusive.
The 6 achievement standard statements
Open a statement to see the content descriptors ACARA links to it, then open a descriptor's elaborations.
By the end of Foundation, students describe similarities and differences between themselves and others, and different emotions people experience.
Content descriptorAC9HPFP01 Personal, social and community health
investigate who they are and the people in their world
Elaborations (6)
- Elaboration making personal connections with stories that explore identity and belonging; discussing who they are, where they come from and people in their lives
- Elaboration exploring similarities and differences in family structures in First Nations Australian communities and other cultures
- Elaboration exploring cultural practices from different cultures, including the cultures of Asia, that are important to individuals, families and communities
- Elaboration identifying different families in their communities; for example, 2-parent, single-parent, extended and non-traditional families
- Elaboration identifying ways they use their strengths in physical activities to help themselves and others to be successful
- Elaboration recognising that they have a right to belong and contribute to a variety of groups
Content descriptorAC9HPFP03 Personal, social and community health
express and describe emotions they experience
Elaborations (6)
- Elaboration identifying and describing the emotions of people who are happy, sad, excited, tired, angry, scared or confused
- Elaboration learning and using appropriate language and actions to communicate their feelings in different situations
- Elaboration recalling and sharing emotional responses to different situations and representing these in a variety of ways
- Elaboration reading and viewing stories about adventures, and talking about how characters feel and react when taking risks or responding to emergencies
- Elaboration talking about connections between feelings, body reactions and body language
- Elaboration expressing a variety of emotions, thoughts and views in a range of situations
They demonstrate personal and social skills to interact respectfully with others.
Content descriptorAC9HPFP02 Personal, social and community health
practise personal and social skills to interact respectfully with others
Elaborations (4)
- Elaboration explaining their reasons and actions in response to challenging situations in shared play experiences
- Elaboration identifying characters in texts who have been excluded from a group, exploring why they have been excluded and discussing how other characters could have been more inclusive
- Elaboration cooperating, collaborating and negotiating with others when participating in physical activities to achieve agreed outcomes
- Elaboration identifying behaviours that may be disrespectful and cause hurt or harm to others during play
They identify and demonstrate protective behaviours and help-seeking strategies to keep themselves safe.
Content descriptorAC9HPFP04 Personal, social and community health
explore how to seek, give or deny permission respectfully when sharing possessions or personal space
Elaborations (3)
- Elaboration practising and refining how to ask for permission when sharing possessions or personal space
- Elaboration negotiating roles and demonstrating awareness of rights (such as body autonomy/integrity) and respect for different perspectives through imaginative and shared play experiences
- Elaboration exploring the importance of asking for permission and giving permission when sharing or negotiating in play and respecting someone’s right to say no
Content descriptorAC9HPFP05 Personal, social and community health
demonstrate protective behaviours, name body parts and rehearse help-seeking strategies that help keep them safe
Elaborations (5)
- Elaboration exploring protective behaviours and help-seeking strategies they can use when they or others feel unsafe or uncomfortable
- Elaboration exploring and demonstrating assertive strategies to seek help when they or others feel unsafe
- Elaboration recognising online spaces and digital tools that are safe for them to use and recognising the importance of seeking help from a trusted adult if they feel unsafe while online
- Elaboration identifying a support network of adults they can trust to help them if they feel unsafe, uncomfortable or scared
- Elaboration recognising that all people have the right to bodily autonomy: the right to make choices about what others ask them to do with and to their bodies
Students identify how health information can be used in their lives.
Content descriptorAC9HPFP06 Personal, social and community health
identify health symbols, messages and strategies in their community that support their health and safety
Elaborations (5)
- Elaboration identifying household substances that are dangerous and explaining what symbols are used to identify the danger
- Elaboration identifying symbols on food packages that indicate healthier choices
- Elaboration identifying different types of advertising that influence choices about food
- Elaboration exploring different community strategies that keep children safe; for example, pedestrian crossings and traffic lights, safety procedures at swimming pools and beaches, and traffic controllers at school crossings
- Elaboration recognising and following safety symbols and procedures at home and in water and road environments
Students apply fundamental movement skills to manipulate objects and space in a range of movement situations.
Content descriptorAC9HPFM01 Movement and physical activity
practise fundamental movement skills in minor game and play situations
Elaborations (6)
- Elaboration applying different locomotor skills to move from one point to another
- Elaboration combining fine and gross motor skills in increasingly complex patterns
- Elaboration sending, controlling and receiving objects at different levels and in different ways
- Elaboration performing a range of water confidence skills such as floating with a buoyancy aid and putting their face in the water
- Elaboration demonstrating how to transfer weight from one part of the body to another
- Elaboration applying fundamental movement skills for purpose and enjoyment in natural environments
Content descriptorAC9HPFM02 Movement and physical activity
experiment with different ways of moving their body safely and manipulating objects and space
Elaborations (5)
- Elaboration suggesting and testing different ways to move in a playing space or different ways to use equipment and objects, and making judgements about which are most effective and which movements and equipment they prefer
- Elaboration persisting with challenges and demonstrating resilience while moving their body in a range of situations
- Elaboration participating in games that require them to be aware of personal safety in relation to game boundaries, rules and safe use of equipment
- Elaboration manipulating equipment in a range of different movement situations and tasks, including in minor games, imaginative play and when practising fundamental movement skills
- Elaboration demonstrating spatial awareness when moving around and through indoor and outdoor (natural) environments confidently and safely
Students identify the benefits of being physically active and how rules make play fair and inclusive.
Content descriptorAC9HPFM03 Movement and physical activity
participate in a range of activities in natural and outdoor settings and explore the benefits of being physically active
Elaborations (4)
- Elaboration exploring a range of ways to be active and participate safely in outdoor or natural settings
- Elaboration playing traditional First Nations Australian games and discussing how they are like other games they have experienced
- Elaboration discussing opportunities to be active in spaces in and around their homes
- Elaboration exploring strategies for taking considered risks and developing self-regulation skills when moving and playing in outdoor settings
Content descriptorAC9HPFM04 Movement and physical activity
follow rules to promote fair play in a range of physical activities
Elaborations (3)
- Elaboration identifying and describing actions that would constitute fair and unfair play while participating in minor games
- Elaboration demonstrating how to play fairly in a range of minor games and play situations
- Elaboration discussing rules of different games that relate to safety, boundaries and appropriate use of equipment
This achievement standard describes the expected learning for Foundation Health and Physical Education. Use it to plan teaching and assessment with the Australian Curriculum v9.
At a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Movement and physical activity | Moving our bodies | 2 | 11 |
| Movement and physical activity | Making active choices | 1 | 4 |
| Movement and physical activity | Learning through movement | 1 | 3 |
| Personal, social and community health | Identities and change | 1 | 6 |
| Personal, social and community health | Interacting with others | 3 | 13 |
| Personal, social and community health | Making healthy and safe choices | 2 | 10 |
| Total | 10 | 47 | |