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Curriculum Focus

At this level students learn about how the environments where people work, play and live can affect their health and wellbeing - physically, socially and emotionally. They consider how to make their own local environment safer and more health-enhancing. They compare situations, places, activities and types of behaviour that make them feel safe with those that make them feel unsafe or threatened, and discuss personal responses to these situations. They consider how they could contribute to a supportive social environment within their school. They begin to identify possible consequences of unsafe behaviours and learn about actions that they can take to increase the health and safety of themselves and others. They consider the need for safety rules and safety equipment, and practise appropriate safety skills and procedures related to participation in activity, travelling as a pedestrian and passenger, and life at home, school and in the community. They identify foods produced within their local environment and establish the importance of variety and frequency of food consumption for active and healthy lifestyles.

Students identify a range of health resources - people, services, products and information - in their local community and how these help manage or prevent common illnesses. They contrast formal health products and services with alternative ways of preventing or managing illness, such as eating well, having good personal hygiene, regular sleep, resting or relaxing. They learn about where products and services related to health and activity are available in the community, and how to use them safely and appropriately.

Examples of contexts and learning activities

• use pictures or films to identify aspects of a familiar environment (such as the kitchen, bathroom or backyard) that might pose a risk for a toddler, an older person or self
• describe basic procedures for safe storage and handling of food in the home (for example, which foods should be kept in the refrigerator)
• draw common hazard symbols (for example, warnings on poisons, chemicals, medicines and road signs) and explain what they mean
• identify behaviours that are bullying or harassing, describe how it feels when people are bullied, picked on or excluded, and identify who to talk to about this
• describe what to say and do when someone looks at, talks to or touches you in a way that makes you feel uncomfortable
• describe ways that behaviour can create a safe environment in the playground (for example, make sure there is space to swing a bat, throw balls only in clear spaces)
• participate in games or activities that emphasise the sharing of equipment so all can participate
• explain precautions when participating in physical activity in very hot or very cold weather
• participate in food tastings and class lunches to increase familiarity with a range of foods; discuss why people choose different foods, the origin of foods and if the food is appropriate for consumption every day
• observe each other arriving at and departing from school, listing safe and unsafe situations and behaviours
• identify people in the community who help keep us safe in traffic; interview the school bus driver or a local policeman about traffic safety
• take part in challenging activities such as exploring rock pools or path finding, identifying the safety issues in these situations and planning and practising procedures for safe involvement
• discuss rules that apply to behaviour in different environments and activities (such as road rules, swimming in designated areas) and why to follow them
• practise simple first aid procedures, such as cold for burns or sprains, or knowing who to contact if there is an accident in the playground
• identify and discuss health conditions that are common in the age group, such as asthma, mumps, chicken pox and colds, and discuss how these can be prevented (for example, through immunisation or personal hygiene) or managed (for example, with medicines or rest)
• survey the range of foods available in the local community, noting variety and availability
• list common medicines, identify where they are available and discuss why some products are available only from a pharmacy or with a doctor’s prescription
• prepare a list of health services available in the local community and describe their work (for example, home care, doctors, safety houses, community health centres)
• describe simple responses to emergency situations, such as dialling 000, or contacting a teacher or other trusted adult
• identify safe and unsafe behaviour near water (for example, walking rather than running on a pool deck, by a river or near a lake)
• identify body signals that are experienced when feeling unsafe
• explore different ways to move into, through, and out of water safely.