Health and Physical Education Level 2 (Years 1 and 2)
Learning focus
As students work towards the achievement of Level 2 standards in the Movement and physical activity dimension, they participate in a variety of physical activities in a range of environments (indoor, outdoor and aquatic). They explore different actions of the body and begin to understand how these actions affect movement efficiency. They practise basic motor skills such as running, hopping, jumping, skipping, catching, throwing, kicking, rolling, balancing, twisting and turning and are introduced to more complex skills such as leaping, dodging, the over-arm throw, dribbling and striking balls, cartwheeling and handstanding. They participate in and develop control over a range of locomotor activities that require a change of speed (such as fast and slow movements), direction (such as up/down, forward/backward, right/left, clockwise/anticlockwise) and level. Levels define the relationship of the body to the floor. Low level activities could include moving close to the floor such as crawling or crab or seal walking, while activities at a higher level involve a greater distance from the floor such as jumping, climbing or activities on a balance bench or bar. They practise a range of movement patterns in aquatic environments. These could include: combining arm and leg movements to move through water on the front and back for 10 metres; performing a torpedo on the front for three to five metres; pushing off the bottom or side of the pool and gliding both with and without flotation aid; and treading water.
They advance from creating and playing games on their own or with a partner to playing in small and large groups. They begin to combine motor skills into movement sequences, and create simple movement sequences in response to a variety of stimuli. They begin to adapt movement skills to changing environmental conditions; for example, adapting the technique of bouncing a ball to cater for different surfaces such as asphalt or grass.
Students begin to understand the link between physical activity and health, and learn that they need energy to participate in physical activity. They learn to describe their physiological responses to participation in both moderate and vigorous activity using vocabulary such as out of breath and heart beating faster. They discuss how activities that make them huff and puff improve heart and lung function.
Students discuss the need for safety rules for equipment use, and practise appropriate safety skills and procedures.
As students work towards the achievement of Level 3 standards in the Health knowledge and promotion dimension, they begin learning about how they develop. They explore people’s needs at various stages of development and recognise that some needs apply to all stages of life. They describe what they like about themselves, how they are similar to others and how they are unique.
They begin to identify the benefits of safe behaviours and learn how they can protect and increase their health and safety and the health and safety of others. In considering personal safety issues, they discuss the way various situations and behaviours affect the way they feel, and develop personal responses to such behaviours and situations.
With guidance, they learn to make healthy food choices according to healthy eating models, and to consider the factors that influence their choice of foods. They begin to recognise the importance of variety and frequency of food consumption for an active and healthy life.
Standards
Movement and physical activity
At Level 2, students demonstrate basic motor skills and some more complex skills. They combine motor skills and movement patterns during individual and group activities. They demonstrate control when participating in locomotor activities requiring change of speed, direction and level. They create and perform simple rhythmical movement sequences in response to stimuli. They regularly engage in sessions of moderate to vigorous physical activity and describe the link between physical activity and health. They explain the contribution rules and procedures make to safe conduct of games and activities. They use equipment and space safely.
In Health and Physical Education, standards for the Health knowledge and promotion dimension are introduced at Level 3.
Downloads
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Health and Physical Education booklet (
PDF - 240KB) - Health and Physical Education standards table (Doc - 42KB)
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Victorian Essential Learning Standards Level 2 ( PDF - 591KB)
