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Curriculum links

Developed by Australian teachers for Australian schools with the support of Kleenex®, Sneezesafe links to state curriculum and supports the Early Years learning and development frameworks for health and wellbeing across Australian states.

National
New South Wales
Queensland
Victoria
South Australia
Western Australia

National

THE EARLY YEARS LEARNING FRAMEWORK
FOR AUSTRALIA

Belonging, being and becoming

Wellbeing incorporates both physical and psychological aspects and is central to belonging, being and becoming.

Wellbeing includes good physical health, feelings of happiness, satisfaction and successful social functioning.

Children’s developing resilience and their ability to take increasing responsibility for self-help and basic health routines promote a sense of independence and confidence.

Learning about healthy lifestyles, including nutrition, personal hygiene, physical fitness, emotions and social relationships is integral to wellbeing and self-confidence.

As children become more independent they can take greater responsibility for their health, hygiene and personal care and become mindful of their own and others’ safety.

Routines provide opportunities for children to learn about health and safety. Good nutrition is essential to healthy living and enables children to be active participants in play.

Outcome three

Children have a strong sense of wellbeing

Children become strong in their social and emotional wellbeing
Children take increasing responsibility for their own health and wellbeing

Children take increasing responsibility for their own health and wellbeing

This is evident when children:

show an increasing awareness of healthy lifestyles and good nutrition
show increasing independence and competence in personal hygiene, care and
safety for themselves and others

Educators promote this learning when they:

actively support children to learn hygiene practices
promote continuity of children’s personal health and hygiene by sharing ownership of routines and schedules with children, families and the community
discuss health and safety issues with children and involve them in developing guidelines to keep the environment safe for all
engage children in experiences, conversations and routines that promote healthy lifestyles and good nutrition
model and reinforce health, nutrition and personal hygiene practices with children.

National – The Early Years Framework for Australia

New South Wales

PRIMARY CURRICULUM FOUNDATION STATEMENTS

Personal development, health and physical education

Kindergarten

Students participate in regular physical activity through creative play, dance, gymnastics and minor games.

They describe the components of an active lifestyle and identify different ways to be active at school and at home.

Students make simple decisions in relation to health and safety and identify medicines and how to store them. They describe balanced eating habits and healthy personal habits.

Years 1 and 2

Students participate in physical activities that promote enjoyment and recognise the importance of these for health and lifestyle balance.

Students describe ways to keep healthy and safe and explore choices relating to food, sun protection and personal safety.

They identify the appropriate use, administration and storage of medicines.

NSW – Primary Curriculum Foundation Statements

Queensland

EARLY YEARS CURRICULUM GUIDELINES

Exploring what children learn

The social learning dimension focuses on building children’s awareness of being members of many social groups, including family, cultural and community. In this area, learning experiences contribute to developing children’s abilities to respect and cooperate with other people.

The personal learning dimension focuses on developing children’s positive identity, self-esteem, resilience, personal organisation and independence as they interact successfully with others and their learning environments.

The focus in Health & physical learning is on gross- and fine-motor development, and making healthy choices to foster a sense of wellbeing in children. In this area, learning experiences contribute to developing children’s positive health choices and movement skills as they interact successfully with others and their learning environments.

Year 1 learning statements
Health and physical learning

identify and plan actions and routines that support personal hygiene
plan and use safe behaviours when interacting with people and in a variety of school contexts
identify healthy food choices
describe the main roles of familiar health services and workers
reflect on and identify how choices and actions influence health and wellbeing.

Essential learnings by the end of year 3
Knowledge and understanding- Health

Health is multidimensional and influenced by everyday actions and environments.

The dimensions of health include physical (relating to the body), social (relating to relationships) and emotional (relating to feelings)
e.g. working cooperatively with peers in active recreational pursuits can improve relationships and physical health and make people feel contented.
Health behaviours and choices are influenced by personal factors, people and environments
e.g. personal likes and dislikes, and family, influence what people eat and when; community facilities and geographic location influence the types of activities that people participate in.
A selection of foods from the five food groups is necessary to support growth, energy needs, physical activity and health and wellbeing
e.g. eating a variety of fresh foods every day, as suggested in the Australian Guide to Healthy Eating, can promote healthy teeth and bone growth, and boost energy.

Queensland – Early Years Curriculum Guidelines

Victoria

EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK (BIRTH-8 YEARS)

Children have a strong sense of wellbeing

During early childhood, the foundations for social, emotional and spiritual wellbeing are laid.
Wellbeing includes good mental and physical health, feelings of happiness and satisfaction.
Children develop self-reliance and confidence in personal hygiene, care and safety for themselves and others. Routines, rituals and rules, such as hand-washing, toileting and packing away, provide opportunities to learn about health and safety.

A healthy diet is essential for healthy living. Early childhood settings provide many opportunities for children to experience a range of nutritious foods and to learn about food choices from early childhood professionals and other children. Children also gain a basic understanding of the aspects of an active lifestyle.

Children take increasing responsibility for their own health and physical well being
Early years framework 0-5

This is evident, for example, when children:

recognise and communicate their bodily needs (for example thirst, hunger, rest, comfort, physical activity)
are happy, healthy, safe and are connected to others
use their sensory capabilities and dispositions with increasing integration, skill and
purpose to explore and respond to their world
show an increasing awareness of healthy lifestyles and good nutrition
show increasing independence and competence in personal hygiene, care and safety for themselves and others
show enthusiasm for participating in physical play and negotiate play spaces to ensure the safety and wellbeing of themselves and others.

VELS Level 1 - Prep
This develops, for example, when students:

are introduced to the basic principles of living an active and healthy life
explore basic health needs that must be met to maintain or promote their health and to help them grow and develop
follow rules and procedures and share equipment and space safely.

VELS Level 2 - years 1 and 2
This develops, for example, when students:

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
regularly engage in sessions of moderate to vigorous physical activity and describe the link between physical activity and health

Victoria - Early Years Learning and Development

South Australia

SOUTH AUSTRALIAN CURRICULUM STANDARD AND ACCOUNTABILITY FRAMEWORK (SACSA)

Early Years Band: R-2
Learning area Health and Physical Education
Strand: health of individuals and communities

This strand aims to encourage children to consider what it means to be healthy. They realise that good health is important for all people; that there are many influences on the health of an individual, a family and a community; and that the health of an individual is interdependent with that of physical and social environments at local, national and global levels.
Most children at this age are in one of the healthiest periods in their lives. Minor illnesses such as colds and injuries like bruises and cuts play a normal role in the child’s physical and psychological development. Although common illnesses disrupt school, family social roles, and work schedules, children and their families generally recover quickly from these interruptions. In the process children manage minor stress. They also develop more empathy and a realistic understanding of the concept of ‘being sick’. Hence children’s minor illnesses can be viewed as contributing to normal social and behavioural development.

Key idea – children conceptualise that there are many dimensions to health, appreciating what it means to be healthy and understanding that health involves an interdependence between the individual and communities.

At Standard 1, towards the end of Year 2, the child:

1.6 Describes what it means to be healthy and the role of others in the community in supporting the health of its members.

Examples of evidence include that the child: describes what it means to be healthy, including work, social, emotional, physical and spiritual dimensions
compares and contrasts feelings when healthy with feelings when ill
appraises the ways families and communities work together in supporting an individual’s health
demonstrates self-awareness about actions they can take to enhance their own health.

SA – Early Years Framework

Western Australia

GOVERNMENT OF WEST AUSTRALIA CURRICULUM COUNCIL

Early Childhood: Health and Physical Education – integrated scope and sequence.

K/P
The meaning and dimensions of health

words to describe healthy people
personal behaviours and actions to maintain or enhance health

Growth and development

basic body parts and function
factors affecting growth

Ways to keep healthier and safer

routines for care of self
features that keep them safe and healthy at home

Year 1
Meaning and dimensions of health

healthy behaviours and actions

Growth and development

basic physical changes
similarities and differences
expression of ideas and feelings

Ways to keep healthier and safer

actions to promote personal safety
personal routines

Year 2
Meanings and dimensions of health

healthy behaviours and actions

Growth and development

physical changes and variations
influences on growth

Social-emotional well-being

healthy behaviours

Ways to keep healthier and safer

personal actions that improve health

Year 3
Meanings and Dimensions of health

behaviours and actions they can apply to maintain positive health
attitudes and actions they have can affect the health of others

Growth and development

exploring changes in growth
ways to control influences on growth

Ways to keep healthier and safer

features of the community that enhance our health and safety

WA – K-10 Framework