Early Phase

Students will know:

• Ways to keep themselves healthy and how their choices influence own and others' safety
• Ways to keep themselves safe and reduce the risk of injury or harm
• Ways of enhancing their own and others' identities, self-confidence and self-esteem
• Common hazards and awareness of safety rules in familiar environment
• People who can help them when they have questions or concerns
• Positive and negative consequences of actions/behaviour on health
• Physical, cultural and emotional differences and ways of accepting these differences
• Basic steps for decision making, goal setting and stress management
• How to identify and negotiate their own and others' roles, rights and responsibilities
• How to initiate and sustain positive relationships and share with and care for family and friends

Students will be able to:

• Participate in physical activities that they enjoy
• Demonstrate basic listening, communication and negotiation skills when interacting with others in small groups
• Express thoughts and feelings constructively and appropriately, showing respect for the feelings and perspectives of others
• Recognise and articulate situations where they feel safe or unsafe
• Follow health and safety instructions and get help from adults and others
• Recognise situations where good or bad health/safety choices can be made
• Set (short-term) goals to keep themselves safe and healthy
• Adjust their actions to keep themselves and others safe

Students will articulate:

• Valuing one's body and recognising their individuality
• Respect and understanding of the uniqueness of individuals and groups
• Responsible attitudes toward own and others' health and safety
• Positive attitudes toward keeping themselves and others safe
• Positive attitudes toward the roles, rights and responsibilities of self and others
• Value of sustained positive relationships
• Insight into the purpose of advertising and media pressure
• Value of actions to promote own health and safety
• Their feelings openly and honestly, describing situations without undue exaggeration

• Explore their impact on and how to protect and maintain environments as healthy places to live
• Identify community health and services helpers (doctors, ambulance, dentist, supermarket etc.) and their role in promoting health/safety in the community
• Draw, write and talk about things that make them feel energetic, angry, tired, lonely, happy, sad, scared
• Investigate leisure and recreation choices that promote healthy living
• Compare what they can do when they feel healthy with when they are ill or less healthy
• Awareness of health needs through participation in activities such as hand washing, wearing hats, cleaning teeth, caring for wounds, preparing food
• Identify substances that assist in health maintenance (sunscreen, medicines)
• Identify home, school and environmental hazards that threaten safety
• Discuss and challenge bias and stereotyping
• Learn about the skills of friendship and the skills of listening, sharing, helping, negotiating and caring
• Identify personal likes/dislikes, things they're good at and how they've grown and changed