Year 3 Health and PE Planning Document: 

Year 3 Achievement Standard 

Health Education 
At Standard, students identify appropriate actions and behaviours, including those used in daily routines that promote health, safety
and wellbeing. 
Students describe how emotional responses vary in different situations, and behaviours that support positive relationships, such as the ability to
show empathy and respect for others. 
  
Physical Education 
At Standard, students perform a variety of fundamental movement skills, including locomotor and object control skills, and combine these with
simple tactics when participating in physical activities and minor games to achieve an intended outcome. 
Students describe the benefits of regular physical activity and fitness to health and wellbeing, including maintenance of a healthy weight and
prevention of some diseases. In physical activities and minor games, they apply strategies for working cooperatively, and follow basic rules to
ensure activities are safe and fair. 
 
Content Descriptors:   
Personal, social and community health  Movement and physical activity 
BEING HEALTHY, SAFE AND ACTIVE  MOVING OUR BODY 
Factors that strengthen personal identities, such as the influence Fundamental movement skills: 
of:  kick 
family  catch 
friends  underarm throw 
school  overarm throw 
(ACPPS033 opens in new window)  bounce 
   (ACPMP043 opens in new window) 
Physical, social and emotional changes that occur as individuals   
grow older, such as changes to:  Combination of locomotor and object control skills in minor
the body  games(ACPMP043 opens in new window) 
friendships    
feelings  Locomotor skills: 
(ACPPS034 opens in new window)  run 
   jump 
Assertive behaviours and communication skills to respond to hop 
 unsafe situations, such as:  dodge 
keeping calm  (ACPMP043 opens in new window) 
using appropriate non-verbal communication skills    
seeking help  Ways to maintain a balanced position when performing locomotor and
(ACPPS035 opens in new window)  object controls kills (ACPMP045 opens in new window) 
     
Actions in daily routines that promote health, safety Movement skills and tactics to achieve an outcome: 
and wellbeing:  gaining possession 
healthy eating  navigating an obstacle course 
appropriate levels of physical activity  (ACPMP045 opens in new window) 
(ACPPS036 opens in new window)    
   UNDERSTANDING MOVEMENT 
COMMUNICATING AND INTERACTING FOR HEALTH AND Benefits of regular activity and physical fitness to health and wellbeing: 
WELL BEING  maintenance of a healthy weight 
Behaviours that show empathy and respect for others prevention of some diseases 
(ACPPS037 opens in new window)  (ACPMP046 opens in new window) 
     
Circumstances that can influence the level of emotional response Movement skills that combine the elements of effort, space, time, objects
to situations (ACPPS038 opens in new window)  and people (ACPMP047 opens in new window) 
    
Choices and behaviours conveyed in health information and   
messages (ACPPS039 opens in new window)  LEARNING THROUGH MOVEMENT 
   Cooperation skills to ensure everyone is included in all physical activities
CONTRIBUTING TO HEALTHY AND ACTIVE COMMUNITIES  (ACPMP048 opens in new window) 
Ways to be active in natural environments (ACPPS041 opens in   
new window)  Basic rules in a variety of physical activities and ways in which they keep
activities safe and fair (ACPMP050 opens in new window) 
 
Week Focus Question  Learning Experiences  Assessment  
1 What are rights 1. Explain that rights are what every human being deserves, no matter who they are or where they live, so Formative:
and responsibilities?  that we can live in a world that is fair and just. In Australia we are very lucky that almost everyone has Observation
what we think should be their rights. However, in many parts of the world children and adults are not Work sample
able to have things such as safety, shelter and food. Responsibilities are things that you need to think
about and do so that you allow other people to have their rights supported, and they are some things
 that also support your community and the world.
2. Watch: UNICEF Australia children’s rights: https://www.youtube.com/watch?v=V1BFLitBkco&t=5s and
Children's rights and responsibilities: https://youtu.be/VLwXtvLPWzA
3. Complete the Rights and Responsibilities sort on Seesaw.
2 What is the 1. Explain the Convention on the Rights of the Child is in place to protect children; there is also the  Formative:
importance of the Universal Declaration of Human Rights which exists for all people. Observation
United Nations 2. Watch: Segment 1 - What are Childrens Rights: https://www.youtube.com/watch?v=COjVj9czgrY Work sample
Convention on the 3. Provide students with a child-friendly version of the United Nations Convention on the Rights of the
Rights of the Child? Child: UNICEF illustrated rights poster Rights and responsibilities UNICEF Little book of children’s rights
4. Students individually select one right/article from the resource and visually represent what it means to
them.
3 What is my identity? 1. Revisit the first KS:CPC theme: ‘We all have the right to be safe’. We have a right to  Formative:
our privacy and to keep ourselves safe; some information about ourselves is Observation
private. Work sample
2. Explain that your identity is unique to you. Identity is made up of and influenced by
many things including the individual people in your life.
3. Watch Wellbeing for Children: Identity and Values on YouTube:
https://youtu.be/om3INBWfoxY
4. Complete My Identity Activity Sheet
4 What are some 1. Display the second KS:CPC theme: ‘We can help ourselves to be safe by talking to people we trust’.  Formative:
different types of 2. Create a general list of people who might be trusted (eg teacher; doctor; police officer; relatives). Observation
relationships? 3. Display an enlarged example of the relationships circle and discuss. Work sample
4. Students brainstorm a personal list of the people with whom they have a link, connection or relationship
and place these people in a copy of the Relationship Circle.
5 What is power? 1. Working in groups, students cut pictures from magazines or use digital images which illustrate the  Formative:
following: Observation
 powerful things or objects (fire, water, drill, saw, plane, rocket, jet boat) Work sample
 powerful creatures (lion, shark, guide dog, fruit fly, tiger snake, crocodile, red-back spider)
 powerful people (Prime Minister, police officer, teacher, religious leader, principal, armed robber).
2. Students paste their pictures onto large sheets of paper or produce a slide show. The recording of
information may be done in different ways, for example using mind maps, charts or grids.
 3. Students share their display or presentation with the rest of the class on Seesaw.

6 Who has power in a 1. Explain that that Formative:

relationship?  everyone has power Observation
 using power is a choice Work sample
 how and when people use their power is up to them
 the amount of power a person has will change according to different situations
 if someone chooses to use power in a way that respects the rights of others,
 it is using power in a positive way
 if someone chooses to use power in a way that does not respect the rights of others, it is an
abuse of power.
2. Explain that being assertive is a core communication skill. Being assertive means that you express
yourself effectively and stand up for your point of view, while also respecting the rights and beliefs of
others.
3. Watch: Learn to be assertive! https://www.youtube.com/watch?v=zVz4oIEGzEs
4. Draw a picture of you being assertive in your Health book (stand tall, eye contact)
7 What is the difference 1. Introduce the terminology gift and bribe: a gift is given by choice with no conditions or expectations; a Formative:
between a gift and gift becomes a bribe when the giver expects a favour or act in return. Tricks and bribes may be used by Observation
bribes? How do I peers and adults and may result in children and young people being harmed. Work sample
respond to tricks and 2. Students read the scenarios:
bribes?  Toys: A student tricks a younger student into giving them their favourite toy.
 Play area: An older student tricks some young students into giving up their play space by telling
them the teacher wants to speak to them.
 Stealing a bike: An adult bribes a young person by giving them some money to steal a bike from
a neighbour.
 Online: An adult tricks a young person by pretending to be a school student.
3. Students define the term ‘gift’ and ‘bribe’ in their Health book and draw a picture for each.

8 What is bullying? 1. Explain that bullying is repeated verbal, physical or social behaviour that is harmful and involves the Formative:
How do I respond to misuse of power by an individual or group towards one or more persons. Questioning
bullying? 2. Read: The Recess Queen by Alexia O’Neill https://www.youtube.com/watch?v=PyXqd4CT900 Observation
3. Discuss the questions as a class:
  What bullying behaviour happened?
 Who abused their power?
 What effect did it have on others?
 How did the characters who were being bullied stop the behaviour? Did they
 have a plan?
 Did they have help from others?
 What if someone knew about someone being bullied? What might they do?

9 What is trust and 1. Remind students of the second KS:CPC theme: ‘We can help ourselves to be safe by talking to people Formative:
what is my trusted we trust’. Tell students that the activities in this topic are important for helping them understand this Observation
network? theme. Work sample
2. Explain that trust means believing that others will do the right thing. A trusted network is number of
people who they feel they can trust; feel comfortable talking to; and who will pay attention to keeping
them safe.
3. Pose the questions:
 What qualities should we look for in a person on our trusted network? (For example: trustworthy;
good listener; helpful; kind; can get things done.)
 How might someone feel if they had a problem and needed to talk to someone on their network?
 How might someone feel if they didn’t have anyone they could trust to talk to?
 What types of people could be suitable to be on someone’s trusted network? (eg parent/carer;
auntie; uncle; grandparent; teacher; coach; older sibling;
 or friend’s parents.)
 Why is it important to have adults on a network?
 What online or community organisations might be included on a trusted network? (For example:
Kids Helpline (Australia); local community centre personnel.)
4. In their Health book, students use a brainstorm to represent their trusted network.

10 - Concept test Summative:

Written
assessment