Curriculum Content Descriptions & Elaborations

• AC9HPFP01: Recognise and name emotions they experience in themselves and others.
• Elaboration: Use simple activities to identify feelings like happy, sad, angry, and scared. Explore body language and facial expressions to recognise emotions in others. Emphasise language for expressing feelings and the importance of talking about emotions with trusted adults.

Learning Intentions and Success Criteria

• WALT (We Are Learning To):
  • Identify and name different emotions in ourselves and our classmates.
  • Understand how our face and body show how we feel.
• Success Criteria:
  • I can say the name of different feelings.
  • I can show feelings with my face and body.
  • I can listen to others when they talk about their feelings.

Teaching and Learning Activities

1. Welcome and Warm-Up (10 minutes)

• Circle time greeting with "Feelings Check-in": each student shares how they feel using a picture card showing a simple emotion.
• Teacher models identifying emotions by exaggerated facial expressions and body language.

2. Feelings Charades (15 minutes)

• Children take turns acting out an emotion using facial expressions and body movements without words.
• Peers guess the feeling shown, promoting verbal/emotional recognition.
• Teacher provides positive feedback and uses simple language support.

3. Story Time: Emotion Identification (15 minutes)

• Read a dyslexia-friendly picture book centred on emotional literacy, e.g., a story about a character feeling different emotions.
• Pause to ask: "How do you think this character feels? How can you tell?"
• Use emotion cards for students to point to or hold up corresponding feelings.

4. Art Activity: My Emotion Mask (15 minutes)

• Provide paper plates, colours, and craft materials.
• Children create masks showing a chosen emotion.
• Students share in pairs or small groups what emotion their mask shows and why.

5. Reflection and Feedback (5 minutes)

• Quick round: “What new feeling word did you learn today?”
• Teacher reinforces learning with praise and encouragement.

Resources Needed

• Emotion flashcards with pictures and words (dyslexia-friendly fonts)
• Dyslexia-friendly picture book about feelings
• Paper plates, coloured markers, safety scissors, glue, craft supplies
• Comfortable classroom space for circle time and acting

Differentiation

• Support: Use visual cues and simple words, allow non-verbal responses, pair weaker students with buddies.
• Extension: Students who quickly grasp emotions can create stories or scenarios using emotion cards.
• Dyslexia-Friendly Options: Use clear, large print with simple words, high-contrast emotion cards, and verbal repetition.

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Social Skills & Relationships

Curriculum Content Descriptions & Elaborations

• AC9HPFP03: Interact with others positively, share and take turns, show respect for others’ feelings and personal space.
• Elaboration: Support development of positive social behaviour through games, cooperative tasks, and role-play exploring friendships, sharing, and respect.

Learning Intentions and Success Criteria

• WALT:
  • Share and take turns with others in a group.
  • Use kind words and actions to make friends.
• Success Criteria:
  • I can wait for my turn in a game.
  • I show respect by listening and using kind words.
  • I can include others in play.

Teaching and Learning Activities

1. Greeting and Warm-Up (5 minutes)

• "Friendship Ball" game: toss a soft ball and say a nice thing about the friend you throw it to.

2. Turn-Taking Game (15 minutes)

• Play a simple board or dice game that requires waiting turns.
• Teacher models using phrases like “My turn, your turn” and reinforces patience.

3. Role-Play: Making Friends (20 minutes)

• In small groups, practice greetings, asking to play, sharing toys and inviting others.
• Scenarios include welcoming a new student or resolving a disagreement respectfully.

4. Group Collaboration Task (15 minutes)

• Build a block tower or complete a puzzle together requiring cooperation and shared decision-making.
• Teacher observes and gives feedback on positive social skills demonstrated.

5. Reflection Circle (5 minutes)

• Discuss what helped us be good friends today and why sharing is important.

Resources Needed

• Soft ball for friendship game
• Turn-taking board game or dice game
• Toys or blocks for sharing and collaboration
• Visual social scripts or cue cards

Differentiation

• Support: Provide sentence starters for sharing and turn-taking, visual timers for waiting.
• Extension: Encourage advanced learners to lead small group activities or create a “friendship guide” poster.
• Dyslexia-Friendly Options: Use visual step cues and picture cards to support communication.

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Coping & Resilience

Curriculum Content Descriptions & Elaborations

• AC9HPFP04: Recognise situations that make us feel worried or upset and identify strategies to manage these feelings.
• Elaboration: Teach simple coping strategies—breathing exercises, asking for help, positive self-talk—to build resilience in young children.

Learning Intentions and Success Criteria

• WALT:
  • Recognise when we feel worried or upset.
  • Use simple ways to calm down or ask for help.
• Success Criteria:
  • I can say when I am feeling worried.
  • I know to take deep breaths or talk to a trusted adult.
  • I can practice calming down with activities.

Teaching and Learning Activities

1. Emotion Check-in (10 minutes)

• Use a feelings chart and ask children to point out which feeling they have right now.

2. Story and Discussion (15 minutes)

• Read a story about a character who feels worried and uses calm-down strategies. Pause and ask reflective questions.

3. Breathing and Movement Activity (15 minutes)

• Teach “balloon breathing”: place hands on belly, breathe in slowly to fill the balloon, breathe out slowly to deflate.
• Combine with gentle stretching or yoga poses.

4. Role-Play Asking for Help (10 minutes)

• In pairs, practice phrases like “I need help”, “Can you please help me?”
• Reinforce that asking for help is a good choice.

5. Calm Down Corner Introduction (10 minutes)

• Show children the classroom’s "Calm Down Corner" location.
• Practice how to use it when feeling overwhelmed.

Resources Needed

• Feelings chart with pictures and names
• Dyslexia-friendly storybook about coping
• Visual breathing exercise cards
• Calm Down Corner with soft cushions, stress balls, sensory toys

Differentiation

• Support: Provide verbal prompts and model coping strategies frequently.
• Extension: Advanced learners create a “Coping Toolbox” poster with strategies.
• Dyslexia-Friendly Options: Use visual timers and clear step-by-step instructions.

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Personal Safety

Curriculum Content Descriptions & Elaborations

• AC9HPFP05: Demonstrate protective behaviours, name body parts and rehearse help-seeking strategies that help keep them safe.
• Elaboration: Use simple and safe language for body part naming, teach children when and how to ask for help, recognise safe vs unsafe situations.

Learning Intentions and Success Criteria

• WALT:
  • Name safe and private parts of our body.
  • Know how to ask for help if we feel unsafe.
• Success Criteria:
  • I can say the names of my safe body parts.
  • I know who to ask for help if I feel scared or unsafe.
  • I can say "no" if someone asks me to do something I don't like.

Teaching and Learning Activities

1. Introduction to Private Parts (10 minutes)

• Teach body part names using correct terminology with clear, simple words.
• Use dolls or diagrams with the child's level of understanding.

2. Safe vs Unsafe Touch (15 minutes)

• Use a puppet show or story to demonstrate safe and unsafe touches.
• Teach children they can always say no and tell a trusted adult.

3. Role-Play Asking for Help (15 minutes)

• Practice with verbal prompts who to tell if feeling unsafe (parent, teacher, trusted adult).
• Use scenarios like: “If someone makes me feel uncomfortable, I should…”

4. Safety Rules Song and Movement (10 minutes)

• Teach a catchy song about safety rules with actions (e.g., "My body is mine!").

5. Review and Reinforce (10 minutes)

• Quick quiz with pictures/situations to decide safe/unsafe.
• Reinforce the importance of telling and asking for help.

Resources Needed

• Puppets or dolls
• Body maps with correct terminology (dyslexia-friendly visuals)
• Safety rules song audio or lyrics
• Scenario cards for role play

Differentiation

• Support: Repeat key messages frequently, use visuals and simple language.
• Extension: Advanced learners can help create safety posters or be “safety helpers”.
• Dyslexia-Friendly Options: Use bold fonts, clear pictures, and oral explanations.

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Healthy Habits

Curriculum Content Descriptions & Elaborations

• AC9HPFM06: Understand basic hygiene and healthy eating practices for self-care.
• Elaboration: Teach hand washing, tooth brushing, importance of healthy food, and water drinking through routines and play.

Learning Intentions and Success Criteria

• WALT:
  • Practice healthy habits like washing hands and eating fruit.
  • Know why healthy habits keep us strong and well.
• Success Criteria:
  • I can correctly wash my hands.
  • I can name healthy foods I like to eat.
  • I know drinking water helps my body.

Teaching and Learning Activities

1. Review Daily Routines (5 minutes)

• Talk about what healthy habits children already do.

2. Hand Washing Demonstration (10 minutes)

• Teach correct hand washing steps with songs or timers.
• Practice as a class.

3. Healthy Snack Preparation (20 minutes)

• Hands-on activity preparing a simple fruit salad or vegetable sticks.
• Talk about why these foods are good for us.

4. Movement Break: Water Dance (10 minutes)

• Dance and stretch breaks with “drink water” reminders.

5. Healthy Habits Chart Creation (10 minutes)

• Each child contributes to a poster listing healthy habits.

Resources Needed

• Sink and soap or hand sanitizer stations
• Fruit and vegetables for snack
• Healthy habits poster materials
• Music for movement break

Differentiation

• Support: Provide step-by-step visuals for routines.
• Extension: Advanced learners can research and share new healthy habit ideas.
• Dyslexia-Friendly Options: Use pictures to support words on charts and instructions.

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Digital Wellbeing

Curriculum Content Descriptions & Elaborations

• AC9HPFM07: Identify safe digital places and people, and basic online safety practices.
• Elaboration: Introduce simple rules for using digital devices safely with adult help.

Learning Intentions and Success Criteria

• WALT:
  • Know safe websites and apps to use.
  • Understand to ask a grown-up before clicking or sharing.
• Success Criteria:
  • I can say who helps me stay safe online.
  • I know to ask before using devices.
  • I can follow simple digital safety rules.

Teaching and Learning Activities

1. Discussion: What is Safe Online? (10 minutes)

• Talk about people and things that help us online (parents, teachers).

2. Story: Online Safety (15 minutes)

• Read a digital safety picture story.
• Discuss what the character does right and wrong.

3. Digital Safety Rules Game (15 minutes)

• Use “red light/green light” to practise safe/unsafe choices online.

4. Create a Digital Safety Poster (15 minutes)

• Children draw or stick pictures showing safety tips.

5. Review and Share (5 minutes)

• Groups share their safety poster ideas.

Resources Needed

• Digital safety storybook (dyslexia-friendly)
• Red/green cards for game
• Poster paper and drawing materials

Differentiation

• Support: Use visuals and simple language, repeat rules with actions.
• Extension: Advanced students can teach others or create video safety messages.
• Dyslexia-Friendly Options: Use symbols, large font, and oral instructions.

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Creative Expression for Wellbeing

Curriculum Content Descriptions & Elaborations

• AC9HPFP07: Use art, music, and movement to express and understand feelings.
• Elaboration: Encourage creative activities that connect emotions and wellbeing through play and self-expression.

Learning Intentions and Success Criteria

• WALT:
  • Use art or music to show how we feel inside.
  • Enjoy expressing ourselves through creative play.
• Success Criteria:
  • I can choose colours or sounds to show feelings.
  • I enjoy moving or drawing to express myself.

Teaching and Learning Activities

1. Emotion Music and Movement (15 minutes)

• Play different music styles and encourage free dance reflecting moods.

2. Drawing Emotions (20 minutes)

• Children draw pictures showing how they feel today using colours and shapes.

3. Sharing Circle (15 minutes)

• Students show their drawings or movements and talk about their feelings.

4. Creative Breathing & Relaxation (10 minutes)

• Use guided imagery combined with soft music to relax.

Resources Needed

• Variety of music (calm, happy, energetic)
• Art supplies: paper, crayons, markers, paints
• Open space for movement
• Quiet corner for relaxation

Differentiation

• Support: Provide templates or prompts for drawing; use movement props.
• Extension: Encourage advanced students to create short story dances or group art.
• Dyslexia-Friendly Options: Use simple step-by-step directions, visual supports for feelings.

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This collection of lesson plans for Year Foundation health education supports the Australian Curriculum (v9) Health and Physical Education objectives for wellbeing, using practical, playful, routine-based learning that is developmentally appropriate, inclusive, and dyslexia-friendly. Each lesson ensures clear learning intentions, success criteria, opportunities for feedback, and differentiation to engage all learners effectively .