Health Foundations Focus

Year Foundation Health 60-minute Lesson Plan

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Curriculum Reference

This lesson aligns with the Australian Curriculum v9 for Health and Physical Education Foundation Year, specifically:

• AC9HPFP05: Demonstrate protective behaviours, name body parts and rehearse help-seeking strategies that help keep them safe
• AC9HPFM02: Experiment with different ways of moving their body safely and manipulating objects and space (for fair play and safe participation)
• AC9HPFP03: Express and describe emotions they experience

These descriptors explicitly cover foundational health skills such as fair play rules, protective behaviours, expressing emotions, and help-seeking strategies for F-1 students.

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WALT (We Are Learning To)

• Follow rules to promote fair play during group movement activities
• Understand and demonstrate protective behaviours to keep ourselves safe
• Express and describe different emotions clearly and appropriately

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Success Criteria

• Students can verbalise and follow basic rules during games to promote fairness and safety
• Students demonstrate an understanding of protective behaviours including naming trusted adults and body parts
• Students identify and communicate their emotions using appropriate vocabulary and body language

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Lesson Timeline & Activities

Time	Activity	Details & Differentiation
0-10 min	Welcome & Warm-up Circle Time	- Teacher welcomes students and introduces the lesson goals. - Use emotions chart flash cards (happy, sad, scared, excited, angry). - Quick emotional check-in: students show faces or words for how they feel today. - Differentiation: Non-verbal learners can use pictorial cards or gestures.
10-25 min	Fair Play Movement Game	- Play “Safe Space Moving” — children move within a marked area following teacher's instructions (stop, go, change direction). - Introduce simple 'fair play' rules: take turns, share equipment, be gentle. - Discuss why rules help everyone have fun and stay safe. - Differentiation: Support students needing mobility assistance with alternate roles (e.g. game-monitor helpers). - Extension: Invite advanced learners to suggest new rules or ways to modify the game for fairness.
25-40 min	Protective Behaviours Discussion & Role-Play	- Read a simple story or watch a short puppet show demonstrating protective behaviours (e.g., “No-Go-Tell” rule). - Ask students to name trusted adults and body parts with respect. - Role-play assertive help-seeking: practice saying “I need help”, “Stop, I don’t like that”. - Differentiation: Use clear visual aids and repeat concepts as needed. Pair students for role practice if shy. - Extension: Older or more advanced students can help lead role-plays or create scenarios.
40-55 min	Emotions Expression Activity	- Use face mirrors or drawings for children to make and identify emotion expressions. - Share stories about times they felt different emotions and how they showed them. - Group drawing on large paper to depict ‘happy,’ ‘sad,’ and ‘safe’ places/emotions. - Differentiation: Offer multiple modes for expression (drawing, movement, verbalising). Provide sentence starters or emotion words for language support. - Extension: Advanced learners illustrate or write simple sentences about emotions.
55-60 min	Reflection & Closure	- Recap WALT and success criteria with group verbal feedback. - Use a “thumbs up/down” for ‘I learned to…’ statements. - Set a simple homechallenge: "Tell an adult about one way you keep safe or a feeling you had today." - Differentiation: For students with additional needs, use one-on-one review or a simplified reflection task.

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Resources Needed

• Emotion flashcards or posters
• Marked activity space (e.g., cones or tape on floor)
• Puppets or storybook illustrating protective behaviours
• Mirrors or emotion face-drawing templates
• Large paper and crayons/markers

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Differentiation Strategies for Diverse Learners

• Use multi-sensory learning approaches (visuals, movement, storytelling)
• Provide simplified language supports and repeat key phrases
• Pair students for peer support and role modelling
• Offer alternative roles or movement options for physical disabilities
• Use assistive communication devices or pictorial cards for non-verbal students
• Smaller group breakouts for those needing more focus or less sensory input

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Extension Activities for Advanced Learners

• Lead peer demonstrations of a new game using fair play rules
• Create a class poster or digital slideshow about ‘Keeping Safe’ rules
• Develop a story or role-play involving expressing feelings and help-seeking
• Explore emotions deeply by connecting feelings with body signals (heart, breathing)

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Assessment & Evidence of Learning

• Teacher observation of participation in fair play game and rule-following
• Student ability to name trusted adults and use protective behaviour phrases during role-play
• Verbal or pictorial expression of emotions shared in group discussion
• Informal reflection feedback and home challenge sharing

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This lesson is purposefully activity-based and inclusive, fostering foundational health skills in line with the Australian Curriculum v9 standards for Foundation Year Health and Physical Education. It balances cognitive, social, emotional, and physical learning through developmentally appropriate practices that support all learners in feeling safe, valued, and connected to their peers and environment.

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References

• AC9HPFP05: Protective behaviours, help-seeking strategies (Foundation Year Health and PE)
• AC9HPFM02: Following rules and safety in movement (Foundation Year Health and PE)
• AC9HPFP03: Expressing emotions (Foundation Year Health and PE)