RIC-20003 AC Health (Year 1) Be healthy safe and active

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Australian Curriculum Health (Year 1) 

Published by R.I.C. Publications ® 2016 

Copyright @ R.I.C. Publications ® 2016 

RIC-20003 

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Titles in this series: 

Australian Curriculum Health (Foundation) 







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Website: www.ricpublications.com.au 

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R.I.C. PUBLICATIONS 

YOUR PARTNER IN EDUCATION 

AUSTRALIAN 

PRIMARY PUBLISHER 

OF THE YEAR 

2015 & 2016

Australian Curriculum Health a seven-book series 

designed to support the teaching and learning of the 

Personal, social and community health strand of 

Australian Curriculum Health and Physical Education. 

Written in lesson-plan format, this series of books 

provides a variety of teacher resources to assist 

teachers to implement health lessons. 

·coNTENTS 

Teachers notes ...................................................................................................................................... iv-v 

Being healthy, safe and active ........................................................................................................... 2-49 

What makes me, me? ......................................................................................................................... 2-5 

Be strong ............................................................................................................................................. 6-9 

Growing and changing .................................................................................................................... I 0-13 

Important people ............................................................................................................................. I 4-17 

Feeling unsafe ................................................................................................................................. 18-21 

Keeping myself safe ........................................................................................................................ 22-25 

Bullying ............................................................................................................................................ 26-29 

Safe medicines ................................................................................................................................ 30-33 

Eating healthy foods ........................................................................................................................ 34-37 

Be active .......................................................................................................................................... 38-4 I 



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Water and road safety ..................................................................................................................... 42-45 

Play safely outdoors ........................................................................................................................ 46-49 

Communicating and interacting for health and wellbeing ........................................................... 50-69 

Belonging ........................................................................................................................................ 50-53 

Encouraging and appreciating others .............................................................................................. 54-57 

Feelings and actions ....................................................................................................................... 58-61 

The feelings and actions of others .................................................................................................. 62-65 

Health messages ............................................................................................................................. 66-69 

Contributing to healthy and active communities ............................................................................ 70-81 

A healthy, safe and active classroom .............................................................................................. 70-73 

Being active in different places ........................................................................................................ 74-77 

It's good to be different .................................................................................................................... 78-81 

R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum Health (Year 1) Ill

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This comprehensive teacher resource is divided into 20 units which cover the three health sub-strands-Being 

healthy, safe and active; Communicating and interacting for health and wellbeing; and Contributing to healthy and 

active communities. 

Each sub-strand section contains a varied number of units. 

Each unit contains a teachers page and three supporting pages. 

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ideas for other lessons 

The supporting pages vary in content and purpose. Some may be student blackline masters; others may be teacher 

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complete other lessons or provide differentiation within the lesson. 

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The lesson 

Introduction 

• We are all unique. Make up a diagram that 

tells what makes you (the teacher), you. On the 

board create a concept map like the example 

below, incorporating things that you are good 

at, enjoy doing or have achieved. 

I can cook the best sweets. 

Everybody loves tneml 

I can sing well. 

I can play harder 

songs on tne piano now. 

I am good at drawing. 

I nave won prizes for 

my artwork. 

I am a quiet person 

but I nave learnt to be 

more friendly. 

• Read and discuss the items as they are added 

to the concept map. 

Development 

• Provide each student with a copy of page 3 to 

complete by drawing or writing. Ask them to 

include one thing they do well and one thing 

they have learnt to do. Ask them to colour the 

smiley face that shows how they feel about their 

achievements or strengths. While the students 

are working, walk around and select students to 

share one strength or achievement. 

Differentiation 

Encourage more capable students to attempt 

to write all their own words. Adult helpers can 

assist those who require help. 

Conclusion 

• Ask students to find a partner and share some 

of the information recorded on their worksheet. 

• Select students to share one strength or 

achievement of their partner. 

Content description 

Being healthy, safe and active 

Describe their own strengths and 

achievements and those of others, and 

identify how these contribute to personal 

identities (ACPPSOIS) 0 

Resources 

• One copy of page 3 for each student 

Assessment 

• Oral responses or worksheet samples will indicate 

that students can state one personal strength or 

achievement of themselves or their partner. 

Going further 

• Use the teacher's concept map created in the 

introduction to make up descriptive words that 

best suit the personal identify. For example, 

creative, quiet, clever etc. Ask the students to use 

their completed copy of page 3 and find words to 

describe themselves. (A partner or adult helper 

may assist with ideas.) Write/Copy the words onto 

coloured triangles, attach to a circle on which the 

student's name is written, then join all together to 

create a star shape. Display under the heading 'I'm 

a star!' Refer to the completed example below. 



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• The template on page 4 may be used as an 

alternative to coloured paper shapes. 

• In pairs, students use the interview questions on 

page 5 to find out strengths and achievements of 

others. 

• Read books about personal identity such as That's 

what makes me special! by Tabitha Peyton Wood 

and Marvelous me: Inside and out by Lisa Bullard. 

2 Australian Curriculum Health (Year 1) R.I.C. Publications ® www.ricpublications.com.au


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Australian Curriculum Health (Year 1) 3

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I. What things are you good at? 

2. What is one physical activity you do well? 

3. What is one thing that you couldn't do that you learnt how 

to do? 

lf. How did you feel when you leant how to do this for the 

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5. How would you describe yourself? 

R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum Health (Year 1) 5

The lesson 

Introduction 

• Read the story on page 7 with the students. 


More capable students should be encouraged 

to follow along and read the words as the 

teacher reads. 

Development 

• Discuss the story. 

Who are the two main characters? What were 

they doing? What was the problem? How was 

the problem solved? What was Mrs Jones 

like? What words would you use to describe 

her? What was the little pony like? What words 

would you use to describe him? Why did he 

succeed in what he was trying to do? How was 

he strong (in character)? 

• Discuss students' personal experiences. 

When have you encountered something new 

you had to do? Did you think you could do it or 

not? Did you give up? Did you keep trying? Did 

you learn how to do it? How did you feel when 

you succeeded and learnt to do it? 

Conclusion 

• As a class, compose a sentence (or list of bullet 

points) to complete the sentence beginning 

'Strong people .. .'. 



Describe their own strengths and 

achievements and those of others, and 

identify how these contribute to personal 

identities (ACPPS015) 0 

Resources 

• One copy of page 7 to read with the students-hard 

copy or scanned for the whiteboard 

• One copy of page 8 for the assessment (optional) 

Assessment 

• Ask the students to complete the sentence 'I 

am strong because .. .' using a copy of page 8. 

Responses should indicate that students can 

identify one personal strength or achievement. 


Teachers or adult helpers can scribe for those 

students who need assistance writing their own 

sentence. 

Going further 

• Read the story on page 9 and discuss how Todd's 

strength helped his team achieve success. 

• Each day, ask the students to repeat the 

affirmations as shown on the poster at . (The yoga poses associated 

with each affirmation may also be performed.) 

• Ask the students to write their strengths on strips 

of coloured paper, then link and glue them through 

each other to create a 'strong' chain. Hang the 

chains where the students can access them easily, 

so they can add additional strips to their 'strong' 

chain as they gain new skills. 



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The little pony that tried 


'Chug! Chug!' A little old car went 

along the dusty road. 

'Splutter! Splutter!' The car 

came to a stop. 

In the car, Mrs Jones cried 

out, 'Oh, no! How will I get 

David's birthday present to 

him now? I'll miss the party!' 

Along came a little pony pulling a cart. 

'Can you please help me?' asked Mrs Jones. 'I need to get 

David's birthday present to him!' 

'I'd like to help', said the little pony. 'I have never gone that far 

before, but I can try.' 

So Mrs Jones climbed into the back of the cart. She put David's 

present in her lap and held on tightly. The little pony began to 

move. 



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'I can if I try! I can if I try!' he kept saying to himself. Bit by bit the 

little pony pulled the cart. 

Soon they reached David's house. Mrs Jones was very happy. 

David was very happy 

because he got his birthday 

present. 

The little pony was happy 

because he tried and he 

found out he could. 



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8 Australian Curriculum Health (Year 1) R.I.C. Publications ® www.ricpublications.com.au 

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Getting in the way 


Todd played soccer. He played soccer because his dad liked sport. He 

played soccer because his dad wanted him to be active. 

Todd did not really like playing soccer. He was not a quick runner like Brad. 

He was not a good kicker like Dylan. 

Every Wednesday, he went to soccer training. Every Saturday, he put on 

his soccer uniform and played with his team. 

One Saturday his team, the Skunks, played a team called the Red Ants. 

The Red Ants were a very good team. They had lots of quick runners. 

They had lots of good kickers. 

Todd stayed at the back. He was used to no-one passing the ball to him. 

Out of the corner of his eye, he saw a Red Ant player with his arms in the 

air. He was shouting for one of his team to pass the ball. No Skunk player 

was near him. Todd was not the best soccer player but he was a good 

thinker. He couldn't see anyone from his team near the Red Ant player. He 

knew if the ball got to him, the Red Ants could score a goal. 

Todd moved close to the Red Ant player. The ball came near. Todd got in 

the way. He stopped the ball and tapped it away. The Skunks got the ball 

and took it back down the field. 

Todd 'got in the way' a lot that day. He 

knew he couldn't run fast with the ball. 

He knew he wasn't a good kicker. But 

he was good at 'getting in the way'. 

The Skunks won the game. 

Todd didn't mind playing soccer after 

that. He enjoyed 'getting in the way'. 

His team mates liked when he 'got 

in the way'. Every time he played, 

his running got better. Every time he 

kicked, his kicking got better. 

But best of all, he got very, very good 

at 'getting in the way'. 



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The lesson 

Introduction 

• Read the poem on page 11. 


More capable students should be encouraged 

to follow along and read the words as the 

teacher reads. 

• Discuss the physical changes related in the 

poem and things the baby could/could not do 

that the young child can do. 

Development 

• Discuss the images on page 12 and read the 

labels. Explain that the pictures show how a 

person has grown and changed, but they are 

mixed up. The pictures must be glued in the 

correct order along the time line. Provide each 

student with a copy of page 12 to complete the 

activity independently. 

• Come together as a group and have the 

students hold up their time lines. Select 

students to answer questions such as: What 

can the toddler do that the baby can't?, How is 

the teenager different to the adult? and so on. 


More capable students may be asked to 

complete this part of the lesson as a written 

activity on the back of their completed time 

line while the others work with the teacher to 

complete it orally. 

Conclusion 

• Read the story You'll soon grow into them Titch 

as listed in Resources. 



Describe physical and social changes that 

occur as children grow older and discuss 

how family and community acknowledge 

these (ACPPS016) 0 

Resources 

• One copy of page I I-either hard copy or scanned 

for a whiteboard-to read with the students 


• You'll soon grow into them Titch by Pat Hutchins 

(An animated version can be viewed at 

.) 

Assessment 

• Work samples of the time line should indicate 

whether students can identify physical changes over 

time. 

• Oral or written responses should indicate that 

students can identify tasks people can do at 

different stages. 

Going further 

• Ask the students to complete the activity on page 13 

by writing about tasks they could do by themselves 

at each age or how the tasks have changed since 

they were younger. 

• Birthdays are one way families and communities 

acknowledge growth. Read nonfiction texts such 

as Birthdays: Celebrating life around the world by 

Eve Feldman or Celebrating birthdays in Australia 

by Cheryl L Enderlein. These texts give information 

about ways people in different cultures celebrate 

birthdays. 



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• Discuss other ways families and communities 

acknowledge physical and social changes. Do you 

have a later bedtime now that you are older? Do you 

have chores now you are older? What sports can 

you play now you are older? What community clubs 

like Scouts, Girl Guides or Nippers Surf Lifesaving 

are you able to join now? 



When I was a just a baby, I was very small. 

My little hands made fingermarks on the lounge room wall. 

When I was just a baby, my feet were very small. 

I could only use them to wriggle and to crawl. 

When I was just a baby, my head was nearly bald. 

I had to cry loudly so Mum came when I called. 

When I was just a baby, I could not feed myself at all. 

When my nappy was dirty or wet, I could only bawl. 

Now that I am bigger, I think I'm very smart. 

My hands can paint on paper-my teacher calls it art! 

My feet can skip, hop and jump. They're bigger now, you see. 

They can do amazing things ... like do a dance with me. 

My hair is long and glossy. It falls down to my knees. 



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I can put it up or down or any way I please. 

I am a messy eater. I'm afraid that is still true. 

But I do know how to take myself (when I need to) to the loo! 

Every day I'm getting bigger. Every day I'm learning more. 

I wonder how much I'll be able to do by the time I'm twenty four! 


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The lesson 

Introduction 

• Display the diagram on page 15. Discuss what 

it is showing. Who do you think are the people 

closest to Tan? Write their names in the circle 

closest to Tan. Who else might be close to 

Tan but may not l i ve at his house? Write their 

names in the next circle. Which people in 

the community may play a part in Tan's life? 

Write their names in the 'Others' section of the 

diagram. 

Development 

• Provide each student with a copy of page 16 to 

complete their own social groups. 


This activity may be completed using different 

sizes of coloured circles (or ovals) that can be 

stapled together at the top. The students may 

draw themselves in an appropriately-sized 

shape which can then be attached to the front, 

similar to the example on page 15. Students 

may be encouraged to write names on the front 

of each circle and draw images on the back. 

The stapled parts can then be 'flipped' up to 

reveal the images. 

Conclusion 

• Come together as a group and select students 

to name one person in each section of their 

diagram. 

• Discuss to compare the class-completed social 

groups of the baby, Tan, to the social groups of 

each student. Are friends very important to you? 

Do you think a baby like Tan would think friends 

were very important? Why/Why not? Babies 

need their parents to feed them, change them 

and put them to sleep. They depend on their 

parents for everything. Do you depend on your 

parents to feed you, change you and put you to 

sleep? Why/Why not? 



Describe physical and social changes that 

occur as children grow older and discuss 

how family and community acknowledge 

these (ACPPS016) G 

Resources 

• One copy of page 15 to complete and discuss with 

the students 


Assessment 

• Student work samples of page 16 should indicate if 

they can identify significant relationships. 

• Oral responses during discussions in the 

Conclusion should indicate whether students can 

identify how relationships have changed. 

Going further 

• Read the information on page 17 (or information 

gained from books such as those listed in Going 

further on page I 0) and discuss ways different 

cultural groups celebrate different stages of 

development. 

• Ask the students to write to complete the sentence 

'My very important person is .. .' to describe the 

most significant person they have a relationship 

with. 



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Which people are important to Tan? 


Others 

Home 



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Who is important to you? 




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Birthday celebrations in China 


In China, to celebrate a child's birthday, very important people 

like family and friends may be invited to share a 

meal at the child's home. The birthday child may 

'slurp' long noodles. Everyone hopes that 

slurping long noodles will help the child live 

a long life. Family and friends who cannot 

come to the celebration sometimes eat 

long noodles wherever they are. 

Many Chinese children have a birthday cake. 

Indigenous Australian birthday celebrations 

Many Indigenous Australian children have birthdays 

like other children. Others celebrate in the 'old way'. 

They may have a 'birth' celebration. Just before or 

when a baby is born, it is given 'totems' by the mother 

and father. Totems join the child to animals or plants. 

Totems may be handed down from grandparents, 

great grandparents or great, great grandparents. 

Each tribe or group may have different celebrations. 



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Birthday celebrations in Germany 

Lucky German children do not have to do 

homework or household chores on their birthday! 

Family and special friends gather together 

for the birthday celebration. 

Some families place special wooden wreaths 

on the birthday table. The wreath has small holes for candles and a place 

for a tall, beautifully-decorated 'life candle' in the middle. The life candle is 

lit every year until a child turns 12 years of age. 

Other families give their child a birthday cake like other children. 


The lesson 

Introduction 

• Read the story on page 19 with the students. 

Discuss the characters and events and identify 

the warning signs Ella was experiencing. 

Development 

• Warning signs vary from person to person. Ask 

the students to draw and/or write, on their copy 

of page 20, the warning signs their body uses to 

tell them they are feeling unsafe. 

• Discuss some ideas to add to the warning 

signs suggested in the story. Examples may 

include: wide eyes, hair standing on end, red 

face, fast breathing, dry throat, shaky knees, 

goosebumps on the arms and so on. (Teachers 

may wish to do a quick internet image search 

of 'scared or frightened children' to assist the 

students in their identification of warning signs.) 


The early warning signs activity may be 

completed as a whole-class activity on a large 

body shape created by tracing the shape of a 

student onto a large piece of cardboard. 

Conclusion 

• Ask students to relate personal experiences of 

situations in which they felt unsafe, or places 

where they felt unsafe. (Teachers should 

encourage sharing but not force students to 

relate incidents unless they feel comfortable to 

do so.) Sharing may involve how the situation 

was resolved so the student felt safe again. 



Practise strategies they can use when they 

feel uncomfortable, unsafe or need help with 

a task, problem or situation {ACPPS017) 0 

Resources 

• One copy of page 19 to read with the studentshard 

copy or scanned for a whiteboard 

• One copy of page 20 for each student (or the 

alternative as suggested in Differentiation) 

Assessment 

• Student work samples of page 20 should indicate 

that they can identify physical, emotional and 

external signs of feeling unsafe. 

• Oral responses from students regarding personal 

experiences should indicate that students are aware 

of unsafe situations. 

Going further 

• Discuss the images on page 21 and ask the 

students to identify places or situations that are 

unsafe. Extend the activity by asking the students 

to identify the situations that require police, fire 

officers, ambulance or other emergency services. 

• Consider using the educational resources at . They include information 

about 'yes' and 'no' feelings, warning signs, scared 

and yucky feelings, private parts and privacy, the 

right to say no if you don't feel safe, and what to do 

if you feel unsafe or unsure. 



Display Copy 


Ella was so excited. Today she was 

going to the petting zoo with her 

family. What a shame the fun would 

be spoiled because Mum and Dad 

were taking her 'pesky' little brother, 

Zoe, as well! 

The family arrived at the petting zoo 

and bought their tickets. The map at 

the entrance showed lots of different 

animals to visit. 

'I want to see the goats first!' said 

Ella. 'Goats are clever!' 

'The goats are a long way from 

here,' said Dad. 'It would be best if 

we started here and worked our way 

around to them.' 

The calves and chickens were soft 

and cute. The foals tickled Ella's 

hand as she stroked them. The 

piglets squealed and snuffled as 

they crawled all over each other. The 

geese and ducks were soft and fluffy. 

They squabbled and squawked as 

they fought over their food. 

Ella was having a wonderful time. 

She forgot about the goats until 

she saw a path snaking its way in 

another direction. 

'If I go this way, I can see the goats', 

she said to herself. Mum and Dad 

were helping Zoe climb onto the 

fence rails. They did not notice as 

Ella slipped away. 


Ella walked along the path, stopping 

here and there to pat the baby 

animals. It was a glorious day and 

time passed quickly. 

'I thought I'd see the goats by now', 

Ella said to herself. 

She could not see the goats. 

Everywhere she looked, she saw 

strangers. She could not see Mum or 

Dad. Her palms began to sweat. Her 

heart began to beat quickly. Huge 

butterflies darted about inside her 

stomach. Her body began to shake. 

Tears fell down her white face. 

'I'm lost!' she thought. 'I want my 

mum and dad! I don't feel safe at 

all!' she cried. 

Just then, Ella saw her little brother's 

face peering around a bush. Mum 

and Dad were trotting quickly behind 

him. 

'I'm safe now!' thought Ella. 



Display Copy 

She didn't even mind 

watching the goats with 

her 'pesky' little brother. 



I feel unsafe! 



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The lesson 

Introduction 

• Discuss the types of situations 

where students feel uncomfortable, 

unsafe or need help. Encourage 

students to share personal 

experiences. What would you 

do if you were feeling unsafe, 

uncomfortable or needed help? In 

brief sentences or bullet points, 

quickly write some strategies on the 

board as students suggest them. 

Ideas may include 'Tell Mum or 

Dad', 'Run away', 'Yell/Scream', 'Say 

in a strong voice "No! Go away!"', 

'Run to a safe place', 'Call the 

police', 'Don't let anyone touch you', 

'Take deep breaths and stay calm' 

and so on. 

Development 

• Discuss what characteristics a 

trusted person has. Who are the 

people you trust most? 

• Provide each student with a copy of 

page 23 and ask them to write the 

name of a specific trusted person 

on each finger. Provide specific 

phone numbers of local community 

organisations such as Kids Helpline, 

triple zero, child services and so on 

for the students to copy down on the 

wrist section of the diagram. 


Assist students who need help 

writing words; allow more capable 

students to work independently. 

Students may add phone numbers 

of trusted people if they know them. 

Conclusion 

• Gather in a circle as a whole class 

and ask each student to say the 

name of one trusted person they 

wrote on their 'hand'. 

• Ask the students to repeat the 

phrase, 'Nothing is so bad that we 

can't tell someone about it!'. 




Practise strategies they can use when they feel 

uncomfortable, unsafe or need he!e.._ with a task, 

problem or situation (ACPPS017) QJ 

Resources 


Assessment 

• Oral responses will indicate if students can identify a trusted 

person to tell if they feel unsafe. 

Going further 

• Read the scenarios on page 25 and discuss strategies (or 

plans) for keeping safe. 


Students may be grouped in pairs to discuss the scenarios 

with a friend. 

• Read books like the following that reinforce ideas about 

keeping private parts private: Some Parts are NOT for sharing 

by Julie K. Federico, I said no!: a kid-to-kid guide to keeping 

pr i vate parts private by Zach King and Kimberly King, My 

underpants rule! by Kate and Rod Power, and Some secrets 

should never be kept by Jayneen Sanders. After reading a text, 

the students complete page 24. 


Select books appropriate to the students in the class. Capable 

students may be able to read some for themselves. 

• Visit to play 'Triple zero kids' 

challenge'. Provide opportunities for the students to practice 

phoning triple zero. 



Display Copy 

• Read the poem below with the students then ask them to paint 

or draw a picture of their safe place. 

My safe place 

I have a place I like to go 

When I am feeling sad and low. 

When I am there I feel safe and happy. 

Do you have a safe place just like me? 


Once the picture has dried, students may write a sentence or 

two to describe their safe place. This can be stapled or glued 

to their picture for display or sharing. 

• Consider using the educational resources at . They 

include information about 'yes' and 'no' feelings, warning signs, 

scared and yucky feelings, private parts and privacy, the right 

to say no if you don't feel safe, and what to do if you feel unsafe 

or unsure. 


Write the names of trusted people. 

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I. Read the words with your teacher. 

Your body belongs to you. 


The parts of the body covered by a swimsuit are called your 

private parts. 

Don't let anyone touch your private parts. 

Don't touch anyone else's private parts. 

2. Draw and colour a swimsuit to cover your private parts. 



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, 

Mum is late picking me up from 

school. All the other children 

have gone home. 


A stranger comes up and starts 

talking to me at the shops. 

I get lost at the shops. 

My parents are fighting. 

An old man falls down near me 

and bumps his head. He's lying 

very still. 

A kid at school asks me to touch 

his private parts. 

The door locks on me. I can't get 

into the house. 

A big kid at school keeps taking 

my food. 

An adult, who knows my 

dad, touches me and I feel 

uncomfortable. 

My beSt friend's mum is taking 

me home from the party. It's 

getting late and she hasn't come. 

A kid in the class shows me her When I am playing games on the 

new toy. 'I stole it from the shop!' computer, I get a message from 

she says. 

someone I don't know. 

A kid in the class keeps saying, 

'Go away!' when I ask to play. 



Display Copy 

A friend of my big sister calls me 

nasty names when I see her in 

the playground. 

A big boy at school offers me 

sweets to meet him in the 

playground after school. 

My older brothers keep picking 

on me. 

The pan of food cooking on the 

stove boils over. 

Mum forgets to turn the iron off. 


Australian Curriculum Health (Year 1) @

The lesson 

Introduction 

• Display page 27 and discuss what is happening 

in the school playground. Ask the students to 

identify who is being a bully and who is being 

bullied. 

Development 

• If you were asked to draw a picture of a bully, 

what would they look like? (Students' ideas 

may suggest that bullies are big, strong, ugly, 

mean-looking and so on.) Refer to the picture 

again and look at the children who are acting 

like bullies. Do they fit the picture that you 

imagine bullies look like? Reinforce the idea 

that anyone, anywhere and at anytime can 

be a bully. NOTE: Bullying is an act that is 

usually repeated over time and is an enjoyable 

experience for the bully. Single acts, while 

reprehensible, do not constitute bullying 

behaviour. 


More capable students may be asked to write 

a sentence or two to describe what a bully is 

or write to complete the definition 'A bully is 

someone who .. .'. 

• Ask students to suggest ways of dealing with 

bullies. Discuss the suggestions and ask 

students to indicate, by raising their hand, 

if they like the strategy. List some of these 

strategies quickly on the board. 

Conclusion 

• Ask students to think about the strategy they 

like best for dealing with bullies. Read out or 

say each strategy (as listed on the board) and 

ask students to stand up if they would choose 

that strategy. (Alternatively, students may be 

asked to sit in groups by strategies.) 



Practise strategies they can use when they 

feel uncomfortable, unsafe or need help with 

a task, problem or situation {ACPPS017) 0 

Resources 

• One copy of page 27 to discuss with the students 

Assessment 

• Ask students to orally complete the sentence 'If I am 

bullied, I will .. .' to identify a strategy. 

Going further 

• Look at and discuss the two pictures on page 28. 

Students need to be aware of 'bystander bullies' 

(people who stand by and do nothing while others 

are bullied, or people who support the bully's 

actions) and some forms of cyberbullying. 

• Visit and watch as the 

story The ant bully by John Nickle is read. (The 

animated movie version may also be watched if time 

allows.) 

• Discuss some bullying scenarios with the students. 

Students cut out the wheel and arrow on page 29, 

and join the arrow to the centre of the wheel using a 

split pin. Students may use the strategy wheel and 

turn the arrow on the wheel to indicate a strategy 

they think best suits the scenario. 


Students may be asked to create their own 'Dealing 

with bullies' strategy wheel by writing their own 

ideas in each section of the circle on an enlarged, 

blank copy of page 29. 



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Who is being a bully? Who is being bullied? 




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Bystander bullying and cyberbullying 

I. 

2. 

II UPDATE YOUR STATUS HERE ... 

m I FRIENos ..-1 1•:ltfiMI 



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II 

Brynda commented 1 day ago 

Ur a loser! 

Ur page is boring just like u. 



Ways of dealing with bullying 


- - - - - 

I 

I 

Stand up tall 

and say 'Leave 

me alone!' 

Stay calm. 

Talk in a 

quiet, friendly 

way. 

Leave the 

situation and 

move to a place 

where there are 

more people. 

Tell an adult or 

friend. 



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_______________ ! 

I. 

I 

---------------, 

 

 


The lesson 

Introduction 

• Display the medicine packaging images as 

shown on page 31. Discuss what the images 

show or mean. Read the words together. Why 

are labels needed on tablets and medicines?, 

Why are tablets and medicines packaged the 

way they are? Discuss students' answers. 


More capable students may be asked to read 

the labels to the class. 

Development 

• Provide each student with a copy of page 32. 

Ask them to write or draw a label or packaging 

that tells others they need to be used carefully 

(and preferably under adult supervision). 


I. This lesson may be completed using 

coloured shapes for the tablet bottle and 

packet of tablets. Students can write labels or 

draw signs on pieces of white paper and glue 

them on, or write or draw directly onto the 

shape using bold crayons or pastels. 

2. Page 33 may be used instead of page 32 

if the students are able to copy and write 

their own words. Teachers should read the 

sentences through with the students before 

expecting them to complete them. 

Conclusion 

• Sit in a circle as a group and select students to 

display their completed copy of page 32. 

• Select students to name a medicine or tablet 

taken at home, what it is for and which adult at 

home supervises them when they take it. 



Recognise situations and opportunities 

to promote health, safety and wellbeing 

(ACPPSO 18) 0 

Resources 

• One copy of page 31 for discussion (this may be 

enlarged, coloured and laminated for use if desired) 

• One copy of either page 32 or 33 (refer to 

Differentiation in Development) for each student 

Answers 

Page33 

I. Poison 

2. Safe 

3. Mum or Dad 

Assessment 

• Completed student work sample copies of pages 32 

or 33 should indicate if students can identify poison 

labels, types of medicine packaging, the reason for 

using them and that an adult is needed to supervise 

the taking of any medicines or tablets. 

Going further 

• Ask the students to work in pairs to conduct an 

internet image search of different types of poison 

labels and medicine packaging. Discuss ones 

familiar to the students. 

• Discuss safe storage of medicines and tablets. 

Where is the best place to store medicines, tablets 

and other dangerous household materials? What 

are some household materials that are poisonous 

or dangerous? Where are dangerous household 

substances kept at your house? (A number of 

different household substances such as spray 

cleaner, dishwashing liquid, bottles of tablets or 

medicine, bottles of soft drink etc. may be used to 

support the lesson.) 



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Medicine packaging 


0 POISON 

0 

PHARMACIST ONLY MEDICINE 

KEEP OUT OF REACH OF CHILDREN 



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Write or draw something to show you need to be careful. 



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Complete the sentences. 


I. p______ _ labels tell us that something is 

dangerous. 

0 

0 

2. Medicines and tablets have 

special packaging to keep 

us s _________ . 



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0 

0 

3. _______ helps 

me take medicine and 

tablets at home. 

Draw the adult who helps 

you take medicine. 



The lesson 

Introduction 

• Read the story on page 35 to the students, 

Discuss what is happening. How are the 

characters feeling? What did they do to make 

themselves feel bad? Could they have treats 

without feeling so bad? How? Why don't they 

want to go out and be active like Mum? Why do 

you think Mum doesn't feel like them? Have you 

ever felt like this? When? Why? 

Development 

• Explain that some foods, when eaten, make 

you feel happy and energetic; other foods make 

you feel tired and lacking in energy. Explain that 

foods that make you feel energetic and happy 

are healthy foods and should be eaten every 

day. Foods that make you feel tired and lacking 

in energy are unhealthy and should only be 

eaten sometimes. 

• Ask students to name healthy foods or drink. 

• View The Australian Guide to healthy eating as 

listed in Resources. Look at and discuss the 

different food groups, what sort of food makes 

up each group, the water image and the foods 

that should be eaten in small amounts and only 

'sometimes and in small amounts'. 

Conclusion 

• Using The Australian Guide to healthy eating as 

a reference, name foods. Students must look at 

the guide as a food or drink is given and move 

around the room in a happy, energetic manner 

if it is a healthy food or drink. If the food or drink 

belongs in the 'eat only small amounts' or 'eat 

only sometimes and in small amounts' group, 

students must move in a slow, lethargic way, 

demonstrating lack of energy. 






Resources 

• One copy of page 35 to read to the students-hard 

copy or scanned for the whiteboard 

• The Australian Guide to healthy eating at 

Assessment 


Completed work samples should indicate that 

students identify that eating healthy food makes 

people feel better, more energetic and happier than 

eating unhealthy food. 

Going further 


In each labelled section, the students draw an 

appropriate food. 


I. Students who are able should write as well as 

draw to label the food or drink. 

2. This activity may be completed on a large 

paper plate that has been pre-divided into the 

appropriately-sized sections. 

• Discuss what would happen if a person kept eating 

only unhealthy food or ate more unhealthy food than 

healthy food. 



Display Copy 

• To reinforce, and provide a simple method of 

remembering the main food groups, have the 

students create the Hand-y chart of food groups 

described at . 



It was late on Easter Sunday morning. The Buchanan family was 

enjoying a fun morning tea of rich, chocolatey eggs and warm, soft 

hot cross buns spread with butter. It was such a special treat that 

Butch, Barb and Dad kept filling their mouths with the delectable 

delights. 

'Just one more bun won't hurt!' said Dad, as he demolished 

another. 

'I'm going to have some more tiny eggs!' said Barb. 'I like the 

crunchy ones best! I might eat the last few!' 

'I like the plain chocolate ones best!' said Butch, as he popped 

two more into his mouth. 

Before long, they were sprawled on the lounge. 

'I am so full that I can't move!' said Butch. 

'I think I ate too much!' 

'My tummy's about to burst!' 

said Barb. 'I feel sick!' 

'I don't think I 

have the energy 

to do anything!' 

said Dad. 'I think 

I'll just sit here 

and have a nap.' 

Just then Mum 

entered the room. 

'I'm going outside 

to play with the dog! 

Is anyone coming?' 

Butch, Barb and Dad just groaned. 



Display Copy 



I. Draw a line to match the beginning to the end of the 

sentence. 

2. Draw: 

Eating healthy food 

makes you feel ... 

Eating unhealthy food 

makes you feel ... 

some healthy food. 

0 

0 

some unhealthy food. 



Display Copy 




Drink lots 



Display Copy 

Small amounts 

Sometimes and in small amounts 


The lesson 

Introduction 

• Demonstrate and ask the students to perform 

several of the yoga poses from page 39. 

• Why do people do yoga and others types of 

exercise? Discuss the students' answers. 

Development 

• Read the story on page 40 with the students, 

assisting with any unfamiliar words. 


Students may be provided with their own copy 

of page 40 to follow along closely as the words 

are read. 

• Reread the text, asking the students to identify 

ways Mason was physically active and reasons 

why people like to be active regularly. Underline 

any sentences that describe the health benefits 

of regular physical activity. 

• Compare these reasons to ones the students 

suggested in the Introduction. Are there other 

benefits of being physically active? (The 

students may suggest that being active might 

stop people from getting diseases and make 

them feel good about themselves.) 

Conclusion 

• Select students to share ways they keep 

physically active. (These need not be sports 

like dancing and karate, but things like running, 

riding a scooter, playing hopscotch and so on.) 

• Complete the lesson by asking the students to 

perform other, or the same, yoga poses as in 

the Introduction. 






Resources 

• Copy of page 39 (Optional-May be displayed for 

the students to see or used as a teacher reference.) 

• One copy of page 40 to read with the students, 

marker 

Assessment 

• Sit in a circle. Say a number of different health 

statements; e.g. 'Being active makes your hair 

grow.', 'Being active makes you fat.', 'Being active 

makes your heart stronger.', 'Being active helps your 

bones grow strong.' etc. Ask students to pat their 

head, rub their tummy or jump once on the spot if 

they agree with the statement. 

Going further 

• Ask the students to complete page 41 to identify 

ways they are physically active, and ways to include 

more physical activity in their day. 

• Provide opportunities for the students to be more 

active during the school day. For example, in a line, 

hop to the computer lesson; perform action rhymes 

and fingerplays to combat restlessness; play a 

game at the end of the day before going home, and 

so on. 

• Survey the students, make a tally and create a 

picture graph of ways the students are active in 

the community. Students may state community 

groups they belong to, such as Brownies or Scouts; 

community dance, taekwondo or soccer clubs; or 

places in the community such as parks they visit to 

be physically active. 



Display Copy 



Yoga poses develop flexibility, balance and stability, enhance 

calmness and provide relaxation. 

Bow Bridge Cat 

Cobra Corpse Downward-facing dog 

Easy Extended-side angle Mountain 



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Plank Salute Tree 

Warrior I 

Upward-facing dog 


On Monday, Mason flew 

high on the swings. 


He felt happy and peaceful. 

On Tuesday, Mason ran around 

the park with Tucker, his dog. 

He slept well that night. 

On Wednesday, Mason ran 

a long race with Liam. 

He felt very proud that he had finished. 

On Thursday, Mason hopped and 

jumped along the path to school. 

His heart beat fast and strongly. 

On Friday, Mason rode his bike around 

the park as fast as he could. 

His leg muscles had to be strong 

and work hard. 

On Saturday, Mason climbed up and 

down the stairs at Nan's house. 

He wanted healthy, strong bones. 

On Sunday, Mason played soccer 

and tumbled with Liam. 

He stretched his body in lots 

of different ways. 

On Monday after school, Mason read some 

books and played quietly with his toys. 

 



Display Copy 

// 



I. Draw one thing you do often that keeps you active. 


2. Tick other ways you keep active. 

0 

[l Jumping, skipping, hopping and leaping 

0 

[l Riding a bike, scooter or skateboard 

0 

[l Jogging or running around at school 

0 

[l Climbing, swinging and galloping 

D 

D 



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3. Put a cross next to some ways you could be more active. 

Ji! Walking to school D 

Ji! Rolling in the grass 

Ji! Running around the park 

D =----·· 

D --"'1171 


The lesson 

Introduction 

• Sing one or two fingerplays or action rhymes 

about animals that like the water. For example, 

Five little ducks, Five little speckled frogs, Ten 

little fishes etc. 

• Who likes the water? Why?/Why not? Who likes 

the beach? Who likes playing in the water at a 

pool? What games can be played in water? 

Development 

• Playing in the water at the beach or in a pool is 

fun, but it can be dangerous too. How can we 

keep ourselves safe in, on or near the water? 

Discuss suggestions offered by students and 

list some on the board. 


Pairs of independent students may work 

together to write or draw ideas, then present 

them to the whole class. 

• Provide each student with their own copy of 

page 43 to complete by drawing. Read through 

each 'page' of the booklet with the students. 

Students cut out the pages and cover, then 

staple them together to make a small water 

safety booklet. 


I. Teachers may wish to use the wording 

provided by students to create their own 

class version of the water safety booklet and 

use it in another lesson at a later date. 

2. The construction of the water safety booklet 

may be completed as another complete 

lesson if necessary. 

Conclusion 

• Recite the slogan below to the students. 

Ducks, frogs and fish think water is great. 

It can be great for us too if we act safely, 

mate! 

• Sing or perform a different fingerplay or action 

rhyme about animals that live in water. 






Resources 

• (Action rhymes and fingerplays) 

• One enlarged copy of page 43 for each student 

Assessment 

• As the students are completing their booklets, walk 

around and ask selected students to tell one way 

they can be safe in, on or near the water. 

Going further 

• Brainstorm to list actions students use to keep 

safe on the road. Actions may include always 

holding an adult's hand while walking along the 

footpath; always crossing the road with an adult; 

looking to the right, then left and right again, and 

in front and behind you before deciding it is safe 

to cross; always wearing a helmet when riding a 

bike, skateboard or scooter; stoping at the edge 

of the road before crossing; walking quickly (don't 

run!) across the road when it is safe; crossing at a 

pedestrian crossing etc. 


More capable students may play the safety game 

on page 45 which combines aspects of both water 

and road safety. 

• Use an internet image search to find road safety 

signs. Discuss what they mean and how students 

can use them to keep themselves safe. Students 

may also complete page 44 individually. 



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Students may complete question I on page 44 as 

an oral activity with the addition of other road safety 

signs. 

• Visit the 'Kids alive - Do the five' website then read and discuss the five 

main points. 



Make sure an adult 

is watching you. 

Play nicely-no 

pushing or shoving! 

I 

I 

--------------------+--------------------+--------------------i 

I 

Wear floaties if 

you are learning to 

swim, or are not a 

strong swimmer. 

I 

Walk-don't runaround 

slippery 

pools. 

I 

I 

Before diving, 

check how 

deep the 

water is. 

--------------------+--------------------+--------------------i 

I 

Wear sunscreen 

and a rash shirt. 

I 

Swim with a friend. 

I 

Yell for help and 

throw a flotation 

device if someone 

needs help. 



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--------------------+--------------------+--------------------i 

Swim between the 

red and yellow flags 

at the beach. 

Shut the pool gate. 

Stay calm and 

attract attention if 

you need 

I help. 



I. Look at each sign. 


Write how each keeps you safe on the road. 

2. Draw a picture or sign to 

match the words. 

Always buckle up 

your seatbelt. 



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Display Copy 

Start 

www.ricpublications.com.au

The lesson 

Introduction 

• Revise some of the different ways of keeping 

safe. 

• View the video listed in Resources and discuss 

the message it is giving about being 'sunsmart' 

outdoors. 

Development 

• Provide each student with an enlarged copy of 

page 47 and ask them to complete each part by 

writing and drawing. That is, slip on a shirt, slop 

on sunscreen, slap on a hat, seek shade and 

slide on sunglasses. 


I. Students may write or draw, or both, 

depending on their abilities. Adult helpers 

can assist those requiring help. 

2. Teachers may choose to complete the 

activity using large coloured paper sun 

shapes (or coloured circles on which 

students have drawn large suns). Students 

complete the statements by writing or gluing 

on labels, and drawing pictures. 

Conclusion 

• Discuss situations and environments in the 

community where students go that require them 

to protect themselves by using the 'slip, slop, 

slap, seek and slide' rule. 

• Role-play slipping on a shirt, slopping on 

sunscreen, slapping on a hat, seeking shade 

and sliding on sunglasses. 






Resources 

• (Video of Sid the 

Seagull singing the 'Slip, slop, slap, seek and slide' 

message) 

• One enlarged copy of page 47 for each student 

Assessment 

• Observations of students as they prepare to go 

outside to play will indicate if they are aware of the 

need for protection from the sun to keep them safe. 

Going further 

• Discuss the images in the picture on page 48. 

Ask the students to identify the natural objects (or 

objects that were once living). Discuss ways to 

use them safely while playing. Discuss some rules 

the students have to follow in their own school 

playground so that everyone is safe. 

• Complete some of the activities listed under 

Curriculum resources at 

• As a class, create a sign to remind students to 'slip, 

slop, slap, seek and slide'. Place it in a position 

where students can read it each time they go 

outside to play. 

• Hang a large cardboard sign that says 'Seek shade' 

from the branch of a tree in the playground. 



Display Copy 

• Follow the rules to play games safely outside. The 

examples on page 49 may be used. Ask students if 

they would change any rules to make them safer. 



c,\\V on ... 



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You're only safe if ... 

• Equipment: 

None 

• Instructions: 

The teacher calls out 

'You're only safe if ... ' 

then names a specific 

natural object-grass, a tree or bush, a rock 

or stones, a leaf, bark, dirt and so on. The 

students have ten seconds to look around 

and locate the natural object. Then the 

teacher, adult helper or child chosen to be 'It', 

chases the children to try to tag them before 

they touch the object. Those tagged must 

become 'taggers'. 

Willy wagtails and kookaburras 


One coin to flip (optional) 


Divide the students into two equal teamswilly 

wagtails and kookaburras. The teams 

line up facing each other about one or two 

metres apart. Flip the coin (or simply call 

out the name of one of the teams). The 

team named must turn and run to safety 

(playground line, skipping rope, or natural 

area allocated to them). The opposing team 

gives chase. Players 'tagged' must change 

teams. 

Farmyard animals 


None 


The teacher names the students as farmyard 

animals, ensuring that there are three of each 

animal. When the signal is given, students 

make the noise of, and move around like their 

animal, trying to find the two students who 

belong in their team. The first group of three 

to find all their members wins. 

nn 

y 

;;; : 


 

one large ball 

'I- 


The students sit in a circle. 

The small ball (the bunny) is passed around 

the circle from student to student. When the 

'bunny' is about halfway around the circle, 

the larger ball (the fox) starts being passed 

around the circle in the same direction. The 

object of the game is for the fox to catch (or 

overtake) the 'bunny'. Teachers may make 

the game more interesting by changing the 

direction of passing. 

Surfing 


Pool noodle or large soft ball, 

such as a fit ball for the 'surfer' 


The players lie face up side-by-side close 

together. This is the wave. The teacher 

places the pool noodle or ball on the stomach 

of a student at one end of the 'wave'. On 

the command 'surf', the students roll in one 

direction, as one, to move the 'surfer' to the 

other end of the 'wave'. 

NOTE: This may take some practise and 

students may like to roll more than once to 

move the 'surfer' along. 



Display Copy 

Wriggly worm relay 


None 


Form small teams of 

four or five. Players place their left hand 

through their legs and grasp the hand of the 

player behind. This creates the 'worm'. When 

the signal is given, the 'worm' must run, 

joined, to the other end of the playing field. 

The first to reach safety without breaking 

hands wins.

RIC-20003 AC Health (Year 1) Be healthy safe and active

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