RIC-20001 AC Health (Foundation) Communicating for health and wellbeing

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Australian Curriculum Health 

(Foundation) 

Published by R.I.C. Publications ® 2016 

Copyright © R.I.C. Publications ® 2016 

RIC-20001 

Titles in this series: 

Australian Curriculum Health (Foundation) 

Australian Curriculum Health (Year 1) 






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For all Australian Curriculum material except elaborations: This is 

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material at http://www.australiancurriculum.edu.au/ 

This material is reproduced with the permission of ACARA. 

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In some cases, websites or specific UR Ls may be recommended. While these are checked and rechecked at the time of publication, 

the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the 

class teacher checks all URLs before allowing students to access them. 

View all pages online 

PO Box 332 Greenwood Western Australia 6924 

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

. FOREWORD. 

Australian Curriculum Health is 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, the series provides a variety of 

teacher resources to assist in the implementation of health lessons. 

CONTENTS 

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

Being healthy, safe and active ......................................................................................................... 2-33 

Things I do well ................................................................................................................................. 2-5 

Growing and changing ...................................................................................................................... 6-9 

My private body . .. .. . . . .. . . . .. .. . . . .. . . . .. . . . .. .. . . . .. . . . .. .. . . . .. . . . .. .. . . . .. . . . .. .. . . . .. . . . .. .. . . . .. . . . .. .. . . . .. . . . .. .. . . . .. . . . .. .. . . . .. . . I 0-13 

People need help .. . . . .. . . . .. .. . . . .. . . . .. . . . .. .. . . . .. . . . .. .. . . . .. . . . .. .. . . . .. . . . .. .. . . . .. . . . .. .. . . . .. . . . .. .. . . . .. . . . .. .. . . . .. . . . . . .. . . . .. . . I 4-17 

People who help keep me safe and healthy .... . .... . ...... .. .. .. ...... . .... . ...... . .... .. ..... . .... . ...... . .... . ....... .... . 18-21 

Protecting myself ........................................................................................................................... 22-25 

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

Safe places .................................................................................................................................... 30-33 

Communicating and interacting for health and wellbeing .......................................................... 3'+-49 



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Feeling left out ............................................................................................................................... 34-37 

Feelings ......................................................................................................................................... 38-41 

Dealing with feelings ..................................................................................................................... 42-45 

Taking risks ................................................................................................................................... 46-49 

Contributing to healthy and active communities .......................................................................... 50-81 

Danger at home ............................................................................................................................. 50-53 

Healthy eating ............................................................................................................................... 54-57 

Keeping myself clean and healthy ................................................................................................. 58-61 

Safety at home .............................................................................................................................. 62-65 

Water safety .................................................................................................................................. 66-69 

Road safety ................................................................................................................................... 70-73 

Being kind, fair and respectful ....................................................................................................... 74-77 

Playing outdoors ............................................................................................................................ 78-81 

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

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. 

TEACHERS PAGE 

+ The title of the unit is provided ·············· ···-• 11eep1ngmyse1tdeanandhea11hy 

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Pages 

2-5 

6-9 

10-13 

14-17 

18-21 

22-25 

26-29 

30-33 

34-37 

38-41 

42-45 

46-49 

50-53 

54-57 

58-61 

62-65 

66-69 

70-73 

74-77 

78-81 

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R.I.C. Publications ® www.ricpublications.com.au 

Australian Curriculum Health (Foundation) 

v

,, .. FeeliilQ' left out 

Communicating and interacting for health and wellbeing 

The lesson 

Introduction 

• Read the poem on page 35. What colour is the 

fish that was left out? How do you think he felt? 

Differentiation 

A large copy may be shown and read, with the 

teacher pointing to the words for students who 

are developing reading skills. 

Development 

• What could the fish who was left out do? Have 

you ever felt left out? When and where? How 

did you feel? What did you do? Teachers may 

record or emphasise some strategies if they 

feel it is appropriate. 

• Read the second part of the story on page 36. 

Who helped the white fish? How did the white 

fish feel before the purple and green fish helped 

him? How did he feel after he was asked to join 

in? What did he do to stop himself from being 

left out? 

• Ask the students to show, using facial 

expressions, how it feels to be left out and to be 

included. 

Conclusion 

• Review the strategies suggested for dealing 

with being excluded. Select students to 

complete the sentence 'When I'm feeling left 

out, I can .. .'. 

Content description 

Practise personal and social skills to interact 

positively with others (ACPPSOOl.f) 0 

Resources 

• One copy each of pages 35 and 36 (Teachers 

may wish to colour the three fish in their respective 

colours to aid comprehension.) (optional) 

Assessment 

• Provide each student with a coloured circle. 

(Bundles of coloured circles are readily available 

from craft stores.) On the front of the circle, the 

students draw features to create a face that shows 

what it feels like to be excluded. On the back, 

students draw or write one strategy to cope with 

being excluded. 


Adults should scribe, or assist those requiring help, 

but allow those more capable to make their own 

attempts. 

Going further 

• Being excluded by others is a form of social 

bullying. A number of valuable books deal with 

the topic of exclusion and inclusion. Some titles 

are Hooway for Wodney Wat by Helen Lester, 

Chrysanthemum by Kevin Henkes and Oliver Button 

is a sissy by Tamie dePaola. 

• Play class games like those on page 37 that teach 

interpersonal skills. 

• Learning to get along with others is a key social skill. 

Discuss ways to work well in groups. Strategies may 

include listening to each others' ideas, taking turns, 

being assertive rather than aggressive, sharing, not 

being bossy and so on. 



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34 Australian Curriculum Health (Foundation) R.I.C. Publications ® www.ricpublications.com.au

,, .. Feeling left out .:::-1 ··· ·· · 


Three little fish swam in the sea. 

One was red, one was blue and one was yellow like a bee. 

Along came a fish as white as snow. 

'Can I play too?' he wanted to know. 

'You look very odd. Your colour is wrong. 

You can't play with us. Just swim along!' 

The white fish was sad. He felt all alone. 

He had no friend to call his own. 

He swam away slowly. His fins hung low. 



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He had no-one to play with. His tears began to flow. 

R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum Health (Foundation) 35


A little white fish swam in the sea. 

He was as sad as he could be. 

Ahead two fish could be seen. 

One fish was purple. One was green. 

They swam together without a care. 

The white fish wished he could be there. 

'I will be brave. I will ask to play. 

The worst they can do is say "Go away! "' 

He swam to the fish and asked to join in. 

The purple fish looked at him and said with a grin, 

'Of course you can play. We all need more friends.' 



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The white fish was very happy. That's where the story ends. 


,,-·FeeliiiQ left out 

.:::-3,u ......:r-cr 


Games that develop interpersonal skills 

Roller ball 

Equipment: Large ball 

Bed sheet ping pong 

Equipment: Ping pong balls, bed sheets 

Instructions: 

The students stand in a circle and join hands. One 

student is chosen to be 'It' and stands in the centre 

of the circle with the ball. 'It' tries to roll the ball out of 

the circle while the students holding hands use their 

feet to keep the ball inside the circle. When the ball 

rolls outside the circle, a new 'It' is chosen. 

Under the bridge 

Equipment: None 

Instructions: 

The students skip around the designated playing 

area in pairs. Two students are selected as 'It' or 

'taggers'. When pairs of students are tagged, they 

face each other and form a bridge by joining hands 

and holding them above their heads. To release the 

'tagged' students and allow them to rejoin the game, 

another pair of students must skip under the bridge. 

The game continues until the teacher changes those 

chosen to be 'taggers', or until everyone hos been 

'tagged'. 

Stuck in the mud 


Instructions: 

Several students are chosen to be 'It' to 'tog' the 

other students. On a signal from the teacher, the 

students run, skip, hop, leap, jump or jog around the 

designated area. The 'taggers' pursue them, trying to 

touch them. When 'tagged', students become 'stuck 

in the mud' and they must stand with their legs apart 

on the spot where they were tagged. They can only 

become 'unstuck' if another student crawls through 

their legs. While doing this they must be careful not 

to be 'tagged' as well. The game continues until the 

teacher chooses new 'taggers' or everyone is 'stuck 

in the mud'. 

Instructions: 

The students are grouped in teams of four or five. 

They stand on opposite sides of a bed sheet, holding 

the edges. A ping pong ball is placed in the centre 

of the sheet. The players in each team must work 

together to raise or lower the sheet to try and get the 

ping pong ball to foll off the sheet on the side of the 

opposing team. 

Inside/Outside 


Instructions: 

The students stand in a circle with their hands 

joined tightly together. One student is chosen to go 

outside the circle and attempt to get inside. The other 

students must try to keep the student out by gently 

blocking him or her. Once the student is able to get 

inside the circle, another student is chosen. Teachers 

may choose to select more than one student to 

be outside the circle. Repeat the game, selecting 

specific students to help those outside the circle to 

get inside. 

Musical chairs (adapted) 



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Equipment: Music, chairs 

Instructions: 

Arrange the chairs in a circle with the backs facing 

the centre or in two straight lines with the backs 

against each other. (There should be one less chair 

than the number of students.) Play the music while 

the students dance, skip or walk around the chairs in 

one line. When the music stops, students must race 

to claim a seat. Players must find clever, but safe 

ways to ensure everyone has a seat. If everyone is 

included, everyone wins. The game becomes more 

interesting as more seats are removed. At no time is 

anyone excluded. 


The lesson 

Introduction 

• Sing one or two songs or action rhymes about 

feelings, such as 'If you're happy and you 

know it .. .' or others from the website listed in 

Resources. 

• Using facial expressions, ask the students to 

name the particular feeling being expressed 

(happy, sad, angry, scared etc.). What are some 

other feelings you can name? A feelings poster 

such as the one listed in Resources may be 

used to elicit additional responses. 

Development 

• Display page 39 and read each situation. 


More capable students may read the situations 

with the teacher. 

• Discuss how each person is feeling in each 

situation. As feelings are mentioned, ask 

the question, When have you felt this way? 

Encourage students to relate personal 

experiences. 

• Provide students with a copy of page 40 to 

complete. 


Teachers or adult helpers may work with a 

group of less capable students to complete 

the activity orally, write a group response or 

allow students to draw their responses. More 

capable students can work independently or 

with some adult support. 

NOTE: Teachers may complete one, 

some or all of the responses about 

feelings on page 40 as time allows. 

Conclusion 

• Read The feelings book by Todd Parr to review 

different types of feelings. A copy may be 

viewed on YouTube at . 

 



Identify and describe emotional responses 

people may experience in different situations 

(ACPPSOOS) C) 

Resources 

• (Action rhymes and 

songs about feelings) 

• (Mini feelings posteroptional) 

• One copy of page 39 for class discussion 

• One copy of page 38 for each student 

Assessment 

• Work samples of page 40 or anecdotal notes of oral 

responses 

Going further 

• Many books are available that help students identify 

the feelings they are experiencing. These include 

The feelings book by Todd Parr, When I feel sad 

(and other feelings books) by Cornelia Maude 

Spelman, I have feelings! by Jana Novotny Hunter, 

I fee/Jealous (and other feeling books) by Brian 

Moses. Students should be exposed to a variety of 

these. 

• Use page 41 to help students develop awareness 

of the connection between body reactions and 

particular feelings. 


This activity may be completed as a whole 

class, in small groups with adult assistance or as 

individuals. (Teachers may adapt the sentences 

and body reactions to create two puzzle pieces that 

fit together.) 



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Sarah got a puppy 

for her birthday. 

How is Sarah 

feeling? 

Jake's Grandma is sick in 

the hospital. How is he 

feeling? 

Todd has a new 

teacher and a new 

classroom next year. 

How is Todd feeling? 

Daniel and 

Alex had a 

busy day at 

the farm with 

Grandma 

and Pop. 

How are the 

twins 

feeling? 

Juan won his 

running race. 

How is he feeling? 

Sasha is going to the zoo with her 

family. How is Sasha feeling? 



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Tess saw Jack 

push over her 

school bag. How 

is Tess feeling? 

Dayne got a 

present from his 

uncle. How is 

Dayne feeling? 


Australian Curriculum Health (Foundation)

,, Feelings ·:..._2 __·· ____ 


I feel sad when · · · 

I feel scared when · · · 

I feel worried when · · · 

I feel lonely when · · · 



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40 Australian Curriculum Health (Foundation) 

R.I.C. Publications ® www.ricpublications.com.au

Read the facial clues. 

Draw a line to match the feeling to the picture. 


I. When I'm sad, I cry. 

My mouth turns down. 

2. When I'm scared, 

my legs wobble. 

My hands shake. 

My heart races. 

3. When I'm angry, my 

face screws up. My 

face and ears get hot. 

4. When I'm happy, 

my mouth goes up. 

My eyes shine. 



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5. When I'm worried 

my forehead wrinkles. i 

My mouth screws up. 


,,. DealiilQ With feenng·s 


The lesson 

Introduction 

• Hold up the puzzle or puzzle piece. 

Who likes doing puzzles? Read aloud 

the following story about Matt: 

'Matt is four years old. He and his 

mum are trying to complete a car 

jigsaw puzzle. Matt chooses a piece 

and tries to find where it goes. He 

turns it around trying to make the 

piece match the hole. Mum says, 

'Let me help you find the right way 

to fit it in!' Matt pushes Mum's hand 

away saying, 'I can do it!' The piece 

still won't fit. He gets angry, yells and 

throws the puzzle piece at Mum.' 

• Discuss how Matt is feeling. Is the way 

he acted a good way to deal with his 

feelings? What should he have done? 

How should he have acted? 

• Select from the card suggestions on 

pages 43 and 44 for things Matt could 

have done. (Some negative actions 

have been included on the cards. 

Teachers may select some of these 

so students have to decide if they are 

suitable actions or not.) 

Development 

• Read some of the scenarios provided 

in Resources and select cards 

showing positive ways to deal with 

each situation. Discard the negative 

ways to deal with the scenarios. 


Capable readers can view and read 

the actions. 

Conclusion 

• Sort through the cards and make two 

piles of actions-'Good ways to deal 

with feelings' and 'Bad ways of dealing 

with feelings'. 


Identify and describe emotional responses people may 

experience in different situations (ACPPSOOS) 0 

Resources 

• Paper plates, large craft sticks and coloured crayons for each 

student 

• Puzzle or puzzle piece as stimulus 

• One copy each of pages 43 and 44, cut out and laminated 

• Scenarios for discussion: 

Steven is trying to do a puzzle. His 

little brother grabs some puzzle 

pieces and runs away laughing. 

Steven is feeling angry. 

Jack is learning to ride his bicycle 

and keeps falling off. Jack is feeling 

frustrated. 

Billy and John both want to ploy with 

the ride-on car. They are both feeling 

angry. 

Robyn can't do up her shoelaces no 

matter how hard she tries. She is 

feeling frustrated. 

Drew paints o beautiful picture. The 

teacher holds up Jason's picture to 

show to the class. Drew is feeling 

jealous. 

Tilly wants to play with the red ball, 

but Chad has been using it for a 

long time and won't give it up. She is 

feeling very annoyed. 

Assessment 

Taryn and Jane are playing in the 

dress-up corner. They won't let Julie 

join in. Julie is feeling sod. 

Karen's dad has gone away on a 

long trip. She is feeling sad. 

Tom's parents are going out to 

dinner. A new babysitter is coming to 

watch him. He is feeling nervous. 

Claire runs to the swings to play on 

them at recess. They are all being 

used. She is feeling disappointed. 

Sarah is waiting for Dad to pick her 

up from school. All the other children 

have been picked up. She is feeling 

very worried. 

Jaclyn's best friend, Jill, invites 

her for a play date on Sunday. On 

Saturday, Jill's mum rings to say Jill 

is sick and cancels the play date. 

Jaclyn is feeling very disappointed. 



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• Provide each student with a paper plate, a large craft stick and 

coloured crayons. Select an emotion such as anger, frustration, 

nervousness, disappointment etc. and instruct students to 

draw a matching face on the front of the plate. Adult helpers 

can scribe on the front 'When I feel .. .'. On the back students 

draw one positive way of dealing with this feeling. Join the craft 

stick to the plate so students can rotate it and link a positive 

action with a feeling. 


Students who are able can write their own words as well as 

drawing the action. 

Going further 

• Read the scenarios on page 45 and, as a class, complete the 

sentences using positive language. What other positive things 

could we say when we want to deal with anger/frustration/ 

jealousy etc.? 




ASK FOR 

HELP 

CRY 

--------------------------------------------------+-------------------------------------------------- 

TAKE A DEEP 

BREATH AND 

COUNT TO 5 

SHOUT 

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

HIT 

WALKAWAY 

--------------------------------------------------+--------------------------------------------------• 

RELAX AND 

TRY AGAIN 

FIND A QUIET 

PLACE TO SIT 

AND THINK 



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

SULK 

THROW 

THINGS 


Australian Curriculum Health (Foundation) 43


BITE 

TELL A 

GROWN UP 

--------------------------------------------------•-------------------------------------------------- 

THINK OF A 

DIFFERENT 

WAY TO DO IT 

KICK 

•--------------------------------------------------+--------------------------------------------------i 

SCRATCH 

TALK 

ABOUT IT 

•--------------------------------------------------+--------------------------------------------------• 

ASK FOR 

AHUG 

SAY HOW YOU 

ARE FEELING 



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•--------------------------------------------------+--------------------------------------------------i 

ASK FOR 

A TURN 

USE WORDS TO 

WORK IT OUT 



·-·uealil'IQ with' feeliiigS ·:.:. 3 -; ·; 

Positive words to say to themselves or others 


I feel mad because you 

won't let me share the cars. 

I don't know what to do! 

I'm feeling confused. 

I don't want to see the 

dentist. I'm feeling scared! 

My dog is sick. 

I'm feeling sad. 



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,,. TakiriQ risks 


The lesson 

Introduction 

• Read the story on page 47 to the students. 


Encourage more capable students to read 

along as the teacher points to the words. 

• Discuss the adventure poem. Was it risky for 

the beetle to go on an adventure on his own? 

Why/Why not? What could have happened to 

the beetle? Why would the beetle want to go 

on an adventure? How did the beetle feel about 

going on a risky adventure? Did the risks stop 

him from going on his adventure? 

• Have you ever had an adventure or done 

something risky? What was it? What happened? 

How did you feel about going on this adventure 

or taking a risk? Did you get hurt? Would you do 

it again? Why/Why not? 

Development 

• Place the two hoops on the floor overlapping 

like a Venn diagram. Place the label 'Risky' at 

the top of one hoop and the label 'Not risky' at 

the top of the other. The label 'May be risky' 

goes in the overlapping section. 

• Read each situation on page 48 and ask 

the students to decide if each is 'Risky, 'Not 

risky' or 'May be risky'. Students can indicate 

by standing or raising hands if they would 

attempt the activity or not. Discuss reasons for 

conclusions. (A majority count of hands may 

need to decide some conclusions.) 

• Place each card in the appropriate position in 

the Venn diagram hoops as it is discussed. 


More independent workers may do this in small 

groups or pairs with minimum adult assistance. 

Conclusion 

• Watch the YouTube clip listed in Resources. 

Discuss what is happening, whether the activity 

is risky and how the children appear to feel 

about it. 

• What happens if you try something risky and 

you fail or get hurt? What happens if you try 

something risky and you succeed or have fun? 

Would you attempt the activity again? 


Identify and describe emotional responses 

people may experience in different situations 

(ACPPSOOS) C) 

Resources 

• One copy of the story on page 47 for display when 

reading 

• One copy of the risky situations on page 48, cut into 

cards; two hoops; the labels 'Risky', 'Not risky' and 

'May be risky' written on cardboard 

• (YouTube clip of 

young children sliding down a hill) 

Assessment 

• Provide an assortment of challenging or new 

activities for free outside play. Make a note on a 

class checklist of those students who are willing 

to have a go and take risks. The obstacle course 

example on page 49 may be used if desired. 

Going further 

• Read other adventure stories like We're going on 

a bear hunt by Michael Rosen, The very hungry 

caterpillar by Eric Carle and The Gruffalo by Julia 

Donaldson. 

• Sometimes people take risks and get hurt. Ask the 

students to share personal experiences of risky 

situations where people have been hurt. How did 

you feel at the time? What did you think? Discuss 

emergency situations such as when someone 

breaks an arm or receives a deep cut. What should 

you do? 



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• \\ 

j . 

• 

0 

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Underneath 

0 

• 

To have lots of adventures on a country roam. 

He knew it was quite risky to go so far away . 

He was feeling very anxious when he set out on his way. 

0 

0 

Up and down a slippery rock, sticking in the mud. _ 

---- _ 

- ,: 

 

In and out of a prickly bush with flowers still in bud. 

a shiny leaf, wet with morning dew. 

Soon he reached a sandy beach sparkling in the sun. 

° 'I think my adventure's over!' he said. 'It was scary, but great fun!' 

Back beneath a shiny leaf, wet with morning dew. 0 



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0 

Perhaps on my next adventure, I'll find a spooky cave!' 

0 



Jumping from 

a height 

Sliding down a 

water slide 

Swinging from a tyre Using sharp 

implements or tools 



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Playing 

swords 

with 

sticks 

Jumping into 

deep water 

"--------r/ 

Exploring alone 


,,. TilkiriQ risl

RIC-20001 AC Health (Foundation) Communicating for health and wellbeing

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