CONTENTSOn this page
This page is based on the draft Year 4 content for Health and Physical Education. For more information, see the draft curriculum.
In Year 4, your child will learn about differences in the ways people’s bodies grow and that people have different health needs. They will learn some of the skills needed to maintain respectful relationships and use digital devices safely.
In physical education, your child will learn about how to apply their movement skills to games and sports. They will learn the rules of fair play, basic swimming and water survival skills, and skills for enjoying outdoor activities in a group.
Health education#
Bodies | Minds#
With your child, you could:
- discuss why people are different shapes and sizes, and why it’s unhelpful to comment on people’s physical appearance or judge them because of how they look
- discuss how some family members might need to eat different foods to be healthy, for example, young children compared to elderly people, and talk about the reasons for this and the kinds of food choices they make
- read the School Journal story, The Sleepover, and then discuss why some people can’t eat the same foods as others
- talk about how, when children are very young, they need others to care for all of their needs, but as they get older, they can take on more responsibility, discuss the things you used to do to care for your child’s wellbeing and the things they can now do for themselves
- share your own experiences of facing a difficult situation, explain how your feelings affected the way you responded and what you did to get through, and encourage your child to share similar experiences they have had
- read or view the online story, Oat the Goat, and discuss how some characters treated others unfairly, and the ways everyone comes to be respected and included.
What the teacher will focus on
The teacher will focus on developing your child’s understanding of what helps them to care for their health.
For example, by the end of the year, your child may be able to:
- recognise that different parts of the body, like hair and feet, grow at different rates, and show this on measurement tools
- use storytelling, journal writing, and roleplay to explore how and why people feel and behave the way they do in different situations
- explain the importance of eating healthy food, drinking water, and getting enough sleep, and show how different people meet these health needs
- explain different ways people respond to different situations and how this can be affected by strong feelings, like happiness, excitement, or love
- explain how strategies like breathing exercises, physical activity, or talking to a trusted adult can help to deal with stress
- identify different hygiene practices and how their use helps prevent the spread of viruses and germs that make people sick
- explain factors that can make it hard for people to maintain hygiene, like the cost of hygiene products
- explain why it is important to take medicine as directed and with the help of an adult.
Relationships#
With your child, you could:
- watch part of a TV programme or film where people are communicating with each other, keep the sound off, and try to work out what people are saying from their body language and facial expressions, and discuss how effective communication can involve matching our words with our facial expressions, body, and hand movements
- discuss what “consent” means and what to do if someone doesn’t accept their refusal, but they do it anyway, such as what to do if someone borrows something or touches them after they have said “no”
- discuss the use of privacy settings on personal devices and what is and is not appropriate to share online, check out the parents and caregivers page on the Netsafe website for more information.
What the teacher will focus on
The teacher will focus on what your child needs to understand and do to maintain healthy relationships and stay safe. For example, by the end of the year, your child may be able to:
- recognise that people communicate through body language and facial expressions, as well as words, and adapt the ways they communicate based on the context, culture, and personal experiences
- read people’s facial expressions and body language, and use effective listening skills to improve relationships
- explain how self-image is affected by feelings and by the messages people get from friends, family and their culture
- recognise the importance of consent and that people have a right to set their own boundaries, with their personal belongings, space, and bodies
- describe how respectful, inclusive relationships are built by showing empathy, taking part in respectful discussion, and critical thinking
- describe strategies for staying safe online, like checking sources and using privacy settings and safe sharing practices
- recognise and challenge stereotypes by exploring diverse perspectives and practising inclusive communication.
Physical education#
Movement skills#
With your child, you could:
- set up an obstacle course, or get your child to create one, using household and garden equipment and structures to crawl under, climb over, balance on, or jump off, time them as they complete it, discuss safety, and encourage them to think about risks
- play passing and catching games with a ball, beanbag, or rolled-up sock, these games help your child practise tracking the ball while moving:
- pass and chase, throw the ball to a space that your child runs into to catch it
- high ball, throw the object high in the air, and your child runs to it and catches it
- play ‘What if?’ scenarios to encourage your child to think about safety near water and to assess risks
- keep it short, small bursts of focused activity are good for fitting into busy schedules.
What the teacher will focus on
The teacher will focus on what your child needs to understand and do to develop balance, strength, and flexibility. Your child will develop these skills as they take part in invasion games, like rippa rugby, and games that involve fielding and striking, like cricket, kilikiti, or softball, and learn to swim.
For example, by the end of the year, your child may be able to:
- perform a range of balances, rolls (for example, backwards and sideways), and movement patterns (such as crawling, jumping, and sliding) with control and accuracy
- create variety in balances and rolls by using different body shapes, such as star, tuck, straight
- ‘travel’ on, over, and across obstacles (like benches or mats) in a movement sequence that includes a variety of patterns and shapes
- apply the rules and conventions of an invasion or fielding/striking game that they are playing
- apply the techniques of the game they are playing; for example, passing and receiving; tracking and catching the ball with increasing accuracy
- apply some basic strategies when making decisions; for example, about interceptions, fielding, or throwing
- swim increasing distances, assess risk, and demonstrate survival techniques.
Outdoor education#
With your child, you could:
- let your child play the role of ‘trip planner’ when going somewhere new, support them to check the route and weather, identify risk factors, make back-up plans using an ‘If…, then…’ model, create a gear list, and communicate all this to others in the group
- prepare a ‘go bag’ together with all the things your child might need in an emergency and encourage them to come up with the items and explain why they have chosen them.
What the teacher will focus on
The teacher will focus on what your child needs to understand and do to enjoy outdoor activities safely. For example, by the end of the year, your child may be able to:
- assess weather conditions and use this information to decide on their choice of outdoor activity and clothing
- work with a group to overcome challenges in the outdoors.
