Different bodies

Year level: Pre-Primary


Students explore physical features of people and identify similarities and differences between them.

Learning focus

Every body is different and unique and we should celebrate our differences.

Key understandings

  • Every body has similarities and differences.

  • We should look for similarities with other people.

  • We should celebrate the things that make us unique.


Images of people with different body types and physical features, e.g. Everyone's Got a Bottom picture book Craft supplies (glue, scissors, wool, coloured paper/card) Student Activity Sheet: Body outlines

General capabilities

No General Capabilities values have been selected.

Health and physical education(P)

Personal, social and community health

This strand will develop students' knowledge, understanding and skills to support a positive sense of self, to effectively respond to life events and transitions and to engage in their learning. Effective communication, decision-making and goal-setting skills are integral to this strand as they help to establish and maintain relationships in family, school, peer group and community settings, support healthy and safer behaviours, and enable advocacy. Students will source and examine a range of health information, products, services and policies, and evaluate their impact on individual and community health and safety.

Relationships and sexuality

Blooms revised taxonomy

No Blooms values have been selected.

Inquiry learning phase

No Inquiry Learning phase values have been selected.

Related items

Teaching resource (download) Guides Resource collections FAQs

Before you get started

  • It is recommended that the classroom teacher send a letter home to parents/caregivers providing an overview of the activities their child will be participating in. Include a copy of, or a downloadable PDF link to, the free parent resource developed by the Western Australian Department of Health: Talk soon. Talk often. A Guide for Parents Talking to their Kids about Sex.

  • Teachers have the choice of whether they provide students with a body outline that is clothed or unclothed. Simple outlines can be added to suggest the body is wearing underwear and prevents the students from pursuing discussion of private parts without supervision. An unclothed body template can be used by the teacher to initiate a controlled discussion that focuses on private parts and explicitly teaches appropriate terminology. Follow the steps outlined in the Guide: Establishing ground rules and know and understand the protective interrupting technique (the what, why, when and how it is needed and used) if such a discussion takes place. 

  • It is recommended and age appropriate that students at this level learn the correct names of their external body parts, including sexual parts, e.g. penis, vulva, breast, testicles and buttocks (or bottom). Knowing these names enables children to communicate clearly if they need to get help; and in particular, in cases of abuse or injury. For more information see the FAQ: How early should you introduce the names of body parts?

Learning activities

Whole Class

This activity is an introduction to the human body and its parts.

  1. Present the students with images of the characters in Everyone's Got a Bottom for discussion.

  2. Invite suggestions from students for adjectives that can be used to describe different physical features. For example,

    • What colour is Ben's hair?

    • How is Ben's hair different from his sister's hair?

    • What do you notice about Ben's brother's hair? Why do you think it is different?

    • In order from tallest to smallest, name the characters. Why is Ben the smallest?

Optional activity: 

  1. Students sit in a circle.

  2. Play the I Am Different game.

    • Have one student begin the game by looking at the person next to him/her and describing one thing that is the same and one thing that is different about each other. Continue this around the circle, one at a time.

    • Some students may suggest differences in genitals between boys and girls. Explain that sometimes we giggle when we feel embarrassed especially when we are talking about parts that are private. Stress that it is good to learn the proper names for these parts so we can find out about our whole body (not just the bits outside our clothes.) 

Independent or Small Group

This activity extends the students understanding of the human body by exploring the similarities and differences between people.

  1. Provide each student with an A3 copy of the Student Activity Sheet: Body outlines.

  2. Ask students to share their thoughts about the body outlines. Ask: 

    • Do you think this body outline is a boy or girl? Why?

    • How is this body outline the same as your body?

    • How is it different?

    • What parts of our bodies are quite similar to other people?

    • What parts of our bodies can be very different to other people? 

  1. Students use their craft supplies to make their body outlines look different by adding different hair, colouring the skin different colours, etc.

  2. Students verbally describe the differences they have illustrated (focusing on the variations, e.g. short hair, long hair, curly hair, straight hair, dark hair, blue eyes, brown eyes, etc).


  1. Students share their work with a partner using the think-pair-share teaching strategy; identifying and describing the similarities and differences with their partner's body outline.

  2. Students then share one similarity and one difference they have identified with the class. For example, "We both have blue eyes but I am right-handed and Jane is left-handed".