Health and Physical Education (Version 8.4)

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Please select at least one Strand to view the content

Rationale

In an increasingly complex, sedentary and rapidly changing world it is critical for every young Australian to not only be able to cope with life’s challenges but also to flourish as healthy, safe and active citizens in the 21st century. This is a strong investment in the future of the Australian population.

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Aims

The Australian Curriculum: Health and Physical Education (F–10) aims to develop the knowledge, understanding and skills to enable students to:

access, evaluate and synthesise information to take positive action to protect, enhance and advocate for their own and others’ health, wellbeing, safety and physical activity participation across their lifespan

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Key ideas

Health and Physical Education propositions
The Australian Curriculum: Health and Physical Education has been shaped by five interrelated propositions that are informed by a strong and diverse research base for a futures-oriented curriculum:
Focus on educative purposes

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Structure

Strands, sub-strands and threads
The Australian Curriculum: Health and Physical Education is organised into two content strands: personal, social and community health and movement and physical activity. Each strand contains content descriptions which are organised under three sub-strands.

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PDF documents

Resources and support materials for the Australian Curriculum: Health and Physical Education are available as PDF documents. 
Health and Physical Education: Sequence of content
Health and Physical Education: Sequence of achievement 
Health and …

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Glossary

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Years 5 and 6

Years 5 and 6 Band Description

The Year 5 and 6 curriculum supports students to develop knowledge, understanding and skills to create opportunities and take action to enhance their own and others' health, wellbeing, safety and physical activity participation. Students develop skills to manage their emotions, understand the physical and social changes that are occurring for them and examine how the nature of their relationships changes over time.

The content provides opportunities for students to contribute to building a positive school environment that supports healthy, safe and active choices for everyone. Students also explore a range of factors and behaviours that can influence health, safety and wellbeing.

Students refine and further develop a wide range of fundamental movement skills in more complex movement patterns and situations. They also apply their understanding of movement strategies and concepts when composing and creating movement sequences and participating in games and sport. Students in Years 5 and 6 further develop their understanding about movement as they learn to monitor how their body responds to different types of physical activity. In addition, they continue to learn to apply rules fairly and behave ethically when participating in different physical activities. Students also learn to effectively communicate and problem-solve in teams or groups in movement settings.

Focus areas to be addressed in Years 5 and 6 include:

  • alcohol and other drugs (AD)
  • food and nutrition (FN)
  • health benefits of physical activity (HBPA)
  • mental health and wellbeing (MH)
  • relationships and sexuality (RS)
  • safety (S)
  • challenge and adventure activities (CA)
  • fundamental movement skills (FMS)
  • games and sports (GS)
  • lifelong physical activities (LLPA)
  • rhythmic and expressive movement activities (RE).

Years 5 and 6 Content Descriptions

Moving our body

Practise specialised movement skills and apply them in a variety of movement sequences and situations (ACPMP061 - Scootle )
Personal and Social Capability

Self-management
  • Develop self-discipline and set goals
  • Become confident, resilient and adaptable

Self-awareness
  • Develop reflective practice

Social management
  • Work collaboratively

  • applying stability and locomotor skills to dodge and feint in different movement situations
    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action

    Personal and Social Capability

    Social management
    • Work collaboratively
    • Make decisions

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.
  • applying kicking, striking and throwing skills to propel an object and keep it in motion
    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).
  • combining surface propulsion and underwater skills in an aquatic environment

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).

    focuses on the development of fundamental movement skills that provide the foundation for competent and confident participation in a range of physical activities such as games, sports, dance, gymnastics and physical recreation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 6 will have opportunities to practise and develop the following skills:

    Locomotor and non-locomotor skills:

    • rolling
    • balancing
    • sliding
    • jogging
    • running
    • leaping
    • jumping
    • hopping
    • dodging
    • galloping
    • skipping
    • floating and moving the body through water to safety.

    Object control skills:

    • bouncing
    • throwing
    • catching
    • kicking
    • striking.
  • composing and performing a range of complex static and dynamic balances on different body parts or rotating and/or pivoting
    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Consider alternatives
    • Seek solutions and put ideas into action

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.
  • jumping with control for height and distance using a variety of body positions

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).

    focuses on the development of fundamental movement skills that provide the foundation for competent and confident participation in a range of physical activities such as games, sports, dance, gymnastics and physical recreation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 6 will have opportunities to practise and develop the following skills:

    Locomotor and non-locomotor skills:

    • rolling
    • balancing
    • sliding
    • jogging
    • running
    • leaping
    • jumping
    • hopping
    • dodging
    • galloping
    • skipping
    • floating and moving the body through water to safety.

    Object control skills:

    • bouncing
    • throwing
    • catching
    • kicking
    • striking.
  • performing activities that involve a transition from one skill to another, such as from dribbling to shooting or from leaping to balancing
    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts
    • Think about thinking (metacognition)

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action
    • Consider alternatives

    Numeracy

    Estimating and calculating with whole numbers
    • Understand and use numbers in context

    Recognising and using patterns and relationships
    • Recognise and use patterns and relationships

    Using measurement
    • Estimate and measure with metric units

    Personal and Social Capability

    Self-management
    • Work independently and show initiative
    • Become confident, resilient and adaptable

    Self-awareness
    • Develop reflective practice

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Use language to interact with others

    Comprehending texts through listening, reading and viewing
    • Listen and respond to learning area texts

  • designing a sequence of passes between teammates to maintain possession or move a piece of equipment from one point to another
    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action
    • Imagine possibilities and connect ideas

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Reflecting on thinking and processes
    • Reflect on processes
    • Transfer knowledge into new contexts

    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts
    • Listen and respond to learning area texts

    Composing texts through speaking, writing and creating
    • Use language to interact with others
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Personal and Social Capability

    Self-management
    • Become confident, resilient and adaptable
    • Work independently and show initiative

    Social management
    • Make decisions

    Self-awareness
    • Develop reflective practice

    Numeracy

    Using spatial reasoning
    • Interpret maps and diagrams
    • Visualise 2D shapes and 3D objects

    Estimating and calculating with whole numbers
    • Understand and use numbers in context

    Recognising and using patterns and relationships
    • Recognise and use patterns and relationships

  • experimenting with different music genres such as Indian bhangra music when performing creative dances
    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Reflect on processes
    • Transfer knowledge into new contexts

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Generating ideas, possibilities and actions
    • Imagine possibilities and connect ideas
    • Consider alternatives

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Personal and Social Capability

    Self-management
    • Work independently and show initiative
    • Become confident, resilient and adaptable

    Social management
    • Work collaboratively
    • Develop leadership skills
    • Make decisions

    Self-awareness
    • Develop reflective practice

    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts
    • Use language to interact with others

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Listen and respond to learning area texts
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Intercultural Understanding

    Reflecting on intercultural experiences and taking responsibility
    • Reflect on intercultural experiences

    Recognising culture and developing respect
    • Investigate culture and cultural identity
    • Explore and compare cultural knowledge, beliefs and practices

Propose and apply movement concepts and strategies with and without equipment (ACPMP063 - Scootle )
Personal and Social Capability

Self-awareness
  • Understand themselves as learners
  • Develop reflective practice

Self-management
  • Work independently and show initiative
  • Become confident, resilient and adaptable

  • demonstrating defensive and offensive play in modified games

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).
  • proposing and applying movement concepts and strategies to perform movement sequences at different levels using different types of equipment
    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Think about thinking (metacognition)
    • Transfer knowledge into new contexts

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Pose questions
    • Organise and process information

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action

    focuses on the development of fundamental movement skills that provide the foundation for competent and confident participation in a range of physical activities such as games, sports, dance, gymnastics and physical recreation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 6 will have opportunities to practise and develop the following skills:

    Locomotor and non-locomotor skills:

    • rolling
    • balancing
    • sliding
    • jogging
    • running
    • leaping
    • jumping
    • hopping
    • dodging
    • galloping
    • skipping
    • floating and moving the body through water to safety.

    Object control skills:

    • bouncing
    • throwing
    • catching
    • kicking
    • striking.

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).
  • proposing and applying movement concepts and strategies to safely traverse a natural environment
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information
    • Pose questions

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts
    • Think about thinking (metacognition)

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).

    addresses safety issues that students may encounter in their daily lives. The content supports students to develop knowledge, understanding and skills to make safe decisions and behave in ways that protect their own safety and that of others.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • safety at school
    • safe practices at home, in road or transport environments, in the outdoors and when near water
    • safe and unsafe situations at home, school and parties and in the community
    • strategies for dealing with unsafe or uncomfortable situations
    • safe practices when using information and communication technologies (ICT) and online services, including dealing with cyberbullying
    • managing personal safety
    • first aid and emergency care, including safe blood practices
    • safety when participating in physical activity, including sports safety, sun safety, use of protective equipment and modifying rules
    • relationship and dating safety.

Understanding movement

Participate in physical activities designed to enhance fitness, and discuss the impact regular participation can have on health and wellbeing (ACPMP064 - Scootle )
Literacy

Composing texts through speaking, writing and creating
  • Compose texts
  • Use language to interact with others

Word Knowledge
  • Understand learning area vocabulary

Personal and Social Capability

Self-awareness
  • Understand themselves as learners
  • Recognise personal qualities and achievements

Self-management
  • Express emotions appropriately
  • Become confident, resilient and adaptable
  • Develop self-discipline and set goals

Social awareness
  • Contribute to civil society

  • creating and participating in a fitness circuit designed to improve health-related fitness components
    Personal and Social Capability

    Self-management
    • Develop self-discipline and set goals
    • Become confident, resilient and adaptable

    Self-awareness
    • Recognise personal qualities and achievements
    • Understand themselves as learners

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • individual and group fitness activities
    • active recreation activities.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.

    addresses the influence and impact regular physical activity participation has on individual and community health and wellbeing. The content supports students to develop knowledge, understanding and skills to make active choices and to explore the range of influences on physical activity participation and choices.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • physical benefits of participating in physical activities (including impact on health-related and skill-related components of fitness)
    • benefits of physical activities based on intensity, nature and frequency
    • social, emotional and cognitive benefits of regular physical activity
    • social, cultural and environmental influences on physical activity participation
    • sedentary behaviours and their impact on health and wellbeing
    • strategies for minimising sedentary behaviour and including physical activity in daily routines.
  • demonstrating and describing safe stretching activities which maintain and develop flexibility
    Literacy

    Composing texts through speaking, writing and creating
    • Use language to interact with others

    Word Knowledge
    • Understand learning area vocabulary

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • individual and group fitness activities
    • active recreation activities.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.

    addresses the influence and impact regular physical activity participation has on individual and community health and wellbeing. The content supports students to develop knowledge, understanding and skills to make active choices and to explore the range of influences on physical activity participation and choices.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • physical benefits of participating in physical activities (including impact on health-related and skill-related components of fitness)
    • benefits of physical activities based on intensity, nature and frequency
    • social, emotional and cognitive benefits of regular physical activity
    • social, cultural and environmental influences on physical activity participation
    • sedentary behaviours and their impact on health and wellbeing
    • strategies for minimising sedentary behaviour and including physical activity in daily routines.
  • examining the benefits of physical activity to social health and mental wellbeing
    Personal and Social Capability

    Social awareness
    • Contribute to civil society

    addresses how mental health and wellbeing can be enhanced and strengthened at an individual and community level. The content supports students to develop knowledge, understanding and skills to manage their own mental health and wellbeing and to support that of others.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • mental health and wellbeing, and mental health promotion
    • destigmatising mental illness in the community
    • the impact of physical, social, spiritual and emotional health on wellbeing
    • body image and self-worth and their impact on mental health and wellbeing
    • resilience, and skills that support resilient behaviour
    • coping skills, help-seeking strategies and community support resources
    • networks of support for promoting mental health and wellbeing.

    addresses the influence and impact regular physical activity participation has on individual and community health and wellbeing. The content supports students to develop knowledge, understanding and skills to make active choices and to explore the range of influences on physical activity participation and choices.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • physical benefits of participating in physical activities (including impact on health-related and skill-related components of fitness)
    • benefits of physical activities based on intensity, nature and frequency
    • social, emotional and cognitive benefits of regular physical activity
    • social, cultural and environmental influences on physical activity participation
    • sedentary behaviours and their impact on health and wellbeing
    • strategies for minimising sedentary behaviour and including physical activity in daily routines.

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • individual and group fitness activities
    • active recreation activities.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.
  • participating in a range of physical activities and exploring their health, skill and fitness benefits
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas

    Generating ideas, possibilities and actions
    • Imagine possibilities and connect ideas
    • Consider alternatives
    • Seek solutions and put ideas into action

    Personal and Social Capability

    Social awareness
    • Contribute to civil society

    focuses on the development of fundamental movement skills that provide the foundation for competent and confident participation in a range of physical activities such as games, sports, dance, gymnastics and physical recreation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 6 will have opportunities to practise and develop the following skills:

    Locomotor and non-locomotor skills:

    • rolling
    • balancing
    • sliding
    • jogging
    • running
    • leaping
    • jumping
    • hopping
    • dodging
    • galloping
    • skipping
    • floating and moving the body through water to safety.

    Object control skills:

    • bouncing
    • throwing
    • catching
    • kicking
    • striking.

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).

    addresses the influence and impact regular physical activity participation has on individual and community health and wellbeing. The content supports students to develop knowledge, understanding and skills to make active choices and to explore the range of influences on physical activity participation and choices.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • physical benefits of participating in physical activities (including impact on health-related and skill-related components of fitness)
    • benefits of physical activities based on intensity, nature and frequency
    • social, emotional and cognitive benefits of regular physical activity
    • social, cultural and environmental influences on physical activity participation
    • sedentary behaviours and their impact on health and wellbeing
    • strategies for minimising sedentary behaviour and including physical activity in daily routines.

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • individual and group fitness activities
    • active recreation activities.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.
  • examining and describing health-related and skill-related components of fitness

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • individual and group fitness activities
    • active recreation activities.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.

    addresses the influence and impact regular physical activity participation has on individual and community health and wellbeing. The content supports students to develop knowledge, understanding and skills to make active choices and to explore the range of influences on physical activity participation and choices.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • physical benefits of participating in physical activities (including impact on health-related and skill-related components of fitness)
    • benefits of physical activities based on intensity, nature and frequency
    • social, emotional and cognitive benefits of regular physical activity
    • social, cultural and environmental influences on physical activity participation
    • sedentary behaviours and their impact on health and wellbeing
    • strategies for minimising sedentary behaviour and including physical activity in daily routines.
Manipulate and modify elements of effort, space, time, objects and people to perform movement sequences (ACPMP065 - Scootle )
Numeracy

Recognising and using patterns and relationships
  • Recognise and use patterns and relationships

Using measurement
  • Estimate and measure with metric units

Personal and Social Capability

Self-awareness
  • Develop reflective practice

Self-management
  • Become confident, resilient and adaptable
  • Work independently and show initiative

  • demonstrating an understanding of how to adjust the force and speed of an object to improve accuracy and control
    Numeracy

    Estimating and calculating with whole numbers
    • Estimate and calculate

    Using measurement
    • Operate with clocks, calendars and timetables
    • Estimate and measure with metric units

    Using spatial reasoning
    • Visualise 2D shapes and 3D objects

    focuses on the development of fundamental movement skills that provide the foundation for competent and confident participation in a range of physical activities such as games, sports, dance, gymnastics and physical recreation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 6 will have opportunities to practise and develop the following skills:

    Locomotor and non-locomotor skills:

    • rolling
    • balancing
    • sliding
    • jogging
    • running
    • leaping
    • jumping
    • hopping
    • dodging
    • galloping
    • skipping
    • floating and moving the body through water to safety.

    Object control skills:

    • bouncing
    • throwing
    • catching
    • kicking
    • striking.

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).
  • creating a movement sequence that demonstrates variations in flow and levels and involves individuals moving together in time
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Generating ideas, possibilities and actions
    • Consider alternatives
    • Imagine possibilities and connect ideas

    Personal and Social Capability

    Social management
    • Work collaboratively

    Social awareness
    • Contribute to civil society

    Numeracy

    Using measurement
    • Operate with clocks, calendars and timetables
    • Estimate and measure with metric units

    Recognising and using patterns and relationships
    • Recognise and use patterns and relationships

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.
  • working with a partner to explore pushing and pulling movements and how these can be manipulated to perform counter-balances
    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Imagine possibilities and connect ideas

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas

    Numeracy

    Recognising and using patterns and relationships
    • Recognise and use patterns and relationships

    Using measurement
    • Estimate and measure with metric units

    Using fractions, decimals, percentages, ratios and rates
    • Apply proportional reasoning

    Personal and Social Capability

    Social management
    • Work collaboratively

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.
  • developing strategies that exploit the playing space to create overlaps and extra attackers

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).
Participate in physical activities from their own and others’ cultures, and examine how involvement creates community connections and intercultural understanding (ACPMP066 - Scootle )
Intercultural Understanding

Recognising culture and developing respect
  • Explore and compare cultural knowledge, beliefs and practices
  • Investigate culture and cultural identity

Critical and Creative Thinking

Generating ideas, possibilities and actions
  • Seek solutions and put ideas into action
  • Consider alternatives
  • Imagine possibilities and connect ideas

Reflecting on thinking and processes
  • Transfer knowledge into new contexts

Analysing, synthesising and evaluating reasoning and procedures
  • Apply logic and reasoning

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas

Personal and Social Capability

Social management
  • Work collaboratively

Social awareness
  • Contribute to civil society

  • researching and participating in different cultural games or physical activities that children in other countries play
    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts
    • Use language to interact with others

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

    Social management
    • Work collaboratively

    Intercultural Understanding

    Recognising culture and developing respect
    • Explore and compare cultural knowledge, beliefs and practices

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).
  • exploring the place of water-based recreational activities in Australian culture and how communities come together to enjoy water-based activities
    Personal and Social Capability

    Social awareness
    • Understand relationships
    • Appreciate diverse perspectives

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Intercultural Understanding

    Recognising culture and developing respect
    • Explore and compare cultural knowledge, beliefs and practices
    • Investigate culture and cultural identity

    addresses the influence and impact regular physical activity participation has on individual and community health and wellbeing. The content supports students to develop knowledge, understanding and skills to make active choices and to explore the range of influences on physical activity participation and choices.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • physical benefits of participating in physical activities (including impact on health-related and skill-related components of fitness)
    • benefits of physical activities based on intensity, nature and frequency
    • social, emotional and cognitive benefits of regular physical activity
    • social, cultural and environmental influences on physical activity participation
    • sedentary behaviours and their impact on health and wellbeing
    • strategies for minimising sedentary behaviour and including physical activity in daily routines.

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • individual and group fitness activities
    • active recreation activities.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.
  • participating in and investigating the heritage of games that have cultural significance in Australia, and exploring similarities with games of significance to other cultures, such as jump rope and Nang Tong (from Thailand), poison ball and Bola Beracun (from Malaysia), hockey and Lor Kon Krok (from Thailand) and Australian Rules football, lacrosse and Gaelic football
    • Asia and Australia’s Engagement with Asia
    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Consider alternatives
    • Imagine possibilities and connect ideas
    • Seek solutions and put ideas into action

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Composing texts through speaking, writing and creating
    • Use language to interact with others
    • Compose spoken, written, visual and multimodal learning area texts

    Intercultural Understanding

    Recognising culture and developing respect
    • Explore and compare cultural knowledge, beliefs and practices
    • Investigate culture and cultural identity

    Personal and Social Capability

    Social management
    • Work collaboratively

    Social awareness
    • Contribute to civil society

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).

Learning through movement

Participate positively in groups and teams by encouraging others and negotiating roles and responsibilities (ACPMP067 - Scootle )
Personal and Social Capability

Social management
  • Communicate effectively
  • Make decisions
  • Negotiate and resolve conflict
  • Work collaboratively

Social awareness
  • Understand relationships

Ethical Understanding

Understanding ethical concepts and issues
  • Recognise ethical concepts

  • understanding the contribution of different roles and responsibilities in physical activities that promote enjoyment, safety and positive outcomes for participants
    Ethical Understanding

    Understanding ethical concepts and issues
    • Recognise ethical concepts

    Personal and Social Capability

    Self-management
    • Become confident, resilient and adaptable
    • Develop self-discipline and set goals

    Social management
    • Make decisions
    • Communicate effectively
    • Work collaboratively

    Self-awareness
    • Develop reflective practice

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • individual and group fitness activities
    • active recreation activities.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).

    addresses physical, social and emotional changes that occur over time and the significant role relationships and sexuality play in these changes. The content supports students to develop knowledge, understanding and skills that will help them to establish and manage respectful relationships. It also supports them to develop positive practices in relation to their reproductive and sexual health and the development of their identities. In doing so, students will gain an understanding of the factors that influence gender and sexual identities.

    During Foundation to Year 2, students will learn about:

    • parts of the body and how the body changes as they grow
    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will learn about the following:

    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves
    • establishing and managing changing relationships (offline and online)
    • bullying, harassment, discrimination and violence (including discrimination based on race, gender and sexuality)
    • strategies for dealing with relationships when there is an imbalance of power (including seeking help or leaving the relationship)
    • puberty and how the body changes over time
    • managing the physical, social and emotional changes that occur during puberty
    • reproduction and sexual health
    • practices that support reproductive and sexual health (contraception, negotiating consent, and prevention of sexually transmitted infections and blood-borne viruses)
    • changing identities and the factors that influence them (including personal, cultural, gender and sexual identities)
    • celebrating and respecting difference and diversity in individuals and communities.

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).
  • demonstrating negotiation skills when dealing with conflicts or disagreements in movement situations
    Personal and Social Capability

    Social management
    • Work collaboratively
    • Make decisions
    • Communicate effectively
    • Negotiate and resolve conflict

    Ethical Understanding

    Understanding ethical concepts and issues
    • Recognise ethical concepts
    • Explore ethical concepts in context

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).

    addresses physical, social and emotional changes that occur over time and the significant role relationships and sexuality play in these changes. The content supports students to develop knowledge, understanding and skills that will help them to establish and manage respectful relationships. It also supports them to develop positive practices in relation to their reproductive and sexual health and the development of their identities. In doing so, students will gain an understanding of the factors that influence gender and sexual identities.

    During Foundation to Year 2, students will learn about:

    • parts of the body and how the body changes as they grow
    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will learn about the following:

    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves
    • establishing and managing changing relationships (offline and online)
    • bullying, harassment, discrimination and violence (including discrimination based on race, gender and sexuality)
    • strategies for dealing with relationships when there is an imbalance of power (including seeking help or leaving the relationship)
    • puberty and how the body changes over time
    • managing the physical, social and emotional changes that occur during puberty
    • reproduction and sexual health
    • practices that support reproductive and sexual health (contraception, negotiating consent, and prevention of sexually transmitted infections and blood-borne viruses)
    • changing identities and the factors that influence them (including personal, cultural, gender and sexual identities)
    • celebrating and respecting difference and diversity in individuals and communities.

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).
  • using reflective listening when working in small groups on movement tasks or challenges
    Personal and Social Capability

    Social management
    • Communicate effectively
    • Work collaboratively

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • individual and group fitness activities
    • active recreation activities.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.

    addresses physical, social and emotional changes that occur over time and the significant role relationships and sexuality play in these changes. The content supports students to develop knowledge, understanding and skills that will help them to establish and manage respectful relationships. It also supports them to develop positive practices in relation to their reproductive and sexual health and the development of their identities. In doing so, students will gain an understanding of the factors that influence gender and sexual identities.

    During Foundation to Year 2, students will learn about:

    • parts of the body and how the body changes as they grow
    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will learn about the following:

    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves
    • establishing and managing changing relationships (offline and online)
    • bullying, harassment, discrimination and violence (including discrimination based on race, gender and sexuality)
    • strategies for dealing with relationships when there is an imbalance of power (including seeking help or leaving the relationship)
    • puberty and how the body changes over time
    • managing the physical, social and emotional changes that occur during puberty
    • reproduction and sexual health
    • practices that support reproductive and sexual health (contraception, negotiating consent, and prevention of sexually transmitted infections and blood-borne viruses)
    • changing identities and the factors that influence them (including personal, cultural, gender and sexual identities)
    • celebrating and respecting difference and diversity in individuals and communities.
  • exploring and performing the duties and responsibilities of different roles for a range of physical activities
    Personal and Social Capability

    Social management
    • Communicate effectively
    • Negotiate and resolve conflict
    • Make decisions
    • Work collaboratively

    Social awareness
    • Understand relationships

    Ethical Understanding

    Understanding ethical concepts and issues
    • Recognise ethical concepts
    • Explore ethical concepts in context

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).

    addresses physical, social and emotional changes that occur over time and the significant role relationships and sexuality play in these changes. The content supports students to develop knowledge, understanding and skills that will help them to establish and manage respectful relationships. It also supports them to develop positive practices in relation to their reproductive and sexual health and the development of their identities. In doing so, students will gain an understanding of the factors that influence gender and sexual identities.

    During Foundation to Year 2, students will learn about:

    • parts of the body and how the body changes as they grow
    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will learn about the following:

    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves
    • establishing and managing changing relationships (offline and online)
    • bullying, harassment, discrimination and violence (including discrimination based on race, gender and sexuality)
    • strategies for dealing with relationships when there is an imbalance of power (including seeking help or leaving the relationship)
    • puberty and how the body changes over time
    • managing the physical, social and emotional changes that occur during puberty
    • reproduction and sexual health
    • practices that support reproductive and sexual health (contraception, negotiating consent, and prevention of sexually transmitted infections and blood-borne viruses)
    • changing identities and the factors that influence them (including personal, cultural, gender and sexual identities)
    • celebrating and respecting difference and diversity in individuals and communities.

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • individual and group fitness activities
    • active recreation activities.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.
Apply critical and creative thinking processes in order to generate and assess solutions to movement challenges (ACPMP068 - Scootle )
Personal and Social Capability

Social management
  • Make decisions

Self-management
  • Work independently and show initiative

Critical and Creative Thinking

Generating ideas, possibilities and actions
  • Seek solutions and put ideas into action
  • Imagine possibilities and connect ideas

Analysing, synthesising and evaluating reasoning and procedures
  • Apply logic and reasoning

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

Reflecting on thinking and processes
  • Reflect on processes

  • recognising that there may be a number of solutions to movement challenges and justifying which solution is most appropriate or effective
    Personal and Social Capability

    Social management
    • Make decisions

    Self-management
    • Work independently and show initiative

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Generating ideas, possibilities and actions
    • Consider alternatives

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning
    • Evaluate procedures and outcomes

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.

    focuses on the development of fundamental movement skills that provide the foundation for competent and confident participation in a range of physical activities such as games, sports, dance, gymnastics and physical recreation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 6 will have opportunities to practise and develop the following skills:

    Locomotor and non-locomotor skills:

    • rolling
    • balancing
    • sliding
    • jogging
    • running
    • leaping
    • jumping
    • hopping
    • dodging
    • galloping
    • skipping
    • floating and moving the body through water to safety.

    Object control skills:

    • bouncing
    • throwing
    • catching
    • kicking
    • striking.
  • applying movement skills and strategies from other contexts to generate a solution to an unfamiliar movement challenge
    Personal and Social Capability

    Self-management
    • Work independently and show initiative
    • Become confident, resilient and adaptable

    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).

    focuses on the development of fundamental movement skills that provide the foundation for competent and confident participation in a range of physical activities such as games, sports, dance, gymnastics and physical recreation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 6 will have opportunities to practise and develop the following skills:

    Locomotor and non-locomotor skills:

    • rolling
    • balancing
    • sliding
    • jogging
    • running
    • leaping
    • jumping
    • hopping
    • dodging
    • galloping
    • skipping
    • floating and moving the body through water to safety.

    Object control skills:

    • bouncing
    • throwing
    • catching
    • kicking
    • striking.

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.
  • assessing and refining strategies to persist and successfully perform new and challenging movement skills and sequences
    Personal and Social Capability

    Self-management
    • Develop self-discipline and set goals
    • Work independently and show initiative
    • Become confident, resilient and adaptable

    Social management
    • Make decisions

    Self-awareness
    • Develop reflective practice

    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Consider alternatives

    Analysing, synthesising and evaluating reasoning and procedures
    • Draw conclusions and design a course of action
    • Apply logic and reasoning

    Reflecting on thinking and processes
    • Reflect on processes

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).

    focuses on the development of fundamental movement skills that provide the foundation for competent and confident participation in a range of physical activities such as games, sports, dance, gymnastics and physical recreation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 6 will have opportunities to practise and develop the following skills:

    Locomotor and non-locomotor skills:

    • rolling
    • balancing
    • sliding
    • jogging
    • running
    • leaping
    • jumping
    • hopping
    • dodging
    • galloping
    • skipping
    • floating and moving the body through water to safety.

    Object control skills:

    • bouncing
    • throwing
    • catching
    • kicking
    • striking.

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).
  • devising strategies and formulating plans to assist in successfully performing new movement skills
    Personal and Social Capability

    Self-management
    • Become confident, resilient and adaptable
    • Work independently and show initiative
    • Develop self-discipline and set goals

    Self-awareness
    • Develop reflective practice

    Social management
    • Make decisions

    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action
    • Imagine possibilities and connect ideas

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.

    focuses on the development of fundamental movement skills that provide the foundation for competent and confident participation in a range of physical activities such as games, sports, dance, gymnastics and physical recreation.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 6 will have opportunities to practise and develop the following skills:

    Locomotor and non-locomotor skills:

    • rolling
    • balancing
    • sliding
    • jogging
    • running
    • leaping
    • jumping
    • hopping
    • dodging
    • galloping
    • skipping
    • floating and moving the body through water to safety.

    Object control skills:

    • bouncing
    • throwing
    • catching
    • kicking
    • striking.

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).
Demonstrate ethical behaviour and fair play that aligns with rules when participating in a range of physical activities (ACPMP069 - Scootle )
Ethical Understanding

Exploring values, rights and responsibilities
  • Examine values

Understanding ethical concepts and issues
  • Recognise ethical concepts
  • Explore ethical concepts in context

Reasoning in decision making and actions
  • Consider consequences

Personal and Social Capability

Self-awareness
  • Understand themselves as learners
  • Recognise personal qualities and achievements

  • explaining why infringements result in consequences such as a penalty or free pass
    Personal and Social Capability

    Social management
    • Communicate effectively

    Ethical Understanding

    Reasoning in decision making and actions
    • Consider consequences
    • Reflect on ethical action

    Understanding ethical concepts and issues
    • Explore ethical concepts in context

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).
  • proposing changes to the rules and/or conditions to create a more inclusive game or to allow for a fairer contest
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Pose questions
    • Identify and clarify information and ideas

    Generating ideas, possibilities and actions
    • Imagine possibilities and connect ideas
    • Seek solutions and put ideas into action
    • Consider alternatives

    Personal and Social Capability

    Social management
    • Work collaboratively
    • Make decisions
    • Communicate effectively

    Social awareness
    • Appreciate diverse perspectives

    Ethical Understanding

    Understanding ethical concepts and issues
    • Explore ethical concepts in context

    Reasoning in decision making and actions
    • Reflect on ethical action
    • Consider consequences

    addresses physical, social and emotional changes that occur over time and the significant role relationships and sexuality play in these changes. The content supports students to develop knowledge, understanding and skills that will help them to establish and manage respectful relationships. It also supports them to develop positive practices in relation to their reproductive and sexual health and the development of their identities. In doing so, students will gain an understanding of the factors that influence gender and sexual identities.

    During Foundation to Year 2, students will learn about:

    • parts of the body and how the body changes as they grow
    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will learn about the following:

    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves
    • establishing and managing changing relationships (offline and online)
    • bullying, harassment, discrimination and violence (including discrimination based on race, gender and sexuality)
    • strategies for dealing with relationships when there is an imbalance of power (including seeking help or leaving the relationship)
    • puberty and how the body changes over time
    • managing the physical, social and emotional changes that occur during puberty
    • reproduction and sexual health
    • practices that support reproductive and sexual health (contraception, negotiating consent, and prevention of sexually transmitted infections and blood-borne viruses)
    • changing identities and the factors that influence them (including personal, cultural, gender and sexual identities)
    • celebrating and respecting difference and diversity in individuals and communities.

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • individual and group fitness activities
    • active recreation activities.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).
  • correctly interpreting and applying rules in physical activities
    Personal and Social Capability

    Social management
    • Work collaboratively
    • Communicate effectively
    • Make decisions

    Social awareness
    • Appreciate diverse perspectives

    Literacy

    Comprehending texts through listening, reading and viewing
    • Listen and respond to learning area texts
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Composing texts through speaking, writing and creating
    • Use language to interact with others
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • individual and group fitness activities
    • active recreation activities.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.

Years 5 and 6 Achievement Standards

By the end of Year 6, students investigate developmental changes and transitions. They explain the influence of people and places on identities. They recognise the influence of emotions on behaviours and discuss factors that influence how people interact. They describe their own and others’ contributions to health, physical activity, safety and wellbeing. They describe the key features of health-related fitness and the significance of physical activity participation to health and wellbeing. They examine how physical activity, celebrating diversity and connecting to the environment support community wellbeing and cultural understanding.

Students demonstrate fair play and skills to work collaboratively. They access and interpret health information and apply decision-making and problem-solving skills to enhance their own and others’ health, safety and wellbeing. They perform specialised movement skills and sequences and propose and combine movement concepts and strategies to achieve movement outcomes and solve movement challenges. They apply the elements of movement when composing and performing movement sequences.


Years 5 and 6 Work Sample Portfolios

Years 7 and 8

Years 7 and 8 Band Description

The Year 7 and 8 curriculum expands students’ knowledge, understanding and skills to help them achieve successful outcomes in classroom, leisure, social, movement and online situations. Students learn how to take positive action to enhance their own and others’ health, safety and wellbeing. They do this as they examine the nature of their relationships and other factors that influence people’s beliefs, attitudes, opportunities, decisions, behaviours and actions. Students demonstrate a range of help-seeking strategies that support them to access and evaluate health and physical activity information and services.

The curriculum for Years 7 and 8 supports students to refine a range of specialised knowledge, understanding and skills in relation to their health, safety, wellbeing, and movement competence and confidence. Students develop specialised movement skills and understanding in a range of physical activity settings. They analyse how body control and coordination influence movement composition and performance and learn to transfer movement skills and concepts to a variety of physical activities. Students explore the role that games and sports, outdoor recreation, lifelong physical activities, and rhythmic and expressive movement activities play in shaping cultures and identities. They reflect on and refine personal and social skills as they participate in a range of physical activities.

Focus areas to be addressed in Years 7 and 8 include:

  • alcohol and other drugs (AD)
  • food and nutrition (FN)
  • health benefits of physical activity (HBPA)
  • mental health and wellbeing (MH)
  • relationships and sexuality (RS)
  • safety (S)
  • challenge and adventure activities (CA)
  • games and sports (GS)
  • lifelong physical activities (LLPA)
  • rhythmic and expressive movement activities (RE).

Years 7 and 8 Content Descriptions

Moving our body

Use feedback to improve body control and coordination when performing specialised movement skills in a variety of situations (ACPMP080 - Scootle )
Personal and Social Capability

Self-management
  • Develop self-discipline and set goals
  • Become confident, resilient and adaptable

Self-awareness
  • Develop reflective practice
  • Recognise personal qualities and achievements
  • Understand themselves as learners

  • analysing their own and others’ performance using ICT and implementing feedback to enhance performance
    Information and Communication Technology (ICT) Capability

    Communicating with ICT
    • Collaborate, share and exchange

    Creating with ICT
    • Generate ideas, plans and processes
    • Generate solutions to challenges and learning area tasks

    Investigating with ICT
    • Define and plan information searches

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives
    • Understand relationships

    Social management
    • Communicate effectively

    Self-management
    • Become confident, resilient and adaptable

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).
  • participating in activities where vision is compromised to demonstrate the importance of auditory feedback
    Personal and Social Capability

    Self-management
    • Become confident, resilient and adaptable
    • Work independently and show initiative

    Self-awareness
    • Develop reflective practice

    Social management
    • Communicate effectively

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).
  • using visual and kinaesthetic feedback when coordinating eye–hand and eye–foot movements to control different pieces of equipment
    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).
  • designing and performing movement sequences to create, use and defend space
    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Reflect on processes
    • Transfer knowledge into new contexts

    Generating ideas, possibilities and actions
    • Consider alternatives
    • Imagine possibilities and connect ideas
    • Seek solutions and put ideas into action

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information

    Numeracy

    Using spatial reasoning
    • Interpret maps and diagrams
    • Visualise 2D shapes and 3D objects

    Recognising and using patterns and relationships
    • Recognise and use patterns and relationships

    Estimating and calculating with whole numbers
    • Understand and use numbers in context

    Personal and Social Capability

    Self-management
    • Work independently and show initiative
    • Become confident, resilient and adaptable

    Self-awareness
    • Develop reflective practice

    Literacy

    Composing texts through speaking, writing and creating
    • Use language to interact with others
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Listen and respond to learning area texts

  • composing and performing a group dance sequence in response to a piece of music or other stimuli
    Personal and Social Capability

    Self-management
    • Become confident, resilient and adaptable
    • Work independently and show initiative

    Self-awareness
    • Develop reflective practice

    Social management
    • Make decisions
    • Work collaboratively

    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Listen and respond to learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Deliver presentations
    • Use language to interact with others
    • Compose spoken, written, visual and multimodal learning area texts

    Text knowledge
    • Use knowledge of text structures

    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Consider alternatives
    • Imagine possibilities and connect ideas
    • Seek solutions and put ideas into action

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts
    • Reflect on processes

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Numeracy

    Estimating and calculating with whole numbers
    • Understand and use numbers in context

    Recognising and using patterns and relationships
    • Recognise and use patterns and relationships

    Using spatial reasoning
    • Visualise 2D shapes and 3D objects
    • Interpret maps and diagrams

  • travelling, marking and intercepting to achieve and retain possession
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action

    Personal and Social Capability

    Social management
    • Make decisions
    • Communicate effectively
    • Work collaboratively

    Numeracy

    Using spatial reasoning
    • Visualise 2D shapes and 3D objects

    Recognising and using patterns and relationships
    • Recognise and use patterns and relationships

  • designing and performing movement sequences to travel around, over, under and through natural or built obstacles
    Critical and Creative Thinking

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Generating ideas, possibilities and actions
    • Imagine possibilities and connect ideas
    • Seek solutions and put ideas into action
    • Consider alternatives

    Reflecting on thinking and processes
    • Reflect on processes
    • Transfer knowledge into new contexts

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Numeracy

    Using spatial reasoning
    • Visualise 2D shapes and 3D objects
    • Interpret maps and diagrams

    Recognising and using patterns and relationships
    • Recognise and use patterns and relationships

    Estimating and calculating with whole numbers
    • Understand and use numbers in context

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts
    • Use language to interact with others

    Comprehending texts through listening, reading and viewing
    • Listen and respond to learning area texts

    Personal and Social Capability

    Self-management
    • Work independently and show initiative
    • Become confident, resilient and adaptable

    Social management
    • Make decisions

    Self-awareness
    • Develop reflective practice

Practise, apply and transfer movement concepts and strategies with and without equipment (ACPMP082 - Scootle )
Personal and Social Capability

Self-management
  • Become confident, resilient and adaptable
  • Work independently and show initiative

Self-awareness
  • Understand themselves as learners
  • Develop reflective practice

  • examining and demonstrating the similarities of strategies used in different physical activities and how they can be transferred to new movement situations
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • individual and group fitness activities
    • active recreation activities.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.
  • exploring similarities in the bases of support and flow of movements when performing movement sequences
    Numeracy

    Using spatial reasoning
    • Interpret maps and diagrams

    Using measurement
    • Estimate and measure with metric units

    Recognising and using patterns and relationships
    • Recognise and use patterns and relationships

    Personal and Social Capability

    Self-awareness
    • Recognise personal qualities and achievements

    Self-management
    • Develop self-discipline and set goals
    • Become confident, resilient and adaptable
    • Work independently and show initiative

    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Imagine possibilities and connect ideas

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • individual and group fitness activities
    • active recreation activities.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).
  • selecting strategies that have been successful previously and applying the most appropriate ones when solving new movement challenges with and without equipment
    Critical and Creative Thinking

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning
    • Draw conclusions and design a course of action

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action
    • Consider alternatives

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).

Understanding movement

Participate in physical activities that develop health-related and skill-related fitness components, and create and monitor personal fitness plans (ACPMP083 - Scootle )
Literacy

Composing texts through speaking, writing and creating
  • Compose texts
  • Use language to interact with others
  • Compose spoken, written, visual and multimodal learning area texts

Comprehending texts through listening, reading and viewing
  • Listen and respond to learning area texts
  • Comprehend texts

Word Knowledge
  • Understand learning area vocabulary

Personal and Social Capability

Self-awareness
  • Develop reflective practice
  • Understand themselves as learners
  • Recognise personal qualities and achievements

Self-management
  • Develop self-discipline and set goals
  • Become confident, resilient and adaptable
  • Work independently and show initiative

Critical and Creative Thinking

Reflecting on thinking and processes
  • Transfer knowledge into new contexts

Generating ideas, possibilities and actions
  • Imagine possibilities and connect ideas
  • Seek solutions and put ideas into action
  • Consider alternatives

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas

  • performing physical activities that improve health- and skill-related components of fitness and analysing how the components are developed through these activities
    Personal and Social Capability

    Self-management
    • Work independently and show initiative
    • Become confident, resilient and adaptable
    • Develop self-discipline and set goals

    Self-awareness
    • Recognise personal qualities and achievements
    • Understand themselves as learners
    • Develop reflective practice

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • individual and group fitness activities
    • active recreation activities.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.

    addresses the influence and impact regular physical activity participation has on individual and community health and wellbeing. The content supports students to develop knowledge, understanding and skills to make active choices and to explore the range of influences on physical activity participation and choices.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • physical benefits of participating in physical activities (including impact on health-related and skill-related components of fitness)
    • benefits of physical activities based on intensity, nature and frequency
    • social, emotional and cognitive benefits of regular physical activity
    • social, cultural and environmental influences on physical activity participation
    • sedentary behaviours and their impact on health and wellbeing
    • strategies for minimising sedentary behaviour and including physical activity in daily routines.
  • measuring heart rate, breathing rate and ability to talk in order to monitor the body’s reaction to a range of physical activities, and predicting the benefits of each activity on health- and skill-related fitness components
    Numeracy

    Interpreting statistical information
    • Interpret data displays

    Estimating and calculating with whole numbers
    • Estimate and calculate

    Using measurement
    • Operate with clocks, calendars and timetables

    Critical and Creative Thinking

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Inquiring – identifying, exploring and organising information and ideas
    • Pose questions
    • Organise and process information
    • Identify and clarify information and ideas

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action

    Personal and Social Capability

    Self-awareness
    • Recognise personal qualities and achievements
    • Develop reflective practice
    • Understand themselves as learners

    addresses the influence and impact regular physical activity participation has on individual and community health and wellbeing. The content supports students to develop knowledge, understanding and skills to make active choices and to explore the range of influences on physical activity participation and choices.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • physical benefits of participating in physical activities (including impact on health-related and skill-related components of fitness)
    • benefits of physical activities based on intensity, nature and frequency
    • social, emotional and cognitive benefits of regular physical activity
    • social, cultural and environmental influences on physical activity participation
    • sedentary behaviours and their impact on health and wellbeing
    • strategies for minimising sedentary behaviour and including physical activity in daily routines.
  • designing and monitoring a personal fitness plan that proposes realistic strategies for maintaining fitness, health and wellbeing
    Personal and Social Capability

    Self-awareness
    • Develop reflective practice
    • Recognise personal qualities and achievements
    • Understand themselves as learners

    Self-management
    • Develop self-discipline and set goals

    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Imagine possibilities and connect ideas
    • Seek solutions and put ideas into action
    • Consider alternatives

    Analysing, synthesising and evaluating reasoning and procedures
    • Evaluate procedures and outcomes

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • individual and group fitness activities
    • active recreation activities.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.

    addresses the influence and impact regular physical activity participation has on individual and community health and wellbeing. The content supports students to develop knowledge, understanding and skills to make active choices and to explore the range of influences on physical activity participation and choices.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • physical benefits of participating in physical activities (including impact on health-related and skill-related components of fitness)
    • benefits of physical activities based on intensity, nature and frequency
    • social, emotional and cognitive benefits of regular physical activity
    • social, cultural and environmental influences on physical activity participation
    • sedentary behaviours and their impact on health and wellbeing
    • strategies for minimising sedentary behaviour and including physical activity in daily routines.
Demonstrate and explain how the elements of effort, space, time, objects and people can enhance movement sequences (ACPMP084 - Scootle )
Critical and Creative Thinking

Generating ideas, possibilities and actions
  • Seek solutions and put ideas into action
  • Consider alternatives

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Personal and Social Capability

Self-awareness
  • Understand themselves as learners
  • Develop reflective practice

Self-management
  • Develop self-discipline and set goals

  • performing a range of movements and analysing technique based on understanding of take-off, body position and landing
    Personal and Social Capability

    Self-management
    • Become confident, resilient and adaptable
    • Develop self-discipline and set goals
    • Work independently and show initiative

    Self-awareness
    • Understand themselves as learners
    • Recognise personal qualities and achievements
    • Develop reflective practice

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Generating ideas, possibilities and actions
    • Imagine possibilities and connect ideas
    • Seek solutions and put ideas into action

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).
  • demonstrating an understanding of how to adjust the angle of release of an object and how this will affect the height and distance of flight
    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Reflect on processes
    • Think about thinking (metacognition)

    Generating ideas, possibilities and actions
    • Consider alternatives
    • Seek solutions and put ideas into action

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Numeracy

    Using spatial reasoning
    • Visualise 2D shapes and 3D objects

    Estimating and calculating with whole numbers
    • Estimate and calculate

    Using fractions, decimals, percentages, ratios and rates
    • Apply proportional reasoning

    Using measurement
    • Estimate and measure with metric units
    • Operate with clocks, calendars and timetables

    Recognising and using patterns and relationships
    • Recognise and use patterns and relationships

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).
  • creating, performing and appraising movement sequences that demonstrate variations in flow and levels
    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Consider alternatives
    • Seek solutions and put ideas into action
    • Imagine possibilities and connect ideas

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Analysing, synthesising and evaluating reasoning and procedures
    • Evaluate procedures and outcomes

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.
  • designing and refining movement concepts and strategies to manipulate space and their relationship to other players in this space
    Personal and Social Capability

    Social awareness
    • Understand relationships

    Social management
    • Communicate effectively
    • Make decisions
    • Work collaboratively

    Numeracy

    Using measurement
    • Operate with clocks, calendars and timetables
    • Estimate and measure with metric units

    Using fractions, decimals, percentages, ratios and rates
    • Apply proportional reasoning

    Using spatial reasoning
    • Visualise 2D shapes and 3D objects

    Recognising and using patterns and relationships
    • Recognise and use patterns and relationships

    Critical and Creative Thinking

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action
    • Consider alternatives
    • Imagine possibilities and connect ideas

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).
  • explaining how individual or team performance has improved through modifications to effort, space and time
    Personal and Social Capability

    Self-awareness
    • Develop reflective practice

    Self-management
    • Work independently and show initiative

    Social management
    • Work collaboratively

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Pose questions
    • Identify and clarify information and ideas
    • Organise and process information

Participate in and investigate cultural and historical significance of a range of physical activities (ACPMP085 - Scootle )
Critical and Creative Thinking

Reflecting on thinking and processes
  • Transfer knowledge into new contexts
  • Reflect on processes

Inquiring – identifying, exploring and organising information and ideas
  • Pose questions
  • Identify and clarify information and ideas

Generating ideas, possibilities and actions
  • Consider alternatives
  • Seek solutions and put ideas into action

Analysing, synthesising and evaluating reasoning and procedures
  • Apply logic and reasoning

Personal and Social Capability

Self-management
  • Develop self-discipline and set goals
  • Become confident, resilient and adaptable

Self-awareness
  • Understand themselves as learners

Social awareness
  • Contribute to civil society

Intercultural Understanding

Recognising culture and developing respect
  • Explore and compare cultural knowledge, beliefs and practices
  • Investigate culture and cultural identity

Literacy

Comprehending texts through listening, reading and viewing
  • Listen and respond to learning area texts
  • Comprehend texts

Composing texts through speaking, writing and creating
  • Compose texts
  • Use language to interact with others
  • Compose spoken, written, visual and multimodal learning area texts

Word Knowledge
  • Understand learning area vocabulary

  • examining how sport, physical activity and outdoor recreation pursuits have changed over the last century as a result of different cultural groups migrating to Australia
    Intercultural Understanding

    Recognising culture and developing respect
    • Investigate culture and cultural identity
    • Explore and compare cultural knowledge, beliefs and practices

    Interacting and empathising with others
    • Consider and develop multiple perspectives

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Use language to interact with others
    • Compose spoken, written, visual and multimodal learning area texts

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • individual and group fitness activities
    • active recreation activities.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).

    addresses the influence and impact regular physical activity participation has on individual and community health and wellbeing. The content supports students to develop knowledge, understanding and skills to make active choices and to explore the range of influences on physical activity participation and choices.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • physical benefits of participating in physical activities (including impact on health-related and skill-related components of fitness)
    • benefits of physical activities based on intensity, nature and frequency
    • social, emotional and cognitive benefits of regular physical activity
    • social, cultural and environmental influences on physical activity participation
    • sedentary behaviours and their impact on health and wellbeing
    • strategies for minimising sedentary behaviour and including physical activity in daily routines.
  • researching and participating in a range of physical activities that were performed in the early twentieth century, such as games from the Asia region
    • Asia and Australia’s Engagement with Asia
    Intercultural Understanding

    Recognising culture and developing respect
    • Investigate culture and cultural identity
    • Explore and compare cultural knowledge, beliefs and practices

    Interacting and empathising with others
    • Consider and develop multiple perspectives

    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Text knowledge
    • Use knowledge of text structures

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).
  • participating in culturally significant physical activities from around the globe and exploring the links to the culture and heritage of the country of origin of these activities
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Text knowledge
    • Use knowledge of text structures

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Critical and Creative Thinking

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action
    • Consider alternatives

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts

    Intercultural Understanding

    Recognising culture and developing respect
    • Investigate culture and cultural identity
    • Explore and compare cultural knowledge, beliefs and practices
    • Develop respect for cultural diversity

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • individual and group fitness activities
    • active recreation activities.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).

Learning through movement

Practise and apply personal and social skills when undertaking a range of roles in physical activities (ACPMP086 - Scootle )
Personal and Social Capability

Self-management
  • Become confident, resilient and adaptable
  • Develop self-discipline and set goals
  • Work independently and show initiative

Self-awareness
  • Recognise personal qualities and achievements
  • Develop reflective practice
  • Understand themselves as learners

  • adopting roles and responsibilities that support and enhance team cohesion and lead to successful movement outcomes
    Personal and Social Capability

    Social awareness
    • Understand relationships
    • Contribute to civil society

    Self-awareness
    • Understand themselves as learners
    • Recognise personal qualities and achievements

    Social management
    • Work collaboratively

    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).

    addresses physical, social and emotional changes that occur over time and the significant role relationships and sexuality play in these changes. The content supports students to develop knowledge, understanding and skills that will help them to establish and manage respectful relationships. It also supports them to develop positive practices in relation to their reproductive and sexual health and the development of their identities. In doing so, students will gain an understanding of the factors that influence gender and sexual identities.

    During Foundation to Year 2, students will learn about:

    • parts of the body and how the body changes as they grow
    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will learn about the following:

    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves
    • establishing and managing changing relationships (offline and online)
    • bullying, harassment, discrimination and violence (including discrimination based on race, gender and sexuality)
    • strategies for dealing with relationships when there is an imbalance of power (including seeking help or leaving the relationship)
    • puberty and how the body changes over time
    • managing the physical, social and emotional changes that occur during puberty
    • reproduction and sexual health
    • practices that support reproductive and sexual health (contraception, negotiating consent, and prevention of sexually transmitted infections and blood-borne viruses)
    • changing identities and the factors that influence them (including personal, cultural, gender and sexual identities)
    • celebrating and respecting difference and diversity in individuals and communities.

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • individual and group fitness activities
    • active recreation activities.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.
  • applying an understanding of verbal, physical and situational cues to identify and appropriately respond to the feelings and motives of others when working in a team or group
    Personal and Social Capability

    Social awareness
    • Understand relationships
    • Appreciate diverse perspectives

    Social management
    • Work collaboratively

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).

    addresses physical, social and emotional changes that occur over time and the significant role relationships and sexuality play in these changes. The content supports students to develop knowledge, understanding and skills that will help them to establish and manage respectful relationships. It also supports them to develop positive practices in relation to their reproductive and sexual health and the development of their identities. In doing so, students will gain an understanding of the factors that influence gender and sexual identities.

    During Foundation to Year 2, students will learn about:

    • parts of the body and how the body changes as they grow
    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will learn about the following:

    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves
    • establishing and managing changing relationships (offline and online)
    • bullying, harassment, discrimination and violence (including discrimination based on race, gender and sexuality)
    • strategies for dealing with relationships when there is an imbalance of power (including seeking help or leaving the relationship)
    • puberty and how the body changes over time
    • managing the physical, social and emotional changes that occur during puberty
    • reproduction and sexual health
    • practices that support reproductive and sexual health (contraception, negotiating consent, and prevention of sexually transmitted infections and blood-borne viruses)
    • changing identities and the factors that influence them (including personal, cultural, gender and sexual identities)
    • celebrating and respecting difference and diversity in individuals and communities.
  • reflecting on their role and articulating how the actions they initiated in that role led to the achievement of successful outcomes
    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Reflect on processes

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Personal and Social Capability

    Self-awareness
    • Recognise personal qualities and achievements
    • Develop reflective practice
    • Understand themselves as learners

    Social awareness
    • Contribute to civil society
    • Understand relationships

    Self-management
    • Become confident, resilient and adaptable

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • individual and group fitness activities
    • active recreation activities.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.

    addresses physical, social and emotional changes that occur over time and the significant role relationships and sexuality play in these changes. The content supports students to develop knowledge, understanding and skills that will help them to establish and manage respectful relationships. It also supports them to develop positive practices in relation to their reproductive and sexual health and the development of their identities. In doing so, students will gain an understanding of the factors that influence gender and sexual identities.

    During Foundation to Year 2, students will learn about:

    • parts of the body and how the body changes as they grow
    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will learn about the following:

    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves
    • establishing and managing changing relationships (offline and online)
    • bullying, harassment, discrimination and violence (including discrimination based on race, gender and sexuality)
    • strategies for dealing with relationships when there is an imbalance of power (including seeking help or leaving the relationship)
    • puberty and how the body changes over time
    • managing the physical, social and emotional changes that occur during puberty
    • reproduction and sexual health
    • practices that support reproductive and sexual health (contraception, negotiating consent, and prevention of sexually transmitted infections and blood-borne viruses)
    • changing identities and the factors that influence them (including personal, cultural, gender and sexual identities)
    • celebrating and respecting difference and diversity in individuals and communities.

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).
  • undertaking various roles associated with the planning of physical activities
    Personal and Social Capability

    Social awareness
    • Understand relationships
    • Contribute to civil society

    Social management
    • Work collaboratively

    Self-awareness
    • Understand themselves as learners

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • individual and group fitness activities
    • active recreation activities.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.

    addresses physical, social and emotional changes that occur over time and the significant role relationships and sexuality play in these changes. The content supports students to develop knowledge, understanding and skills that will help them to establish and manage respectful relationships. It also supports them to develop positive practices in relation to their reproductive and sexual health and the development of their identities. In doing so, students will gain an understanding of the factors that influence gender and sexual identities.

    During Foundation to Year 2, students will learn about:

    • parts of the body and how the body changes as they grow
    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will learn about the following:

    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves
    • establishing and managing changing relationships (offline and online)
    • bullying, harassment, discrimination and violence (including discrimination based on race, gender and sexuality)
    • strategies for dealing with relationships when there is an imbalance of power (including seeking help or leaving the relationship)
    • puberty and how the body changes over time
    • managing the physical, social and emotional changes that occur during puberty
    • reproduction and sexual health
    • practices that support reproductive and sexual health (contraception, negotiating consent, and prevention of sexually transmitted infections and blood-borne viruses)
    • changing identities and the factors that influence them (including personal, cultural, gender and sexual identities)
    • celebrating and respecting difference and diversity in individuals and communities.
Evaluate and justify reasons for decisions and choices of action when solving movement challenges (ACPMP087 - Scootle )
Critical and Creative Thinking

Analysing, synthesising and evaluating reasoning and procedures
  • Evaluate procedures and outcomes
  • Apply logic and reasoning

Reflecting on thinking and processes
  • Reflect on processes

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

Generating ideas, possibilities and actions
  • Seek solutions and put ideas into action

Personal and Social Capability

Social management
  • Make decisions

Self-awareness
  • Develop reflective practice

  • explaining and justifying the movement concepts and strategies selected in response to movement challenges
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts
    • Reflect on processes

    Generating ideas, possibilities and actions
    • Consider alternatives

    Analysing, synthesising and evaluating reasoning and procedures
    • Draw conclusions and design a course of action

    Personal and Social Capability

    Social management
    • Communicate effectively

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • individual and group fitness activities
    • active recreation activities.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).
  • demonstrating to others the approach taken to solve movement challenges
    Personal and Social Capability

    Social management
    • Work collaboratively

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).
  • identifying factors that enabled them to achieve success in movement activities and explaining how these factors can be transferred to other learning contexts
    Personal and Social Capability

    Social management
    • Communicate effectively
    • Work collaboratively

    Self-management
    • Develop self-discipline and set goals

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts
    • Reflect on processes

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • individual and group fitness activities
    • active recreation activities.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.
Modify rules and scoring systems to allow for fair play, safety and inclusive participation (ACPMP088 - Scootle )
Literacy

Composing texts through speaking, writing and creating
  • Compose texts
  • Use language to interact with others

Comprehending texts through listening, reading and viewing
  • Listen and respond to learning area texts
  • Interpret and analyse learning area texts
  • Comprehend texts
  • Navigate, read and view learning area texts

Word Knowledge
  • Understand learning area vocabulary

Ethical Understanding

Reasoning in decision making and actions
  • Consider consequences
  • Reflect on ethical action
  • Reason and make ethical decisions

Understanding ethical concepts and issues
  • Recognise ethical concepts

Personal and Social Capability

Social awareness
  • Understand relationships

Self-management
  • Develop self-discipline and set goals
  • Become confident, resilient and adaptable

Social management
  • Develop leadership skills
  • Negotiate and resolve conflict

Critical and Creative Thinking

Analysing, synthesising and evaluating reasoning and procedures
  • Apply logic and reasoning

Generating ideas, possibilities and actions
  • Seek solutions and put ideas into action
  • Consider alternatives

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

  • recognising potential hazards and selecting appropriate responses when undertaking physical activities in the natural environment
    Personal and Social Capability

    Social management
    • Negotiate and resolve conflict
    • Develop leadership skills

    Self-management
    • Develop self-discipline and set goals
    • Become confident, resilient and adaptable

    Social awareness
    • Understand relationships

    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Imagine possibilities and connect ideas

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Reflecting on thinking and processes
    • Reflect on processes

    addresses safety issues that students may encounter in their daily lives. The content supports students to develop knowledge, understanding and skills to make safe decisions and behave in ways that protect their own safety and that of others.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • safety at school
    • safe practices at home, in road or transport environments, in the outdoors and when near water
    • safe and unsafe situations at home, school and parties and in the community
    • strategies for dealing with unsafe or uncomfortable situations
    • safe practices when using information and communication technologies (ICT) and online services, including dealing with cyberbullying
    • managing personal safety
    • first aid and emergency care, including safe blood practices
    • safety when participating in physical activity, including sports safety, sun safety, use of protective equipment and modifying rules
    • relationship and dating safety.

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • individual and group fitness activities
    • active recreation activities.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).
  • applying scoring systems in activities to assess movement performances consistently and fairly
    Personal and Social Capability

    Social awareness
    • Understand relationships

    Social management
    • Develop leadership skills
    • Negotiate and resolve conflict

    Self-management
    • Develop self-discipline and set goals
    • Become confident, resilient and adaptable

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.
  • modifying rules, equipment or scoring systems to allow all participants to enjoy and succeed
    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action
    • Consider alternatives

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Personal and Social Capability

    Self-management
    • Become confident, resilient and adaptable
    • Develop self-discipline and set goals

    Social management
    • Develop leadership skills
    • Negotiate and resolve conflict

    Social awareness
    • Understand relationships

    Ethical Understanding

    Reasoning in decision making and actions
    • Reason and make ethical decisions
    • Reflect on ethical action
    • Consider consequences

    Understanding ethical concepts and issues
    • Recognise ethical concepts

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • individual and group fitness activities
    • active recreation activities.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).
  • applying the principles of ethical behaviour consistently when participating in physical activities
    Ethical Understanding

    Understanding ethical concepts and issues
    • Recognise ethical concepts

    Reasoning in decision making and actions
    • Reflect on ethical action
    • Reason and make ethical decisions
    • Consider consequences

    Personal and Social Capability

    Self-management
    • Develop self-discipline and set goals
    • Become confident, resilient and adaptable

    Self-awareness
    • Develop reflective practice

    Social management
    • Make decisions

    Social awareness
    • Contribute to civil society

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • individual and group fitness activities
    • active recreation activities.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).

Years 7 and 8 Achievement Standards

By the end of Year 8, students evaluate strategies and resources to manage changes and transitions and investigate their impact on identities. Students evaluate the impact on wellbeing of relationships and valuing diversity. They analyse factors that influence emotional responses. They investigate strategies and practices that enhance their own, others’ and community health, safety and wellbeing. They investigate and apply movement concepts and select strategies to achieve movement and fitness outcomes. They examine the cultural and historical significance of physical activities and examine how connecting to the environment can enhance health and wellbeing.

Students apply personal and social skills to establish and maintain respectful relationships and promote safety, fair play and inclusivity. They demonstrate skills to make informed decisions, and propose and implement actions that promote their own and others’ health, safety and wellbeing. Students demonstrate control and accuracy when performing specialised movement sequences and skills. They apply movement concepts and refine strategies to suit different movement situations. They apply the elements of movement to compose and perform movement sequences.


Years 7 and 8 Work Sample Portfolios

Years 9 and 10

Years 9 and 10 Band Description

The Year 9 and 10 curriculum supports students to refine and apply strategies for maintaining a positive outlook and evaluating behavioural expectations in different leisure, social, movement and online situations. Students learn to critically analyse and apply health and physical activity information to devise and implement personalised plans for maintaining healthy and active habits. They also experience different roles that contribute to successful participation in physical activity, and propose strategies to support the development of preventive health practices that build and optimise community health and wellbeing.

In Years 9 and 10, students learn to apply more specialised movement skills and complex movement strategies and concepts in different movement environments. They also explore movement concepts and strategies to evaluate and refine their own and others’ movement performances. Students analyse how participation in physical activity and sport influence an individual’s identities, and explore the role participation plays in shaping cultures. The curriculum also provides opportunities for students to refine and consolidate personal and social skills in demonstrating leadership, teamwork and collaboration in a range of physical activities.

Focus areas to be addressed in Years 9 and 10 include:

  • alcohol and other drugs (AD)
  • food and nutrition (FN)
  • health benefits of physical activity (HBPA)
  • mental health and wellbeing (MH)
  • relationships and sexuality (RS)
  • safety (S)
  • challenge and adventure activities (CA)
  • games and sports (GS)
  • lifelong physical activities (LLPA)
  • rhythmic and expressive movement activities (RE).

Years 9 and 10 Content Descriptions

Moving our body

Provide and apply feedback to develop and refine specialised movement skills in a range of challenging movement situations (ACPMP099 - Scootle )
Personal and Social Capability

Self-management
  • Develop self-discipline and set goals
  • Work independently and show initiative
  • Become confident, resilient and adaptable

Self-awareness
  • Recognise personal qualities and achievements
  • Develop reflective practice
  • Understand themselves as learners

  • adapting and responding to changes in equipment that increase the complexity of a movement task or performance
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action

    Analysing, synthesising and evaluating reasoning and procedures
    • Draw conclusions and design a course of action

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts
    • Reflect on processes

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.
  • transferring skills learnt in one movement situation to a different situation

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).
  • performing specialised movement skills in situations where the rules or conditions have been modified to vary complexity
    Personal and Social Capability

    Self-awareness
    • Understand themselves as learners
    • Recognise personal qualities and achievements
    • Develop reflective practice

    Self-management
    • Work independently and show initiative
    • Develop self-discipline and set goals
    • Become confident, resilient and adaptable

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).
  • using knowledge of results feedback to support another student in performing a skill with greater accuracy or control
    Personal and Social Capability

    Self-awareness
    • Develop reflective practice
    • Understand themselves as learners
    • Recognise personal qualities and achievements

    Self-management
    • Become confident, resilient and adaptable
    • Develop self-discipline and set goals

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Pose questions
    • Identify and clarify information and ideas

    Generating ideas, possibilities and actions
    • Consider alternatives

  • responding to teacher and peer feedback to enhance performance
    Personal and Social Capability

    Self-management
    • Work independently and show initiative
    • Become confident, resilient and adaptable
    • Develop self-discipline and set goals

    Self-awareness
    • Develop reflective practice
    • Recognise personal qualities and achievements
    • Understand themselves as learners

    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Think about thinking (metacognition)
    • Reflect on processes
    • Transfer knowledge into new contexts

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action

    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts
    • Use language to interact with others

    Comprehending texts through listening, reading and viewing
    • Listen and respond to learning area texts
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

  • using ICT to record others' performance, and providing feedback on synchronicity and timing of movements in relation to other people, objects or external stimuli
    Personal and Social Capability

    Social awareness
    • Understand relationships

    Social management
    • Communicate effectively
    • Work collaboratively
    • Make decisions

    Self-management
    • Become confident, resilient and adaptable

    Numeracy

    Using measurement
    • Operate with clocks, calendars and timetables
    • Estimate and measure with metric units

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action
    • Consider alternatives

    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Listen and respond to learning area texts
    • Interpret and analyse learning area texts
    • Navigate, read and view learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts
    • Use language to interact with others

    Information and Communication Technology (ICT) Capability

    Creating with ICT
    • Generate ideas, plans and processes
    • Generate solutions to challenges and learning area tasks

    Investigating with ICT
    • Select and evaluate data and information
    • Define and plan information searches

  • providing constructive feedback on their own and others' performance by using movement-analysis software to break down a skill or sequence
    Personal and Social Capability

    Self-awareness
    • Develop reflective practice
    • Understand themselves as learners
    • Recognise personal qualities and achievements

    Social awareness
    • Appreciate diverse perspectives
    • Contribute to civil society
    • Understand relationships

    Self-management
    • Become confident, resilient and adaptable
    • Develop self-discipline and set goals
    • Work independently and show initiative

    Information and Communication Technology (ICT) Capability

    Investigating with ICT
    • Select and evaluate data and information
    • Define and plan information searches

    Creating with ICT
    • Generate ideas, plans and processes
    • Generate solutions to challenges and learning area tasks

    Managing and operating ICT
    • Select and use hardware and software

    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts
    • Listen and respond to learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Use language to interact with others
    • Compose spoken, written, visual and multimodal learning area texts

    Critical and Creative Thinking

    Analysing, synthesising and evaluating reasoning and procedures
    • Evaluate procedures and outcomes
    • Apply logic and reasoning

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action

    Reflecting on thinking and processes
    • Reflect on processes

Develop, implement and evaluate movement concepts and strategies for successful outcomes with and without equipment (ACPMP101 - Scootle )
Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

Analysing, synthesising and evaluating reasoning and procedures
  • Evaluate procedures and outcomes
  • Apply logic and reasoning

Generating ideas, possibilities and actions
  • Seek solutions and put ideas into action
  • Consider alternatives

Reflecting on thinking and processes
  • Reflect on processes

Personal and Social Capability

Self-management
  • Work independently and show initiative
  • Become confident, resilient and adaptable

Self-awareness
  • Develop reflective practice
  • Understand themselves as learners

  • using established criteria to apply and evaluate the effectiveness of movement concepts and strategies
    Critical and Creative Thinking

    Analysing, synthesising and evaluating reasoning and procedures
    • Evaluate procedures and outcomes
    • Apply logic and reasoning

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Reflecting on thinking and processes
    • Reflect on processes

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action

    Numeracy

    Using spatial reasoning
    • Interpret maps and diagrams

    Using measurement
    • Estimate and measure with metric units

    Recognising and using patterns and relationships
    • Recognise and use patterns and relationships

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).
  • developing and implementing appropriate movement concepts and strategies for selected movement scenarios
    Critical and Creative Thinking

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning
    • Evaluate procedures and outcomes

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action
    • Consider alternatives

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Reflecting on thinking and processes
    • Reflect on processes

    Numeracy

    Recognising and using patterns and relationships
    • Recognise and use patterns and relationships

    Using measurement
    • Estimate and measure with metric units

    Using spatial reasoning
    • Interpret maps and diagrams

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • individual and group fitness activities
    • active recreation activities.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).
  • reviewing, proposing and implementing alternative responses to movement situations based on the outcome of previous performances
    Personal and Social Capability

    Self-awareness
    • Develop reflective practice
    • Understand themselves as learners

    Self-management
    • Become confident, resilient and adaptable
    • Work independently and show initiative

    Numeracy

    Recognising and using patterns and relationships
    • Recognise and use patterns and relationships

    Estimating and calculating with whole numbers
    • Understand and use numbers in context

    Using spatial reasoning
    • Interpret maps and diagrams

    Interpreting statistical information
    • Interpret data displays

    Using measurement
    • Estimate and measure with metric units
    • Operate with clocks, calendars and timetables

    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Reflect on processes

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action
    • Consider alternatives
    • Imagine possibilities and connect ideas

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Analysing, synthesising and evaluating reasoning and procedures
    • Evaluate procedures and outcomes
    • Apply logic and reasoning

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.

Understanding movement

Design, implement and evaluate personalised plans for improving or maintaining their own and others’ physical activity and fitness levels (ACPMP102 - Scootle )
Critical and Creative Thinking

Analysing, synthesising and evaluating reasoning and procedures
  • Apply logic and reasoning
  • Evaluate procedures and outcomes

Inquiring – identifying, exploring and organising information and ideas
  • Pose questions
  • Identify and clarify information and ideas
  • Organise and process information

Generating ideas, possibilities and actions
  • Seek solutions and put ideas into action
  • Imagine possibilities and connect ideas

Reflecting on thinking and processes
  • Reflect on processes

Literacy

Composing texts through speaking, writing and creating
  • Compose spoken, written, visual and multimodal learning area texts
  • Compose texts

Text knowledge
  • Use knowledge of text structures

Comprehending texts through listening, reading and viewing
  • Comprehend texts
  • Navigate, read and view learning area texts
  • Interpret and analyse learning area texts

Word Knowledge
  • Understand learning area vocabulary

Personal and Social Capability

Self-awareness
  • Understand themselves as learners
  • Develop reflective practice
  • Recognise personal qualities and achievements

Social awareness
  • Contribute to civil society
  • Appreciate diverse perspectives

Self-management
  • Become confident, resilient and adaptable
  • Develop self-discipline and set goals
  • Work independently and show initiative

  • using ICT to design, implement and monitor a personal fitness plan which includes a timeframe, goals and a variety of specific activities that meet the needs of different people
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Text knowledge
    • Use knowledge of text structures

    Information and Communication Technology (ICT) Capability

    Investigating with ICT
    • Select and evaluate data and information
    • Define and plan information searches

    Creating with ICT
    • Generate ideas, plans and processes
    • Generate solutions to challenges and learning area tasks

    Numeracy

    Using measurement
    • Operate with clocks, calendars and timetables

    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Think about thinking (metacognition)
    • Transfer knowledge into new contexts

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Generating ideas, possibilities and actions
    • Consider alternatives
    • Seek solutions and put ideas into action

    Personal and Social Capability

    Social awareness
    • Contribute to civil society
    • Appreciate diverse perspectives

    Self-management
    • Work independently and show initiative
    • Develop self-discipline and set goals
    • Become confident, resilient and adaptable

    Self-awareness
    • Recognise personal qualities and achievements
    • Develop reflective practice
    • Understand themselves as learners

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • individual and group fitness activities
    • active recreation activities.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.

    addresses the influence and impact regular physical activity participation has on individual and community health and wellbeing. The content supports students to develop knowledge, understanding and skills to make active choices and to explore the range of influences on physical activity participation and choices.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • physical benefits of participating in physical activities (including impact on health-related and skill-related components of fitness)
    • benefits of physical activities based on intensity, nature and frequency
    • social, emotional and cognitive benefits of regular physical activity
    • social, cultural and environmental influences on physical activity participation
    • sedentary behaviours and their impact on health and wellbeing
    • strategies for minimising sedentary behaviour and including physical activity in daily routines.
  • investigating target training heart-rate zones for a range of different people and how these zones relate to health, wellbeing and fitness
    Personal and Social Capability

    Social awareness
    • Contribute to civil society
    • Appreciate diverse perspectives

    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action
    • Consider alternatives

    Reflecting on thinking and processes
    • Reflect on processes

    Inquiring – identifying, exploring and organising information and ideas
    • Pose questions
    • Organise and process information
    • Identify and clarify information and ideas

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    addresses the influence and impact regular physical activity participation has on individual and community health and wellbeing. The content supports students to develop knowledge, understanding and skills to make active choices and to explore the range of influences on physical activity participation and choices.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • physical benefits of participating in physical activities (including impact on health-related and skill-related components of fitness)
    • benefits of physical activities based on intensity, nature and frequency
    • social, emotional and cognitive benefits of regular physical activity
    • social, cultural and environmental influences on physical activity participation
    • sedentary behaviours and their impact on health and wellbeing
    • strategies for minimising sedentary behaviour and including physical activity in daily routines.

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • individual and group fitness activities
    • active recreation activities.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.
  • justifying the selection of physical activities included in a personalised plan linked to the components of health- and skill-related fitness they wish to improve or maintain
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning
    • Draw conclusions and design a course of action
    • Evaluate procedures and outcomes

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts
    • Think about thinking (metacognition)

    Generating ideas, possibilities and actions
    • Consider alternatives

    Personal and Social Capability

    Self-awareness
    • Develop reflective practice
    • Understand themselves as learners
    • Recognise personal qualities and achievements

    Self-management
    • Work independently and show initiative
    • Develop self-discipline and set goals
    • Become confident, resilient and adaptable

    Social awareness
    • Appreciate diverse perspectives
    • Contribute to civil society

    addresses the influence and impact regular physical activity participation has on individual and community health and wellbeing. The content supports students to develop knowledge, understanding and skills to make active choices and to explore the range of influences on physical activity participation and choices.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • physical benefits of participating in physical activities (including impact on health-related and skill-related components of fitness)
    • benefits of physical activities based on intensity, nature and frequency
    • social, emotional and cognitive benefits of regular physical activity
    • social, cultural and environmental influences on physical activity participation
    • sedentary behaviours and their impact on health and wellbeing
    • strategies for minimising sedentary behaviour and including physical activity in daily routines.

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • individual and group fitness activities
    • active recreation activities.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.
  • using non-specialised equipment to develop health- or skill-related fitness circuits that can be used by family or community members
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Generating ideas, possibilities and actions
    • Consider alternatives
    • Seek solutions and put ideas into action

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts
    • Think about thinking (metacognition)

    Personal and Social Capability

    Social awareness
    • Contribute to civil society
    • Appreciate diverse perspectives

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • individual and group fitness activities
    • active recreation activities.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.

    addresses the influence and impact regular physical activity participation has on individual and community health and wellbeing. The content supports students to develop knowledge, understanding and skills to make active choices and to explore the range of influences on physical activity participation and choices.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • physical benefits of participating in physical activities (including impact on health-related and skill-related components of fitness)
    • benefits of physical activities based on intensity, nature and frequency
    • social, emotional and cognitive benefits of regular physical activity
    • social, cultural and environmental influences on physical activity participation
    • sedentary behaviours and their impact on health and wellbeing
    • strategies for minimising sedentary behaviour and including physical activity in daily routines.
Analyse the impact of effort, space, time, objects and people when composing and performing movement sequences (ACPMP103 - Scootle )
Personal and Social Capability

Self-management
  • Develop self-discipline and set goals
  • Become confident, resilient and adaptable

Self-awareness
  • Understand themselves as learners
  • Develop reflective practice

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Analysing, synthesising and evaluating reasoning and procedures
  • Apply logic and reasoning

Reflecting on thinking and processes
  • Reflect on processes

Generating ideas, possibilities and actions
  • Seek solutions and put ideas into action
  • Consider alternatives

  • experimenting with the manipulation of force and speed applied to an object to examine the difference created in movement paths
    Numeracy

    Estimating and calculating with whole numbers
    • Estimate and calculate

    Using measurement
    • Operate with clocks, calendars and timetables

    Recognising and using patterns and relationships
    • Recognise and use patterns and relationships

    Using fractions, decimals, percentages, ratios and rates
    • Apply proportional reasoning

    Using spatial reasoning
    • Interpret maps and diagrams

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).
  • demonstrating and describing how the body can absorb force
    Literacy

    Composing texts through speaking, writing and creating
    • Use language to interact with others

    Word Knowledge
    • Understand learning area vocabulary

  • creating a group performance that demonstrates synchronous and individual movements
    Personal and Social Capability

    Self-management
    • Become confident, resilient and adaptable
    • Develop self-discipline and set goals

    Self-awareness
    • Understand themselves as learners
    • Develop reflective practice

    Social management
    • Work collaboratively

    Numeracy

    Using fractions, decimals, percentages, ratios and rates
    • Apply proportional reasoning

    Using measurement
    • Operate with clocks, calendars and timetables

    Recognising and using patterns and relationships
    • Recognise and use patterns and relationships

    Critical and Creative Thinking

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts

    Generating ideas, possibilities and actions
    • Consider alternatives
    • Imagine possibilities and connect ideas

    Analysing, synthesising and evaluating reasoning and procedures
    • Evaluate procedures and outcomes
    • Draw conclusions and design a course of action

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.
  • using ICT to analyse movements and enhance movement sequences and performances
    Information and Communication Technology (ICT) Capability

    Creating with ICT
    • Generate ideas, plans and processes
    • Generate solutions to challenges and learning area tasks

    Investigating with ICT
    • Define and plan information searches
    • Select and evaluate data and information

    Numeracy

    Recognising and using patterns and relationships
    • Recognise and use patterns and relationships

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).
Examine the role physical activity, outdoor recreation and sport play in the lives of Australians and investigate how this has changed over time (ACPMP104 - Scootle )
Literacy

Word Knowledge
  • Understand learning area vocabulary

Composing texts through speaking, writing and creating
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts

Comprehending texts through listening, reading and viewing
  • Interpret and analyse learning area texts
  • Comprehend texts
  • Navigate, read and view learning area texts

Critical and Creative Thinking

Generating ideas, possibilities and actions
  • Seek solutions and put ideas into action
  • Consider alternatives

Inquiring – identifying, exploring and organising information and ideas
  • Pose questions
  • Identify and clarify information and ideas
  • Organise and process information

Reflecting on thinking and processes
  • Reflect on processes

Analysing, synthesising and evaluating reasoning and procedures
  • Apply logic and reasoning

Intercultural Understanding

Recognising culture and developing respect
  • Explore and compare cultural knowledge, beliefs and practices
  • Investigate culture and cultural identity

Personal and Social Capability

Social awareness
  • Contribute to civil society
  • Appreciate diverse perspectives

  • participating in a range of physical activities from the Asia region, such as yoga, tai chi, martial arts and Asia-inspired dance and performance art, and exploring their importance as a social and cultural practice
    • Asia and Australia’s Engagement with Asia
    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives
    • Contribute to civil society

    Intercultural Understanding

    Recognising culture and developing respect
    • Explore and compare cultural knowledge, beliefs and practices
    • Investigate culture and cultural identity

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • individual and group fitness activities
    • active recreation activities.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.
  • researching the trends in participation in organised junior sports and predicting future trends and directions
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Pose questions
    • Organise and process information
    • Identify and clarify information and ideas

    Generating ideas, possibilities and actions
    • Consider alternatives
    • Seek solutions and put ideas into action

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Reflecting on thinking and processes
    • Reflect on processes

    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Numeracy

    Interpreting statistical information
    • Interpret data displays

    Using fractions, decimals, percentages, ratios and rates
    • Apply proportional reasoning

    Recognising and using patterns and relationships
    • Recognise and use patterns and relationships

    addresses the influence and impact regular physical activity participation has on individual and community health and wellbeing. The content supports students to develop knowledge, understanding and skills to make active choices and to explore the range of influences on physical activity participation and choices.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

    • physical benefits of participating in physical activities (including impact on health-related and skill-related components of fitness)
    • benefits of physical activities based on intensity, nature and frequency
    • social, emotional and cognitive benefits of regular physical activity
    • social, cultural and environmental influences on physical activity participation
    • sedentary behaviours and their impact on health and wellbeing
    • strategies for minimising sedentary behaviour and including physical activity in daily routines.

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • individual and group fitness activities
    • active recreation activities.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.
  • investigating the varied perspectives held by Australians on sport and examining how this diversity is represented in the sports we play today
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Pose questions
    • Identify and clarify information and ideas

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action
    • Consider alternatives

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Reflecting on thinking and processes
    • Reflect on processes

    Intercultural Understanding

    Recognising culture and developing respect
    • Explore and compare cultural knowledge, beliefs and practices

    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Personal and Social Capability

    Social awareness
    • Contribute to civil society
    • Appreciate diverse perspectives

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • individual and group fitness activities
    • active recreation activities.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.
  • exploring the impact of media messages associated with physical activity, outdoor recreation and sport in Australia
    Literacy

    Composing texts through speaking, writing and creating
    • Compose spoken, written, visual and multimodal learning area texts

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Information and Communication Technology (ICT) Capability

    Applying social and ethical protocols and practices when using ICT
    • Identify the impacts of ICT in society

    Communicating with ICT
    • Understand computer mediated communications

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • individual and group fitness activities
    • active recreation activities.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).
  • analysing the significant contributions Aboriginal and Torres Strait Islander people make, and have made, to sport in Australia
    • Aboriginal and Torres Strait Islander Histories and Cultures
    Intercultural Understanding

    Recognising culture and developing respect
    • Explore and compare cultural knowledge, beliefs and practices
    • Investigate culture and cultural identity

    Personal and Social Capability

    Social awareness
    • Appreciate diverse perspectives

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).

Learning through movement

Devise, implement and refine strategies demonstrating leadership and collaboration skills when working in groups or teams (ACPMP105 - Scootle )
Critical and Creative Thinking

Reflecting on thinking and processes
  • Transfer knowledge into new contexts
  • Reflect on processes

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Analysing, synthesising and evaluating reasoning and procedures
  • Apply logic and reasoning

Generating ideas, possibilities and actions
  • Seek solutions and put ideas into action
  • Consider alternatives

Personal and Social Capability

Social awareness
  • Contribute to civil society
  • Understand relationships

Self-awareness
  • Understand themselves as learners

Self-management
  • Become confident, resilient and adaptable
  • Work independently and show initiative
  • Develop self-discipline and set goals

Social management
  • Work collaboratively

  • evaluating the contribution they make as an individual to teamwork, leadership and enjoyable participation for all
    Personal and Social Capability

    Social management
    • Work collaboratively
    • Develop leadership skills

    Self-management
    • Develop self-discipline and set goals

    Self-awareness
    • Develop reflective practice
    • Recognise personal qualities and achievements
    • Understand themselves as learners

    Critical and Creative Thinking

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning
    • Evaluate procedures and outcomes

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas

    Reflecting on thinking and processes
    • Think about thinking (metacognition)

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).

    addresses physical, social and emotional changes that occur over time and the significant role relationships and sexuality play in these changes. The content supports students to develop knowledge, understanding and skills that will help them to establish and manage respectful relationships. It also supports them to develop positive practices in relation to their reproductive and sexual health and the development of their identities. In doing so, students will gain an understanding of the factors that influence gender and sexual identities.

    During Foundation to Year 2, students will learn about:

    • parts of the body and how the body changes as they grow
    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will learn about the following:

    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves
    • establishing and managing changing relationships (offline and online)
    • bullying, harassment, discrimination and violence (including discrimination based on race, gender and sexuality)
    • strategies for dealing with relationships when there is an imbalance of power (including seeking help or leaving the relationship)
    • puberty and how the body changes over time
    • managing the physical, social and emotional changes that occur during puberty
    • reproduction and sexual health
    • practices that support reproductive and sexual health (contraception, negotiating consent, and prevention of sexually transmitted infections and blood-borne viruses)
    • changing identities and the factors that influence them (including personal, cultural, gender and sexual identities)
    • celebrating and respecting difference and diversity in individuals and communities.

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • individual and group fitness activities
    • active recreation activities.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).
  • using self-talk and encouragement to motivate themselves and team members to continue to participate and improve performance
    Personal and Social Capability

    Social management
    • Work collaboratively

    Self-awareness
    • Develop reflective practice
    • Recognise personal qualities and achievements
    • Recognise emotions
    • Understand themselves as learners

    Self-management
    • Develop self-discipline and set goals
    • Become confident, resilient and adaptable

    addresses physical, social and emotional changes that occur over time and the significant role relationships and sexuality play in these changes. The content supports students to develop knowledge, understanding and skills that will help them to establish and manage respectful relationships. It also supports them to develop positive practices in relation to their reproductive and sexual health and the development of their identities. In doing so, students will gain an understanding of the factors that influence gender and sexual identities.

    During Foundation to Year 2, students will learn about:

    • parts of the body and how the body changes as they grow
    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will learn about the following:

    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves
    • establishing and managing changing relationships (offline and online)
    • bullying, harassment, discrimination and violence (including discrimination based on race, gender and sexuality)
    • strategies for dealing with relationships when there is an imbalance of power (including seeking help or leaving the relationship)
    • puberty and how the body changes over time
    • managing the physical, social and emotional changes that occur during puberty
    • reproduction and sexual health
    • practices that support reproductive and sexual health (contraception, negotiating consent, and prevention of sexually transmitted infections and blood-borne viruses)
    • changing identities and the factors that influence them (including personal, cultural, gender and sexual identities)
    • celebrating and respecting difference and diversity in individuals and communities.

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • individual and group fitness activities
    • active recreation activities.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).
  • creating and implementing self-assessment and peer-assessment tools to evaluate performance in a variety of roles
    Literacy

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Use language to interact with others
    • Compose spoken, written, visual and multimodal learning area texts

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts

    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Imagine possibilities and connect ideas
    • Seek solutions and put ideas into action

    Analysing, synthesising and evaluating reasoning and procedures
    • Evaluate procedures and outcomes

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Personal and Social Capability

    Social management
    • Make decisions
    • Work collaboratively

    Social awareness
    • Appreciate diverse perspectives

    Self-management
    • Become confident, resilient and adaptable
    • Develop self-discipline and set goals
    • Work independently and show initiative

    Self-awareness
    • Understand themselves as learners

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • individual and group fitness activities
    • active recreation activities.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.
  • identifying and critiquing leadership styles and group/team dynamics through collaboratively solving initiative games
    Critical and Creative Thinking

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning
    • Evaluate procedures and outcomes

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Reflecting on thinking and processes
    • Reflect on processes
    • Think about thinking (metacognition)

    Personal and Social Capability

    Social management
    • Work collaboratively
    • Make decisions
    • Develop leadership skills

    Social awareness
    • Appreciate diverse perspectives
    • Understand relationships

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • individual and group fitness activities
    • active recreation activities.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.

    addresses physical, social and emotional changes that occur over time and the significant role relationships and sexuality play in these changes. The content supports students to develop knowledge, understanding and skills that will help them to establish and manage respectful relationships. It also supports them to develop positive practices in relation to their reproductive and sexual health and the development of their identities. In doing so, students will gain an understanding of the factors that influence gender and sexual identities.

    During Foundation to Year 2, students will learn about:

    • parts of the body and how the body changes as they grow
    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will learn about the following:

    • people who are important to them
    • strategies for relating to and interacting with others
    • assertive behaviour and standing up for themselves
    • establishing and managing changing relationships (offline and online)
    • bullying, harassment, discrimination and violence (including discrimination based on race, gender and sexuality)
    • strategies for dealing with relationships when there is an imbalance of power (including seeking help or leaving the relationship)
    • puberty and how the body changes over time
    • managing the physical, social and emotional changes that occur during puberty
    • reproduction and sexual health
    • practices that support reproductive and sexual health (contraception, negotiating consent, and prevention of sexually transmitted infections and blood-borne viruses)
    • changing identities and the factors that influence them (including personal, cultural, gender and sexual identities)
    • celebrating and respecting difference and diversity in individuals and communities.

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).
Transfer understanding from previous movement experiences to create solutions to movement challenges (ACPMP106 - Scootle )
Personal and Social Capability

Self-management
  • Develop self-discipline and set goals
  • Become confident, resilient and adaptable

Social management
  • Work collaboratively

Self-awareness
  • Recognise personal qualities and achievements
  • Understand themselves as learners
  • Develop reflective practice

Critical and Creative Thinking

Reflecting on thinking and processes
  • Reflect on processes
  • Transfer knowledge into new contexts

Generating ideas, possibilities and actions
  • Imagine possibilities and connect ideas

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

  • drawing parallels between successful movement strategies in one sporting situation and how similar strategies could be used effectively in a different sport
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Identify and clarify information and ideas
    • Organise and process information

    Reflecting on thinking and processes
    • Transfer knowledge into new contexts
    • Think about thinking (metacognition)

    Generating ideas, possibilities and actions
    • Consider alternatives

    Analysing, synthesising and evaluating reasoning and procedures
    • Draw conclusions and design a course of action
    • Apply logic and reasoning

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).
  • speculating on possible outcomes of innovative solutions to movement challenges based on past experiences
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas
    • Pose questions

    Generating ideas, possibilities and actions
    • Consider alternatives
    • Imagine possibilities and connect ideas

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • individual and group fitness activities
    • active recreation activities.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).
  • reflecting on successful movement solutions and proposing how they can be transferred to new movement challenges
    Critical and Creative Thinking

    Analysing, synthesising and evaluating reasoning and procedures
    • Apply logic and reasoning

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    Reflecting on thinking and processes
    • Reflect on processes
    • Transfer knowledge into new contexts

    Generating ideas, possibilities and actions
    • Seek solutions and put ideas into action

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • individual and group fitness activities
    • active recreation activities.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.
  • demonstrating motivation, persistence, confidence and commitment when faced with difficult or unfamiliar movement tasks
    Personal and Social Capability

    Self-management
    • Develop self-discipline and set goals
    • Work independently and show initiative
    • Become confident, resilient and adaptable

    Self-awareness
    • Recognise personal qualities and achievements

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).

    focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

    It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

    • creative movement
    • movement exploration
    • dance styles and dance elements.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • circus skills
    • rhythmic gymnastics
    • educational gymnastics
    • tai chi, yoga.

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • individual and group fitness activities
    • active recreation activities.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.
Reflect on how fair play and ethical behaviour can influence the outcomes of movement activities (ACPMP107 - Scootle )
Critical and Creative Thinking

Reflecting on thinking and processes
  • Transfer knowledge into new contexts
  • Reflect on processes

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Analysing, synthesising and evaluating reasoning and procedures
  • Apply logic and reasoning

Generating ideas, possibilities and actions
  • Seek solutions and put ideas into action

Ethical Understanding

Understanding ethical concepts and issues
  • Recognise ethical concepts
  • Explore ethical concepts in context

Reasoning in decision making and actions
  • Reflect on ethical action
  • Consider consequences

Personal and Social Capability

Self-awareness
  • Develop reflective practice
  • Understand themselves as learners
  • Recognise personal qualities and achievements

Social awareness
  • Understand relationships
  • Contribute to civil society

Self-management
  • Become confident, resilient and adaptable

  • participating in competitions where players rather than an independent official are responsible for applying the rules
    Personal and Social Capability

    Self-management
    • Develop self-discipline and set goals
    • Become confident, resilient and adaptable

    Social awareness
    • Understand relationships

    Self-awareness
    • Develop reflective practice
    • Understand themselves as learners
    • Recognise personal qualities and achievements

    Ethical Understanding

    Reasoning in decision making and actions
    • Reflect on ethical action
    • Consider consequences

    Understanding ethical concepts and issues
    • Explore ethical concepts in context
    • Recognise ethical concepts

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).
  • discussing the role in promoting fairness and ethical behaviour in sport of organisations such as the Australian Sports Anti-Doping Authority, sporting tribunals, Australian Human Rights Commission and the Court of Arbitration for Sport
    Personal and Social Capability

    Social management
    • Communicate effectively
    • Work collaboratively

    Social awareness
    • Contribute to civil society
    • Appreciate diverse perspectives

    Ethical Understanding

    Reasoning in decision making and actions
    • Consider consequences

    Understanding ethical concepts and issues
    • Explore ethical concepts in context

    Literacy

    Comprehending texts through listening, reading and viewing
    • Interpret and analyse learning area texts
    • Listen and respond to learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Composing texts through speaking, writing and creating
    • Use language to interact with others

  • analysing how equitable participation in group activities can influence outcomes in physical activity
    Ethical Understanding

    Reasoning in decision making and actions
    • Consider consequences
    • Reflect on ethical action

    Understanding ethical concepts and issues
    • Explore ethical concepts in context

    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Identify and clarify information and ideas

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • individual and group fitness activities
    • active recreation activities.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).
  • investigating the impact of performance-enhancing drugs on individuals and sporting codes
    Critical and Creative Thinking

    Inquiring – identifying, exploring and organising information and ideas
    • Organise and process information
    • Pose questions
    • Identify and clarify information and ideas

    Literacy

    Comprehending texts through listening, reading and viewing
    • Navigate, read and view learning area texts
    • Interpret and analyse learning area texts

    Word Knowledge
    • Understand learning area vocabulary

    Ethical Understanding

    Understanding ethical concepts and issues
    • Explore ethical concepts in context

    focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • modified games
    • traditional games or sports
    • culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)
    • non-traditional games and sports (including student-designed games).

    focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

    • individual and group fitness activities
    • active recreation activities.

    Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

    • swimming
    • tai chi, yoga, Pilates
    • bushwalking
    • recreational cycling
    • resistance training.

    focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

    It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

    • initiative games
    • movement challenges (as individuals and in teams or groups)
    • recreational activities in natural and outdoor settings
    • navigational challenges.

    Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

    • bushwalking
    • camping
    • biathlon and triathlon
    • martial arts
    • rock climbing
    • canoeing and kayaking
    • cycling (mountain biking, BMX, road and track cycling)
    • surfing
    • skiing (snow or water)
    • swimming for performance (with a focus on technique).

Years 9 and 10 Achievement Standards

By the end of Year 10, students critically analyse contextual factors that influence identities, relationships, decisions and behaviours. They analyse the impact attitudes and beliefs about diversity have on community connection and wellbeing. They evaluate the outcomes of emotional responses to different situations. Students access, synthesise and apply health information from credible sources to propose and justify responses to health situations. Students propose and evaluate interventions to improve fitness and physical activity levels in their communities. They examine the role physical activity has played historically in defining cultures and cultural identities.


Students demonstrate leadership, fair play and cooperation across a range of movement and health contexts. They apply decision-making and problem-solving skills when taking action to enhance their own and others’ health, safety and wellbeing. They apply and transfer movement concepts and strategies to new and challenging movement situations. They apply criteria to make judgements about and refine their own and others’ specialised movement skills and movement performances. They work collaboratively to design and apply solutions to movement challenges.


Years 9 and 10 Work Sample Portfolios