Curriculum connections

Health and Physical Education

Years 9 and 10

Demonstration and written reflection: Indoor climbing

Summary of task

Students were provided with opportunities to develop their skills and knowledge of climbing and belaying at the local indoor climbing facility.

Students were asked to demonstrate their climbing and belaying skills. Following practical and belaying sessions, students were asked to individually reflect on their learning, feelings, leadership, cooperation, decision-making and problem-solving skills.

Multiple learning experiences were provided to cater for all abilities and allow for success in differing ways.

These assessment tasks relate to the focus areas: safety, and challenge and adventure activities.

Note: Safety guidelines for challenge and adventure activities may vary from site to site. In the example provided, the school did not require a helmet and back-up belayer for each climber.

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.

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