Year 10 SyllabusTest
- Rationale
- Aims
- Organisation
- Student Diversity
- Ways of Teaching
- Ways of Teaching Video
- Ways of Assessing
- General Capabilities
- Cross-curriculum Priorities
- Glossary
- HPE P–10 Scope and Sequence for teaching in 2024
HPE P–10 Scope and Sequence for teaching in 2024- HPE P-10 Support resources for consent and relationships
- Professional learning
- ABLEWA Health & Physical Education Scope & Sequence
- ABLEWA Health & Physical Education Scope & Sequence
Year 10 Syllabus
Year Level Description
In Year 10, the content provides students with the opportunity to begin to focus on issues that affect the wider community. They study external influences on health decisions and evaluate their impact on personal identity and the health of the broader community. Students continue to develop and refine communication techniques to enhance interactions with others, and apply analytical skills to scrutinise health messages in a range of contexts.
In continuing to improve performance, students transfer learned specialised movement skills with increasing proficiency and success across a variety of contexts. They use feedback to improve their own and others' performance with greater consistency, and critically evaluate movement responses based on the outcome of previous performances. Through the application of biomechanical principles to analyse movement, students broaden their understanding of optimal techniques necessary for enhanced athletic performance.
Students self-assess their own and others' leadership styles and apply problem-solving approaches to motivate participation and contribute to effective team relationships. They are also provided with opportunities to assume direct control of physical activities in coaching, coordinating or officiating roles.
The Health and Physical Education curriculum provides opportunities for students to develop, enhance and exhibit attitudes and values that promote a healthy lifestyle.
Personal, social and community health
Being healthy, safe and active
The impact of societal and cultural influences on personal identity and health behaviour, such as:
- how diversity and gender are represented in the media
- differing cultural beliefs and practices surrounding transition to adulthood
(ACPPS089)
Skills and strategies to manage situations where:
- risk is encouraged by others
- response to an emergency situation is required; for example:
- water environments
- road traumas
- alcohol and other drugs
Analysis of images and messages in the media related to:
- alcohol and other drugs
- body image
- fast food
- road safety
- relationships
(ACPPS092)
External influences on sexuality and sexual health behaviours, including the impact decisions and actions have on their own and others' health and wellbeing (ACPPS092)
Communicating and interacting for health and well being
Skills and strategies to promote respectful relationships, such as:
- appropriate emotional responses in a variety of situations
- taking action if a relationship is not respectful
- appropriate bystander behaviour in physical and online interactions
(ACPPS093)
Effects of emotional responses on relationships, such as:
- extreme emotions impacting on situations or relationships
- the consequences of not recognising emotions of others
(ACPPS094)
Critical health literacy skills and strategies:
- evaluating health services in the community
- examining policies and processes for ensuring safer behaviours
(ACPPS095)
Strategies are examined, such as communicating choices, seeking, giving and denying consent, and expressing opinions and needs that can support the development of respectful relationships, including sexual relationships
For example:
- reflecting on the potential impact of their own behaviour on others and the importance of taking responsibility for their own actions to ensure they do no harm to others
- refining strategies to communicate clearly and respectfully their choices, needs and opinions in a range of relationship scenarios, such as in peer group, family or work situations
Contributing to healthy and active communities
Social, economic and environmental factors that influence health, such as:
- level of education
- income/employment
- social networks and supports (family, friends and community attachment)
- housing
- access to services
(ACPPS098)
Movement and physical activity
Moving our body
Movement skills and sequences within different physical activity contexts reflecting:
- increased complexity
- transference of learned skills to new activities
(ACPMP099)
Evaluation, selection and implementation of responses to changing conditions based on the outcome of previous performances (ACPMP101)
Understanding movement
Measurement of the body's response to physical activity:
- hydration
- perceived exertion rating
(ACPMP102)
Analysis of impact of changes to effort, space and time on performance and quality of outcome (ACPMP103)
Achievement standard
Health Education
At Standard, students explain the impact of social and cultural influences on personal identity and health, safety and wellbeing, including stereotypes and gender, diversity and cultural differences. They analyse media messages about health, and propose and evaluate interventions to improve individual and community health and wellbeing.
Students evaluate the impact of emotional responses on relationships and apply skills and strategies to promote respectful relationships, such as taking action to address disrespect or other inappropriate behaviour.
Physical Education
At Standard, students select, use and evaluate individual movement skills and sequences and implement tactics appropriate to the physical activity context, based on the outcome of previous performances. They apply appropriate technique while performing skills that increase in complexity.
Students describe acceleration and force absorption in relation to physical activity and improving performance. They describe ways to measure hydration and perceived exertion in response to physical activity. Students demonstrate ethical behaviour in competitive contexts and apply skills and strategies to improve team performance.
Year Level Description
In Year 10, the content provides students with the opportunity to begin to focus on issues that affect the wider community. They study external influences on health decisions and evaluate their impact on personal identity and the health of the broader community. Students continue to develop and refine communication techniques to enhance interactions with others, and apply analytical skills to scrutinise health messages in a range of contexts.
In continuing to improve performance, students transfer learned specialised movement skills with increasing proficiency and success across a variety of contexts. They use feedback to improve their own and others' performance with greater consistency, and critically evaluate movement responses based on the outcome of previous performances. Through the application of biomechanical principles to analyse movement, students broaden their understanding of optimal techniques necessary for enhanced athletic performance.
Students self-assess their own and others' leadership styles and apply problem-solving approaches to motivate participation and contribute to effective team relationships. They are also provided with opportunities to assume direct control of physical activities in coaching, coordinating or officiating roles.
The Health and Physical Education curriculum provides opportunities for students to develop, enhance and exhibit attitudes and values that promote a healthy lifestyle.