Year 8 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 8 Syllabus
Year Level Description
In Year 8, the content provides opportunities for students to further examine changes to their identity and ways to manage them. They continue to develop and refine decision-making skills and apply them to a range of situations, as well as in online environments. They investigate health-promotion activities that aim to improve the health and wellbeing of young people and continue to develop critical health literacy skills, including the ability to distinguish between credible and less credible sources of health information.
Students continue to broaden their repertoire of specialised movement skills and knowledge of sophisticated tactical thinking skills, and apply these to an expanding array of physical activity contexts. They build on skills to analyse their own and others' performance and use basic terminology and concepts to describe movement patterns and suggest ways to improve performance outcomes.
Students continue to reflect on, and refine, personal and social skills that support inclusive participation and fair play, and contribute to positive team cohesion.
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 physical changes on gender, cultural and sexual identities (ACPPS070)
Ways in which changing feelings and attractions form part of developing sexual identities (ACPPS070)
Strategies for managing the changing nature of peer and family relationships (ACPPS071)
Communication techniques to persuade someone to seek help (ACPPS072)
The reasons why young people choose to use or not use drugs (ACPPS073)
Skills and strategies to promote physical and mental health, safety and wellbeing in various environments
For example:
- assertive responses
- stress management
- refusal skills
- online environments
- making informed choices
- contingency plans
- demonstrating basic first aid in medical circumstances such as: non-life-threatening bleeds, sprains and strains
Communicating and interacting for health and well being
The impact bullying and harassment can have on relationships, including online relationships, and the health and wellbeing of themselves and others (ACPPS074)
Personal, social and cultural factors influencing emotional responses and behaviour, such as:
- prior experience
- norms and expectations
- personal beliefs and attitudes
(ACPPS075)
Sources of health information that can support people who are going through a challenging time (ACPPS076)
Strategies and skills to communicate assertively when seeking, giving or denying consent are explained and applied
For example:
- exploring assertive and respectful communication
- examining the nature of consent in different types of relationships
Contributing to healthy and active communities
Health promotion activities which target relevant heath issues for young people and ways to prevent them (ACPPS077)
Benefits to individuals and communities of valuing diversity and promoting inclusivity, such as:
- respecting diversity
- exploring how the traditions, foods and practices of different cultures enhance the wellbeing of the community
- challenging racism, homophobia, sexism and disability discrimination
- researching how stereotypes and prejudices have been challenged in various contexts
Movement and physical activity
Moving our body
Movement skills and sequences within different physical activity contexts with a focus on:
- increased accuracy and efficiency in skill performance
- control of balance and stability
(ACPMP080)
Strategic skills and tactical skills used to create, use and defend space, such as altering body positions and applying specific tactics (ACPMP081)
Defensive skills used to achieve and retain possession (ACPMP081)
Selection of, and transfer of, tactics between movement contexts and settings (ACPMP082)
Understanding movement
Description of movement using basic terms referring to:
- linear motion
- angular motion
- general motion
(ACPMP084)
Achievement standard
Health Education
At Standard, students identify skills and strategies to manage change, and promote all aspects of their own and others’ health, including making informed decisions, using assertive responses, and making contingency plans to avoid and prevent risks to health.
Students identify the impact of negative behaviours on relationships and describe a range of factors and their impact on a person’s emotional response and behaviour.
Physical Education
At Standard, students perform a variety of individual movement skills and sequences demonstrating improved control, accuracy and efficiency in their performance. In competitive contexts, they implement a variety of tactics to achieve an intended outcome.
Students provide simple descriptions of how to measure heart rate and breathing rate in response to changes in physical activity. They use simple terms to describe linear, angular and general motion when reflecting on ways to improve performance outcomes. When faced with movement challenges, they select and implement simple tactical responses to achieve an intended outcome.
Year Level Description
In Year 8, the content provides opportunities for students to further examine changes to their identity and ways to manage them. They continue to develop and refine decision-making skills and apply them to a range of situations, as well as in online environments. They investigate health-promotion activities that aim to improve the health and wellbeing of young people and continue to develop critical health literacy skills, including the ability to distinguish between credible and less credible sources of health information.
Students continue to broaden their repertoire of specialised movement skills and knowledge of sophisticated tactical thinking skills, and apply these to an expanding array of physical activity contexts. They build on skills to analyse their own and others' performance and use basic terminology and concepts to describe movement patterns and suggest ways to improve performance outcomes.
Students continue to reflect on, and refine, personal and social skills that support inclusive participation and fair play, and contribute to positive team cohesion.
The Health and Physical Education curriculum provides opportunities for students to develop, enhance and exhibit attitudes and values that promote a healthy lifestyle.