Year 9 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 9 Syllabus
Year Level Description
In Year 9, the content provides for students to broaden their knowledge of the factors that shape their personal identity and the health and wellbeing of others. They further develop their ability to make informed decisions, taking into consideration the influence of external factors on their behaviour and their capacity to achieve a healthy lifestyle. They continue to develop knowledge, skills and understandings in relation to respectful relationships. With a focus on relationship skills that promote positive interactions, and manage conflict.
Students focus on elements of speed and accuracy in different movement environments, while continuing to develop the efficiency of specialised movement skills. They explore ways to evaluate their own and others' performances through analysis of skills and movement patterns using basic biomechanical concepts. They transfer previous knowledge of outcomes in movement situations to inform and refine skills, strategies and tactics to maximise success.
Opportunities are provided for students to refine and consolidate skills and strategies for effective leadership and teamwork, and consistently apply ethical behaviour across a range of movement contexts.
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
Factors that shape identities and adolescent health behaviours, such as the impact of:
- cultural beliefs and practices
- family
- societal norms
- stereotypes and expectations
- the media
- body image
(ACPPS089)
Skills to deal with challenging or unsafe situations:
- refusal skills
- initiating contingency plans
- expressing thoughts, opinions, beliefs
- acting assertively
(ACPPS090)
Actions and strategies to enhance health and wellbeing in a range of environments
For example:
- the use of complementary health practices to support and promote good health
- responding to emergency situations to administer first aid, such as Danger, Response, Send, Airway, Breathing, Compression, Defibrillation (DRSABCD)
- identifying and managing risky situations
- safe blood practices
Impact of external influences on the ability of adolescents to make healthy and safe choices relating to:
- sexuality
- alcohol and other drug use
- risk taking
(ACPPS092)
Communicating and interacting for health and well being
Characteristics of respectful relationships:
- respecting the rights and responsibilities of individuals in the relationship
- respect for personal differences and opinions
- empathy
(ACPPS093)
Strategies for managing emotional responses and resolving conflict in a family, social or online environment (ACPPS094)
Skills to determine appropriateness and reliability of online health information (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:
- describing strategies that enhance the safety and wellbeing of sexual partners, such as communicating feelings of each party, respecting boundaries and choices, gaining affirmative consent, assertive communication and respecting individuals’ rights
- investigating the Western Australian legal requirements in relation to seeking, giving, refusing and accepting the refusal of consent, and considering how these laws relate to relationships with friends, colleagues, strangers and intimate partners, in both online and offline interactions
Contributing to healthy and active communities
The implications of attitudes and behaviours on individuals and the community, such as:
- prejudice
- marginalisation
- homophobia
- discrimination
(ACPPS098)
Movement and physical activity
Moving our body
Movement skills and sequences within different physical activity contexts reflecting:
- increased speed and accuracy
- increased complexity
Tactical skills used to create, use and defend space, such as selection of positions (ACPMP101)
Selection and adaption of responses to the outcome of previous performances (ACPMP101)
Understanding movement
Measurement of the body's response to physical activity:
- flexibility
- strength
- balance
- endurance
(ACPMP102)
Description of movement using basic kinematic and kinetic terms, such as:
- projectile motion
- summation of forces
(ACPMP103)
Achievement standard
Health Education
At Standard, students identify and apply relevant criteria to determine reliability of online health information and whether it is suitable for use in a particular context.
Students evaluate a range of characteristics of respectful relationships, such as showing respect for self and others, and personal differences and opinions. They describe and apply appropriate skills and strategies to resolve and manage conflict within different environments.
Physical Education
At Standard, students select and use individual movement skills and sequences that increase in complexity and perform them with increased speed, control and improved accuracy. They implement tactics and adapt them in response to previous performances.
Students describe projectile motion; summation of forces; and ways to measure a number of the body’s responses to physical activity. In competitive contexts, students participate ethically and demonstrate ways to build motivation and encourage teamwork.
Year Level Description
In Year 9, the content provides for students to broaden their knowledge of the factors that shape their personal identity and the health and wellbeing of others. They further develop their ability to make informed decisions, taking into consideration the influence of external factors on their behaviour and their capacity to achieve a healthy lifestyle. They continue to develop knowledge, skills and understandings in relation to respectful relationships. With a focus on relationship skills that promote positive interactions, and manage conflict.
Students focus on elements of speed and accuracy in different movement environments, while continuing to develop the efficiency of specialised movement skills. They explore ways to evaluate their own and others' performances through analysis of skills and movement patterns using basic biomechanical concepts. They transfer previous knowledge of outcomes in movement situations to inform and refine skills, strategies and tactics to maximise success.
Opportunities are provided for students to refine and consolidate skills and strategies for effective leadership and teamwork, and consistently apply ethical behaviour across a range of movement contexts.
The Health and Physical Education curriculum provides opportunities for students to develop, enhance and exhibit attitudes and values that promote a healthy lifestyle.