k10outline - Pre-primary to Year 10 Health and Physical Education Syllabus

Overview WA Curriculum Teaching Assessing

ABLEWA Stage A

Stage A description

The Stage A curriculum provides the basis for developing knowledge, understanding and skills for students to lead healthy, safe and active lives. Students learn about themselves and experience simple actions and activities to keep themselves healthy and safe.

Students develop their awareness of others and explore the importance of familiar people.

Students learn through movement in a range of settings. They experience fundamental movement skills through structured movement activities and explore their environment. This establishes an awareness of body movements and their movement abilities.

For Stage A, teachers need to select focus areas that are age appropriate and reflect the physical, social and emotional maturation of the student. The focus areas include, but are not limited to:

alcohol and other drugs (AD)
food and nutrition (FN)
health benefits of physical activity (HBPA)
mental health and wellbeing (MH)
relationships and WA2HEHPI1sexuality (RS)
safety (S)
active play and minor games (AP)
challenge and adventure activities (CA)
games and sports (GS)
fundamental movement skills (FMS)
lifelong physical activities (LLPA)
rhythmic and expressive movement activities (RE).

Achievement standard

By the end of Stage A, students recognise themselves. They demonstrate different emotions people experience. They participate in actions that help them to be healthy, safe and physically active. They experience different settings where they can be active. Students show general awareness of body position and own body when moved by others.

Students develop personal and social skills in a range of activities. Students begin to demonstrate an awareness and recognition of familiar people and routine activities. They demonstrate attachments and trust with familiar adults. They demonstrate, with assistance, safe and healthy behaviour in routine personal care activities. They coactively perform fundamental movement skills and explore basic movement challenges.

Content descriptions

Personal, social and community health

Being healthy, safe and active

Identify self (self-awareness) (VCHPEP001)

React as body parts are moved and named (VCHPEP002)

React to significant people (VCHPEP003)

Communicating and interacting for health and well being

React to people and sensory experiences (VCHPEP004)

Use facial expressions to indicate an emotion and demonstrate preference (VCHPEP005)

Contributing to healthy and active communities

Experience health and safety actions (VCHPEP006)

Experience play activities (VCHPEP007)

Movement and physical activity

Moving our body

Experience their body being moved through a variety of positions and locations (VCHPEM008)

Experience a variety of physical and structured leisure activities (VCHPEM009)

Understanding movement

Experience regular physical activities and begin to develop an awareness of how different parts of the body move (VCHPEM010)

Experience their body moving in relation to effort, space, objects and people (VCHPEM011)

Learning through movement

Cooperate when experiencing physical activities and movement (VCHPEM012)

Experience body movement and demonstrate some basic movements (VCHPEM013)

Engage in physical activities (VCHPEM014)

ABLEWA Stage B

Stage B description

The Stage B curriculum provides the basis for developing knowledge, understanding and skills for students to lead healthy, safe and active lives. Students learn about their ability and simple actions they can take to keep themselves healthy and safe. Students are supported to participate in activities associated with their personal health and hygiene. They cooperate and learn to complete some steps independently.

Students are introduced to the basic types of food and they begin to indicate personal needs.

Students explore topics related to their body parts, feelings, family and safety. Students are taught and encouraged to express their feelings, needs, likes and dislikes. Students learn to adhere to single-word safety instructions and start identifying some basic road safety behaviour.

Students develop their capacity to initiate and participate in respectful relationships in different contexts. These include at school, at home, in the classroom and when participating in physical activities.

Students learn through movement as they participate in physical activity in a range of different settings. They engage in a variety of physical activities and explore basic play equipment. The content enables students to experience a range of motor activities and develop and practise fundamental movement skills through active play and structured movement activities. They develop balance and mobility whilst moving independently and negotiate various surfaces. Students start developing their fine motor grasp and manipulation skills as they use equipment and objects.

For Stage B, teachers need to select focus areas that are age appropriate and reflect the physical, social and emotional maturation of the student. The focus areas include, but are not limited to:

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)
active play and minor games (AP)
challenge and adventure activities (CA)
games and sports (GS)
fundamental movement skills (FMS)
lifelong physical activity (LLPA)
rhythmic and expressive movement activities (RE).

Achievement standard

By the end of Stage B, students recognise themselves in mirror and photographs and explore the personal characteristics and capabilities they possess. Students express their feelings, needs, likes and dislikes through gesture and ‘yes’ and ‘no’ responses. Students recognise actions that help them be healthy, safe and physically active. They can identify places where they play and participate in physical activity from an option of two images.

Students use personal and social skills to assist them to participate in a range of activities. They demonstrate, with guidance, practices and protective behaviours to keep them safe and healthy in a variety of different regular activities. They intentionally perform some basic gross motor movement skills and use trial and error to solve basic movement challenges.

Content descriptions

Personal, social and community health

Overview WA Curriculum Teaching Assessing

Being healthy, safe and active

Identify what they like and dislike (VCHPEP015)

Identify some major body parts (VCHPEP016)

Identify significant people and communicate when they feel safe/unsafe (VCHPEP017)

Communicating and interacting for health and well being

Practise basic skills of personal care and communicate basic needs, likes and dislikes and experience the social skills of turn taking and sharing (VCHPEP018)

Express their feelings, needs, likes and dislikes (VCHPEP019)

Contributing to healthy and active communities

Participate in a variety of health, safety and wellbeing actions (VCHPEP020)

Engage in structured play activities (VCHPEP021)

Movement and physical activity

Overview WA Curriculum Teaching Assessing

Moving our body

Practise basic gross motor movements (VCHPEM022)

Engage in a variety of physical activities and explore basic play equipment (VCHPEM023)

Understanding movement

Engage in regular physical activities and explore the development of their ability (VCHPEM024)

Explore the space around them and learn to move in relation to effort, space and objects (VCHPEM025)

Learning through movement

Cooperate with an adult to use equipment during physical activity (VCHPEM026)

Use trial and error to develop balance, independent moving across surfaces and manipulation skills (VCHPEM027)

Follow basic single word instructions when participating in structured physical activities (VCHPEM028)

ABLEWA Stage C

Stage C description

The Stage C curriculum provides the basis for developing knowledge, understanding and skills for students to lead healthy, safe and active lives. Students learn about their personal characteristics, abilities and simple actions they can take to keep themselves healthy and safe. Students are introduced to the basic principles of living a healthy life including personal-care routines and ways to indicate/communicate personal needs.

Students develop their capacity to participate in respectful relationships and explore the importance of familiar people at school, at home, in the classroom and when participating in physical activities. Students follow basic social skills and behaviour in specific situations and contexts, to regulate their emotional expression and respond to the emotions of others. Students identify the cause of their feelings, how to respond to others' feelings, and express their own feelings. They learn to make simple decisions, become socially aware and responsive to people.

Students engage in a variety of physical education experiences with and without equipment in a range of environments. They develop and practise basic motor skills through active play and structured movement. They demonstrate beginning understandings of safety rules when participating in structured physical activities and develop a movement vocabulary.

For Stage C, teachers need to select focus areas that are age appropriate and reflect the physical, social and emotional maturation of the student. The focus areas include, but are not limited to:

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)
active play and minor games (AP)
challenge and adventure activities (CA)
games and sports (GS)
fundamental movement skills (FMS)
lifelong physical activity (LLPA)
rhythmic and expressive movement activities (RE).

Achievement standard

By the end of Stage C, students recognise key stages of life, how they have grown and changed. They identify some obvious emotions and their cause. They experience and become more independent with actions that help them be healthy, safe and physically active.

They identify some different settings where they can be active by matching an activity to a location. They perform basic gross motor movement patterns and maintain balance and coordination as they move over and through a range of surfaces and use a range of equipment.

Students use personal and social skills to include others in a range of activities. Students actively participate in personal care routines and attempt some basic tasks independently. They demonstrate protective behaviours to keep them safe and healthy in different activities. Students alter their behaviour in the presence of familiar persons and demonstrate personal preference by changing, and accepting and rejecting things. They indicate the cause of a current feeling and demonstrate some acceptable ways of behaving. They identify when someone is upset or needs help. They perform fundamental movement skills and solve movement challenges in the playground and in gym sessions.

Content descriptions

Personal, social and community health

Overview WA Curriculum Teaching Assessing

Being healthy, safe and active

Identify their personal characteristics (VCHPEP029)

Identify major body parts and stages of life (VCHPEP030)

Identify and name members of immediate family and demonstrate safety awareness, respond to safety instructions and identify safe and unsafe places and items in the environment (VCHPEP031)

Communicating and interacting for health and well being

Practise personal hygiene, independence skills and social skills including taking turns (VCHPEP032)

Explore their feelings and practice expressing their needs, likes and dislikes using simple communication tools (VCHPEP033)

Contributing to healthy and active communities

Practise a variety of health, safety and wellbeing actions (VCHPEP034)

Participate in structured play in various settings (VCHPEP035)

Movement and physical activity

Overview WA Curriculum Teaching Assessing

Moving our body

Practise simple whole-body movements and gross motor movement patterns (VCHPEM036)

Participate in a variety of physical education experiences and games with simple rules with equipment in a range of environments (VCHPEM037)

Understanding movement

Engage in regular physical activities and explore the development of their ability and health (VCHPEM038)

Identify how their body moves and relate to space and objects (VCHPEM039)

Learning through movement

Take turns with a partner or in small groups when participating in physical activities (VCHPEM040)

Test possible solutions to movement challenges through trial and error to maintain balance and coordination as they move over and through a range of surfaces and grasp and manipulate objects (VCHPEM041)

Follow simple movement instructions and safety rules when participating in structured physical activities (VCHPEM042)

ABLEWA Stage D

Stage D description

The Stage D curriculum provides the basis for developing knowledge, understanding and skills for students to lead healthy, safe and active lives. Students learn about their strengths and simple actions they can take to keep themselves and their classmates healthy and safe. They learn about major body parts, their family, healthy eating, feelings and safety.

Students explore the people that are important to them and develop the capacity to initiate and maintain respectful relationships in different contexts. They learn to show some consideration for the needs and feelings of themselves and others, including at school, at home, in the classroom and when participating in physical activities.

Students learn through movement by engaging in a variety of physical activities in a range of environments (indoor, outdoor and aquatic). Students participate in simple games with support, to follow instructions and to remain on task. They develop and practise fundamental movement skills through active play and structured movement activities to improve competence and confidence in their movement abilities.

For Stage D, teachers need to select focus areas that are age appropriate and reflect the physical, social and emotional maturation of the student. The focus areas include, but are not limited to:

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)
active play and minor games (AP)
challenge and adventure activities (CA)
fundamental movement skills (FMS)
games and sports (GS)
lifelong physical activities (LLPA)
rhythmic and expressive movement activities (RE).

Achievement standard

By the end of Stage D, students recognise changes to their body over the year. They identify and describe basic emotions people experience and what makes them feel this way.

They recognise some routine actions they do to help them to be healthy, safe and physically active. They identify different settings where they can be active and ways they move and play safely. They reflect upon how their body responds to movement.

Students make use of personal and social skills in a range of activities to be healthy and work with others. In structured situations they demonstrate practices and protective behaviours to keep themselves safe and healthy in everyday events and different routine activities. They perform fundamental movement skills involving simple gross motor movements and solve basic movement challenges.

Content descriptions

Personal, social and community health

Overview WA Curriculum Teaching Assessing

Being healthy, safe and active

Identify what they can do (VCHPEP043)

Identify the major parts of the body by their names and sequence images of major stages of life (VCHPEP044)

Demonstrate an understanding of different kinds of relationships and identify some private places and safe and unsafe places or situations (VCHPEP045)

Communicating and interacting for health and well being

Practise personal skills of self-care, hygiene and independence and practise social skills to interact with others (VCHPEP046)

Identify emotional responses and describe their feelings using pictures and/or words (VCHPEP047)

Contributing to healthy and active communities

Explore what actions promote health, safety and wellbeing (VCHPEP048)

Explore play in outdoor settings and the natural environment (VCHPEP049)

Movement and physical activity

Overview WA Curriculum Teaching Assessing

Moving our body

Practise simple gross motor and fine motor skills in a range of environments showing increasing control (VCHPEM050)

Participate in simple games with support and begin to anticipate the next step in familiar physical routines (VCHPEM051)

Understanding movement

Explore how regular physical activity keeps them healthy and well (VCHPEM052)

Identify their pathway through a space and use vocabulary associated with movement to describe how their body moves in relation to space, objects and people (VCHPEM053)

Learning through movement

Cooperate with others and demonstrate characteristics of a good sport when participating in physical activities (VCHPEM054)

Test possible solutions to movement challenges by negotiating the space around them and manipulate objects (VCHPEM055)

Follow basic safety directions, and familiar game rules when participating in physical activities (VCHPEM056)

Pre-primary

Year level description

In the early childhood phase of schooling, learning, development and wellbeing are connected and learning builds on the Early Years Learning Framework and each child’s funds of knowledge. A holistic curriculum that integrates knowledge, understandings, skills, values and attitudes across learning areas connects learning to children’s lives and their natural curiosity about their world.

Health and Physical Education provides opportunities for the social and emotional development of children so that they build strong relationships, can work with others and develop a positive sense of self.

In Pre-primary, children focus on becoming aware of their strengths and the actions they can take to keep safe and healthy in their community. Opportunities are provided for children to better understand their own feelings and explore the ways they can communicate their feelings to others. They are provided with learning opportunities to develop personal and social skills necessary to build strong relationships, work with others and develop a positive sense of self.

Children are encouraged to explore safe and active play in a variety of physical activities to keep them healthy and well. They focus on the introduction and development of fundamental movement skills across a range of settings to improve their competence and confidence in their movement abilities. Children are provided with opportunities to cooperate with others and follow rules in games and physical activities.

Pre-primary Achievement standard

By the end of the year:

Health Education

Children identify unsafe situations and ways they can be healthy and safe, such as identifying trusted people in their community. They demonstrate personal and social skills to interact respectfully with others. Children identify protective behaviours and help-seeking strategies to keep themselves safe. They identify simple actions that promote health, safety and wellbeing in familiar contexts. Children identify different emotions that people experience in response to certain situations and use appropriate language and actions to communicate their own feelings.

Physical Education

Children perform fundamental movement skills, including body management, locomotor and object control skills. They identify ways that being active can make them healthy and well. Children cooperate with other members of the group in structured movement activities and follow simple rules.

Content descriptions

Personal, social and community health

Personal identity and change

Personal strengths and qualities of individuals and a sense of belonging to groups and communities

WAPHEHPP1

For example:

the right to belong and contribute to a variety of groups
ways to use their strengths to help themselves and others be successful
recognise and value personal culture and place

Body parts, visible and private, and where they are located

WAPHEHPP2

For example:

identifying which body parts are private

Staying safe

Protective behaviours and help-seeking strategies to keep safe

WAPHEHPS1

For example:

identifying early warning signs
understanding secrets versus surprises, including safe and unsafe secrets
moving away
understanding body autonomy
asking an adult or trusted person for help

Trusted people in the community who can help individuals feel safe

WAPHEHPS2

Actions that promote safety in a range of situations

WAPHEHPS3

For example:

rehearsing help-seeking strategies that contribute to keeping self and others safe
following safety symbols and procedures at home, in water and road environments
identifying household substances that can be dangerous and explaining what symbols are used to identify the danger

Appropriate language and actions to communicate feelings in different situations, including exploring how to seek, give or deny permission when sharing possessions or personal space

WAPHEHPS4

For example:

practising and refining how to ask for permission
negotiating roles and demonstrating awareness of rights, such as body autonomy/integrity, and respect for different perspectives through imaginative and shared play experiences
sharing or negotiating in play and respecting someone’s right to say ‘no’

Healthy and active communities

Actions that promote health and wellbeing

WAPHEHPH1

For example:

identifying symbols on food packages that indicate healthier choices
practising appropriate personal hygiene routines

Interacting with others

Personal and social skills to interact respectfully with others

WAPHEHPI1

For example:

use self-regulation when expressing needs, wants and feelings
identify different types of communication, verbal and non-verbal
active listening
identify behaviours that may be disrespectful

Emotional responses individuals may experience in different situations

WAPHEHPI2

For example:

happiness and sadness
how responses may affect others

Movement and physical activity

Movement skills

Introduce fundamental movement skills:

Body management

static balance (one foot)
climb
line walk

Locomotor

run
hop
gallop

Object control

underarm throw
underarm roll
catch

WAPHEPMM1

Apply fine and gross motor skills, play, and structured activities in increasingly complex patterns

WAPHEPMM2

Movement skills combining elements of effort, space and time

WAPHEPMM3

For example:

awareness of space
ways to move in different playing spaces, including in natural environments

Understanding movement

Ways in which safe and active play, and regular physical activity keep individuals healthy and well

WAPHEPMU1

Rules when participating in physical activities

WAPHEPMU2

For example:

use of boundaries
safe use of appropriate equipment
responding to a whistle and/or commands/instructions

Interpersonal skills

Cooperation skills when participating in physical activities, including partners, small groups and whole class

WAPHEPMI1

For example:

taking turns and sharing roles during physical activities
sharing equipment fairly

Year 1

Year level description

In the early childhood phase of schooling, learning, development and wellbeing are connected and learning experiences are informed by the Principles and Practices of the Early Years Learning Framework. A holistic curriculum that integrates knowledge, understandings, skills, values and attitudes across learning areas connects learning to children’s lives and their natural curiosity about their world.

Health and Physical Education provides opportunities for the enhancement of children’s social and emotional development, so that they build strong relationships, can work with others and develop a positive sense of self.

In Year 1, children explore personal qualities and factors that contribute to and influence identities. They understand the importance of assertive behaviour to ensure they build strong relationships and that interactions with others are respectful and safe. Children learn about physical changes to the body as they grow older. They are provided with opportunities to explore health messages in the media and how they are communicated.

Children are introduced to new fundamental movement skills, consolidate previously learnt skills and explore ways to select, transfer and apply simple movement skills. They learn about changes to the body when exercising, and work cooperatively to learn new skills and solve movement challenges through minor games and physical activities.

Year 1 Achievement standard

By the end of the year:

Health Education

Children identify what constitutes an emergency or unsafe situation and apply a range of appropriate strategies to access help, in order to keep healthy and safe. While interacting with others, they provide a suitable response to encourage positive behaviour which could include using culturally appropriate manners, positive language or praise. Children explain the benefits of healthy eating and physical activity on health and wellbeing and identify actions that keep people safe and healthy.

Physical Education

Children perform fundamental movement skills, including body management, locomotor and object control skills. They apply these skills when they participate in simple games or physical activities. Children provide a simple description of the body’s reactions when they are physically active. They follow rules, participate cooperatively and demonstrate fair play in simple games and physical activities.

Content descriptions

Personal, social and community health

Personal identity and change

Personal strengths and qualities and how they change over time

WA1HEHPP1

For example:

valuing self and others, and what strengths and qualities they may have
acknowledging personal change and growth over time

Changes to the body, visible and private, as individuals grow older

WA1HEHPP2

For example:

how the body changes in an age-appropriate way

Staying safe

Protective behaviours and help-seeking strategies to keep safe

WA1HEHPS1

For example:

identifying the body’s reaction to a range of safe and unsafe situations
identifying and comparing different emotional responses
identifying a personal safety network

Strategies to use when help is needed

WA1HEHPS2

For example:

dialling 000 in an emergency and providing relevant information
reading basic road and safety signs
identifying a trusted network in the local community
asking a trusted adult for help or support

Strategies to use when needing to seek, give or deny permission are practised

WA1HEHPS3

For example:

saying ‘yes’ and ‘no’ in an assertive manner, and using non-verbal body cues and gestures
interacting with others in a fair and respectful way in play and other activities, regardless of differences in gender, abilities, race or personality

Healthy and active communities

Benefits of healthy eating and regular physical activity on health and wellbeing

WA1HEHPH1

For example:

building healthy bones and muscles
maintaining a healthy body

Ways health messages are communicated in the media

WA1HEHPH2

Actions that support a safe and inclusive environment

WA1HEHPH3

For example:

moving around safely
sharing appropriately
following rules
being respectful to others

Interacting with others

Skills and strategies to develop respectful relationships

WA1HEHPI1

For example:

engaging with others respectfully
self-regulation, negotiation skills and empathy

Appreciation and encouragement of the behaviour of others through the use of:

culturally appropriate manners
positive language
praise

WA1HEHPI2

Positive ways to react to their own emotions in different situations

WA1HEHPI3

For example:

walking away
seeking help
remaining calm

Movement and physical activity

Movement skills

Introduce fundamental movement skills:

Body management

side roll (pencil)
dynamic balance

Locomotor

jump (one foot)
jump (distance)
skip (step-hop movement)

Object control

overarm throw
kick-off the ground
two-handed side strike

WA1HEPMM1

Apply and consolidate fine and gross motor skills previously learnt through minor games and play situations

WA1HEPMM2

Movement skills that combine the elements of effort, space and time

WA1HEPMM3

For example:

changes in direction and speed when using locomotor and non-locomotor skills
using different types of equipment to create an original game or solve a movement challenge, including in natural environments

Understanding movement

Ways in which the body reacts during moderate physical activity

WA1HEPMU1

For example:

raised heart rate
increased breathing rate

Simple rules and fair play in partner or group activities, and minor games

WA1HEPMU2

Interpersonal skills

Cooperation skills in partner and group work during physical activity practices

WA1HEPMI1

For example:

encouraging teammates

Year 2

Year level description

Health and Physical Education provides opportunities for the enhancement of the social and emotional development of children so that they build strong relationships, can work with others and develop a positive sense of self.

In Year 2, children explore personal qualities and factors that contribute to and influence identities. They understand the importance of communication skills and how these can be used when responding to unsafe situations. Children focus on how their social interactions, sense of self and relationships change over time, and explore a variety of strategies and behaviours to keep safe and healthy. They further develop social skills, becoming aware of the feelings of others in different situations and demonstrating positive ways to respond to others. Opportunities are provided to further explore health messages in the media and the ways they influence a healthy, active lifestyle.

Children are introduced to new fundamental movement skills, consolidate previously learnt skills and explore ways to select, transfer and apply simple movement skills. They learn about how the body responds to physical activity and the changes that occur during exercise. Children are provided with opportunities to work collaboratively and develop skills to make positive choices and play fairly with others in physical activity challenges.

Year 2 Achievement standard

By the end of the year:

Health Education

Children explain how personal qualities contribute to identity. They describe strategies that help manage emotional responses. Children outline how they promote health, safety and wellbeing related to personal health practices. They apply help-seeking strategies to keep themselves and others safe. Children explain how health information is communicated and why it is important for making choices. They interpret the feelings of others and provide a suitable strategy to respond to them and to facilitate respectful relationships.

Physical Education

Children perform fundamental movement skills, including body management, locomotor and object control skills. They apply a combination of these skills when they participate in simple games or physical activities. Children describe the physical, mental and emotional responses they may have when participating in physical activity. They demonstrate positive choices when interacting with others in minor games and physical activities and describe why rules and fair play are important.

Content descriptions

Personal, social and community health

Personal identity and change

Personal strengths, qualities and achievements, and how they contribute to developing identities

WA2HEHPP1

For example:

personal qualities, such as perseverance and resilience
personal achievements and relevant feelings
how culture and place develops personal identity

The body’s reactions to emotions, and strategies to help manage these reactions

WA2HEHPP2

For example:

early warning signs, such as butterflies in the stomach and a racing heart
taking deep breaths
walking away
closing your eyes

Staying safe

Protective behaviours and communication skills to respond to unsafe situations

WA2HEHPS1

For example:

seeking help to ensure the safety of self and others
identifying and practising strategies to use when requiring assistance

Strategies to use when help is needed

WA2HEHPS2

For example:

knowing and practising the procedure for dialling 000 in an emergency, such as responding to an allergic reaction
identifying and accessing trusted networks in the local community

Strategies to use when needing to seek, give or deny permission are practised

WA2HEHPS3

For example:

saying ‘no’ to inappropriate touching

Healthy and active communities

Strategies and behaviours that promote health and wellbeing

WA2HEHPH1

For example:

personal hygiene practices
positive nutrition choices
sufficient sleep
hydration
regular physical activity

Ways health messages are communicated in the media and how they can influence personal health choices

WA2HEHPH2

Actions that keep people safe and healthy

WA2HEHPH3

For example:

respecting body autonomy
being sun smart
following school rules
wearing helmets and seatbelts

Interacting with others

Ways to interpret the feelings of others in different situations to help develop respectful relationships as individuals grow older

WA2HEHPI1

For example:

paying attention to words other people use
noticing facial expressions and body language
recognising and respecting cultural diversity

Movement and physical activity

Movement skills

Introduce fundamental movement skills:

Body management

forward roll

Locomotor

jump (height)
side gallop

Object control

one-handed strike
hand dribble
ball bounce and catch

WA2HEPMM1

Apply and consolidate movement skills previously learnt through game and play situations

WA2HEPMM2

Movement skills that combine the elements of effort, space and time

WA2HEPMM3

For example:

playing new games
changing rules in familiar games
playing games for enjoyment in a range of settings, including in natural environments

Understanding movement

Physical, mental and emotional responses to physical activity

WA2HEPMU1

For example:

positive responses
negative responses

Physical changes to the body when exercising

WA2HEPMU2

For example:

sweating

Importance of rules and fair play in partner or group activities, and in a range of minor games and physical activities

WA2HEPMU3

For example:

rules are part of a game and keep it fair and equitable

Interpersonal skills

Positive choices when participating in group activities

WA2HEPMI1

For example:

dealing with winning and losing
affirming differences
demonstrating respect for all players and officials

Year 3

Year level description

In the middle to late childhood phase of schooling, students develop a sense of self, their world expands, and they begin to see themselves as members of larger communities. Learning experiences emphasise and lead to an appreciation of both the commonality and diversity of human experience and concerns.

Health and Physical Education provides opportunities for the development of students’ ability to work collaboratively and to develop their social skills by activities that require group planning and decision-making, and interaction with people inside and outside their classroom. Through such experiences students assume increased responsibilities, develop decision-making skills, explore values and further refine their social and collaborative work skills.

In Year 3, students develop strategies for managing the physical, emotional and social changes they may experience as they grow older. They continue to develop relationship skills and their understanding of the importance of showing empathy and respect for others outside their classroom. Students interpret the accuracy of health information communicated in the media and online environments and make responsible choices and decisions.

Students are introduced to new fundamental movement skills, consolidate previously learnt skills and explore ways to select, transfer and apply simple movement skills. They combine different movement skills in game-like situations to create more complex movement patterns and sequences. Through exploration of, and participation in, a variety of physical activities, students further develop their knowledge about movement, how the body moves and the benefits of regular physical activity.

Year 3 Achievement standard

By the end of the year:

Health Education

Students identify factors that strengthen identities and describe changes as they grow older. They describe protective behaviours and skills to respond to unsafe situations and identify appropriate actions and behaviours, including those used in daily routines that promote health, safety and wellbeing. Students describe how emotional responses vary in different situations, and behaviours that support positive relationships, such as the ability to show empathy and respect for others.

Physical Education

Students perform a variety of fundamental movement skills, and combine these with simple tactics when participating in physical activities and minor games to achieve an intended outcome. They describe the benefits of regular physical activity and fitness to health and wellbeing. In physical activities and minor games, students apply strategies for working cooperatively and follow basic rules to ensure activities are safe and fair.

Content descriptions

Personal, social and community health

Personal identity and change

Factors that strengthen personal identities, including family, friends, and school

WA3HEHPP1

For example:

how challenges provide opportunities for growth
how personal and cultural identities are influenced by the groups and communities to which we belong
how stereotypes can influence choices and actions

Physical, social and emotional changes that occur as individuals grow older

WA3HEHPP2

For example:

the body
friendships
feelings

Staying safe

Protective behaviours and communication skills to respond to unsafe situations

WA3HEHPS1

For example:

keeping calm
using appropriate verbal and non-verbal communication skills, including assertive language

Strategies to use when help is needed

WA3HEHPS2

For example:

seeking help to ensure the safety of themselves and others

Strategies for seeking, giving and denying permission are rehearsed and refined, and situations where permission is required are described

WA3HEHPS3

For example:

exploring giving consent for their photo to be shared
actions they can take if someone has done something hurtful or disrespectful to them
actions they can take if someone has done something without their permission or consent, including in online environments

Healthy and active communities

Actions in daily routines that promote health and wellbeing

WA3HEHPH1

For example:

healthy eating
engaging with the community
participating in physical activity

Choices and behaviours conveyed in health information and messages

WA3HEHPH2

Interacting with others

Behaviours that show empathy and respect for others

WA3HEHPI1

For example:

how games can build understanding and appreciation of others’ cultural heritage

Circumstances that can influence the level of emotional response to situations

WA3HEHPI2

Movement and physical activity

Movement skills

Introduce fundamental movement skills:

Locomotor

dodge
leap

Object control

foot dribble
overarm throw
punt

WA3HEPMM1

Combine fundamental movement skills with simple tactics to retain or gain possession in minor games

WA3HEPMM2

Movement skills that combine the elements of effort, space, time, objects and people

WA3HEPMM3

For example:

demonstrating acceleration, deceleration and changing direction of movement in minor games

Understanding movement

Benefits of regular physical activity and physical fitness to health and wellbeing

WA3HEPMU1

For example:

maintenance of a healthy body
prevention of some diseases

Basic rules in a variety of physical activities and ways in which they keep activities safe and fair

WA3HEPMU2

Interpersonal skills

Cooperation skills to include everyone in physical activities

WA3HEPMI1

Year 4

Year level description

In Year 4, students learn about specific strategies, including decision‑making, to promote personal, social and emotional health and wellbeing. As they continue to build relationships, they develop an understanding of the importance of collaboration, valuing differences, respect and empathy. Students develop strategies for managing the physical, emotional and social changes and transitions they may experience as they grow older. They investigate strategies for seeking, giving or denying permission in a range of situations.

Students focus on developing greater proficiency of movement across a range of fundamental movement skills and apply these with confidence and competence to a variety of physical activities. They continue to combine skills to create movement patterns and apply strategies to solve movement challenges. They broaden their knowledge of the benefits of regular physical activity in relation to health and wellbeing. Students are taught to include others in all activities and how to recognise the consequences of personal and team actions, responding appropriately to ensure fair participation for all.

Year 4 Achievement standard

By the end of the year:

Health Education

Students identify personal behaviours that promote health, safety and wellbeing in unsafe or uncomfortable situations. They develop strategies for seeking, giving and denying consent where permission is required. Students explain behaviours which convey respect and empathy and contribute to positive relationships. They interpret health information and messages, and discuss ways these can influence health decisions and behaviours.

Physical Education

Students consolidate a variety of fundamental movement skills and combine them with simple tactics when participating in physical activities and minor games to solve movement challenges. They improve their performance in a variety of contexts through the application of previously‑learned skills. Students describe the benefits of participating in regular physical activity. In physical activities and minor games, they apply strategies for working cooperatively, and follow basic rules to ensure safety and fairness for all.

Content descriptions

Personal, social and community health

Personal identity and change

Ways to respond positively to challenges and failures, including the use of resilience and persistence

WA4HEHPP1

For example:

the influence of stereotypes on responses

Changes associated with puberty

WA4HEHPP2

For example:

physical and emotional changes involved with growing up
puberty occurs at different times for different people, and it can affect individuals differently

Strategies to manage changes associated with puberty

WA4HEHPP3

For example:

asking questions
being assertive
using positive self-talk

Staying safe

Protective behaviours and strategies to remain safe in uncomfortable or unsafe situations

WA4HEHPS1

For example:

being alert and aware of unsafe situations
using assertive behaviour and language

Strategies to ensure safety at home and at school

WA4HEHPS2

For example:

making decisions that keep self and others safe in a range of situations

Strategies for seeking, giving and denying permission are rehearsed and refined, and situations where permission is required are described

WA4HEHPS3

For example:

exploring actions they can take when they or others are unsafe, such as saying ‘no’, leaving the situation and reporting the incident
discussing how to use strategies in situations in which someone posts an embarrassing picture online without permission, touches private parts of their body, or uses violence

Healthy and active communities

Strategies that promote a healthy lifestyle

WA4HEHPH1

For example:

participation in physical activities
sun safety practices
positive nutrition choices

Ways in which health information can influence health decisions and behaviours

WA4HEHPH2

Interacting with others

Positive influence of respect, empathy, and the valuing of differences in relationships and in society

WA4HEHPI1

For example:

the influence of inclusion on mental health and wellbeing

Strategies to cope with adverse situations and the demands of others

WA4HEHPI2

Strategies to identify and manage emotions before reacting

WA4HEHPI3

Movement and physical activity

Movement skills

Consolidate fundamental movement skills

WA4HEPMM1

Combine fundamental movement skills with simple tactics to create or deny scoring opportunities in minor games of increasing complexity

WA4HEPMM2

Movement skills that combine the elements of effort, space, time, objects and people

WA4HEPMM3

For example:

exploring ways to increase or decrease scoring opportunities in games

Transfer of skills and knowledge to solve movement challenges in a variety of settings, including outdoors

WA4HEPMM4

Understanding movement

Benefits of regular physical activity and physical fitness to health and wellbeing

WA4HEPMU1

For example:

improved sleep
social contact

Basic rules and scoring systems to keep physical activities safe and fair

WA4HEPMU2

Interpersonal skills

Working cooperatively with others to complete a movement task

WA4HEPMI1

Year 5

Year level description

In Year 5, students learn about behaviours they can implement in uncomfortable and/or unsafe situations, including online interactions. Students learn about ways they can make decisions and take action to promote safe and healthy lifestyle practices in a range of contexts. They focus on the importance of preventive measures to enhance their own health and promote a healthy lifestyle.

Students develop and refine greater proficiency across a range of movement skills, strategies and tactics. They focus on improving awareness of body position in relation to objects, other people and space, and assess how this can help them to successfully achieve movement outcomes or goals. Students examine the different roles and responsibilities associated with physical activity participation and continue to apply ethical behaviour that is consistent with promoting fair play and championing appropriate sporting conduct.

Year 5 Achievement standard

By the end of the year:

Health Education

Students identify practical strategies for promoting a healthy lifestyle and adapting to changing situations that occur as they grow and mature. They explain how communication skills, protective behaviours and help‑seeking strategies keep themselves and others safe online and offline. Students identify emotional responses appropriate to different situations and apply skills and strategies to manage relationships over time.

Physical Education

Students perform a variety of fundamental movement skills with some competency. They implement simple tactics in physical activity and game contexts and respond to challenges involving people, objects and space to achieve an intended outcome. Students explain some of the benefits of regular physical activity and maintaining physical fitness in relation to physical, mental and emotional wellbeing. They use movement skills that combine the elements of effort, space, time, objects and people to improve movement outcomes. Students demonstrate ethical behaviour and use this to be effective when taking on the role of player or referee/umpire.

Content descriptions

Personal, social and community health

Personal identity and change

Ways that individuals and groups adapt to different contexts and situations

WA5HEHPP1

For example:

the influence of stereotypes

Strategies to manage physical, mental/emotional and social changes associated with puberty

WA5HEHPP2

For example:

use reliable resources and information to investigate developmental changes that occur

Staying safe

Protective behaviours that can be implemented in uncomfortable or unsafe situations

WA5HEHPS1

For example:

normalising and encouraging help-seeking behaviour so all students feel comfortable and confident to seek help
maintaining online safety when using digital tools and environments
options and processes for reporting negative or harmful behaviour

Strategies that promote safety

WA5HEHPS2

For example:

using action plans for emergency situations to ensure the safety of themselves and others

Reliable sources of information that inform health and safety decisions:

internet-based information, publications and other media
community health organisations

WA5HEHPS3

Strategies for seeking, giving or denying consent are described, and how to communicate intentions effectively are rehearsed

WA5HEHPS4

For example:

exploring the steps of asking, responding, listening, reacting, and practising how to communicate their intentions effectively at each step
interpreting verbal and non-verbal cues related to seeking, giving and denying consent in a range of situations

Healthy and active communities

Strategies that promote a safe, healthy lifestyle

WA5HEHPH1

For example:

comparing food and drink labels on products
awareness of mental health and wellbeing

Health messages that support and maintain an individual’s health, safety and wellbeing

WA5HEHPH2

Interacting with others

Skills and strategies to establish and maintain respectful relationships

WA5HEHPI1

For example:

building new friendships
dealing with bullying and harassment, including strategies to challenge disrespect and discrimination
assessing the impact of changing relationships on health and wellbeing

Ways in which inappropriate emotional responses impact on relationships

WA5HEHPI2

Movement and physical activity

Movement skills

Fundamental movement skills demonstrating adjustment of force and speed to improve accuracy and control

WA5HEPMM1

Linking of fundamental movement skills to specific skills used in organised games, sports and activities, such as linking throwing to basketball passing and shooting

WA5HEPMM2

Basic strategies and tactics to achieve a movement outcome or goal

WA5HEPMM3

For example:

positional and spatial awareness related to objects, people and space
relationship to and with objects, people and space

Movement skills that combine the elements of effort, space, time, objects and people applied to improve movement outcomes

WA5HEPMM4

For example:

adjusting the force and speed of an object to improve accuracy and control

Understanding movement

Benefits of regular physical activity and physical fitness to physical, mental and emotional wellbeing

WA5HEPMU1

For example:

control of blood pressure
reduced risk of heart disease
reduced stress
improved mood

Interpersonal skills

Responsibilities of different roles in a range of physical activities:

player
referee/umpire

WA5HEPMI1

Ethical behaviour in applying rules in all game situations

WA5HEPMI2

Year 6

Year level description

In Year 6, students focus on skills aimed at establishing and managing positive relationships, such as cooperation and active listening. They are provided with opportunities to develop skills in accessing credible information and continue to explore ways they can manage negative health influences and pursue a healthy lifestyle.

Students refine, consolidate and develop greater proficiency across a range of skills, strategies and tactics in game situations and movement challenges. They focus on improving skill selection and awareness of body position in relation to objects, other people and space, in offensive and defensive contexts. Students develop interpersonal skills that support them to adopt different roles and responsibilities and learn to deal with conflicts and disagreements.

Year 6 Achievement standard

By the end of the year:

Health Education

Students describe strategies that promote a healthy lifestyle and use them in a range of contexts. They identify and apply criteria to assess the credibility of different sources of health information. Students describe skills to establish and manage positive relationships. They identify their own emotions and how they impact on decision-making in various contexts, and provide appropriate strategies to manage these emotions.

Physical Education

Students perform a variety of fundamental movement skills with some proficiency and adapt them to move effectively in physical activity or game contexts. They implement simple tactics in response to challenges involving people, objects and space to achieve an intended outcome. Students explain the benefits of regular physical activity and fitness to health and wellbeing. They encourage others and are able to negotiate and deal with conflicts to achieve a positive outcome.

Content descriptions

Personal, social and community health

Personal identity and change

Ways that positive self-identities can develop and change over time

WA6HEHPP1

For example:

the influence of social groups and cultural norms on identity

Strategies and resources to understand and manage the physical, mental/emotional, and social changes and transitions associated with puberty

WA6HEHPP2

Staying safe

Protective behaviours and help-seeking strategies that can be used when students feel unsafe online

WA6HEHPS1

For example:

stepping away from negative online social interactions
speaking to trusted people if someone posts a picture of them without permission

Strategies that promote safety

WA6HEHPS2

For example:

developing and practising action plans for emergency situations to ensure the safety of themselves and others

Strategies for seeking, giving or denying consent are described, and how to communicate intentions effectively are rehearsed

WA6HEHPS3

For example:

analysing how a person’s reaction to being denied permission to do something can affect others’ feelings and discussing options for dealing with situations when this may occur, such as feelings of disappointment, shame and anger associated with rejection

Healthy and active communities

Strategies that promote a safe, healthy lifestyle

WA6HEHPH1

For example:

refusing alcohol, drugs, or other harmful substances
improving the nutritional value of meals
increasing physical activity
community engagement

Criteria that can be applied to sources of information, including online, to assess their credibility

WA6HEHPH2

Actions that promote and maintain community health, safety and wellbeing

WA6HEHPH3

For example:

creating social connections for positive mental health
participation in community activities

Interacting with others

Skills to establish and manage positive relationships

WA6HEHPI1

For example:

showing respect and empathy
being cooperative
actively listening
being trustworthy
accepting differences and valuing diversity in the community

Situations in which emotions can influence decision-making:

in peer groups
with friends
with family

WA6HEHPI2

Movement and physical activity

Movement skills

Fundamental movement skills demonstrating adjustment of force and speed to improve accuracy and control

WA6HEPMM1

Linking of fundamental movement skills to specific skills used in organised games, sports and activities, such as linking kicking to passing and shooting in soccer

WA6HEPMM2

Strategies and tactics to achieve an offensive or defensive outcome or goal

WA6HEPMM3

For example:

use of appropriate skills
positional and spatial awareness
relationship to and with objects, people and space

Movement skills that combine the elements of effort, space, time, objects and people applied to improve movement outcomes

WA6HEPMM4

For example:

developing strategies that exploit a playing space to improve scoring opportunities

Understanding movement

Benefits of regular physical activity and physical fitness to physical, mental and emotional wellbeing

WA6HEPMU1

For example:

control of blood fats
improved concentration
enhanced mood

Modification of rules and scoring systems in physical activities to create a more inclusive game and fairer contest

WA6HEPMU2

Interpersonal skills

Interpersonal skills in physical activities

WA6HEPMI1

For example:

encouragement and acknowledgement of others
negotiation and sharing roles and responsibilities
dealing with conflicts and disagreements

Year 7

Year level description

In the early adolescence phase of schooling, students align with their peer group and begin to question established conventions, practices and values. Learning and teaching programs assist students to develop a broader and more comprehensive understanding of the contexts of their lives and the world in which they live.

Health and Physical Education provides opportunities for students to build on their prior learning. A major influence on students during this time is the world around them, and their peers become a key source of motivation and support when managing their health and wellbeing.

In Year 7, students develop strategies to manage the physical, emotional and social changes associated with transitions and puberty. They learn how to make decisions and take positive action to promote their health, safety and wellbeing by applying problem-solving and effective communication skills, and through a range of preventive health practices. Students develop effective communication skills when consent is required to be given or denied.

Students continue to develop and refine movement skills and focus on developing tactical thinking skills in a range of contexts and applying them to a range of physical activities. They have opportunities to analyse their performance using feedback to improve body control and coordination. They learn about the types of activities that enhance aspects of fitness and wellbeing. The application of fair play and ethical behaviour continues to be a focus for students as they consider how communication skills can assist with improving group cohesion.

Year 7 Achievement standard

By the end of the year:

Health Education

Students identify strategies to promote their own and others’ health, safety and wellbeing in different situations and across different environments. Students identify and apply strategies to communicate effectively and to make informed choices. They identify the health and social benefits of physical activity and identify a variety of preventative health strategies. Students apply appropriate protective behaviour strategies and protocols in face-to-face and online interactions.

Physical Education

Students perform movement skills and sequences in selected sport or physical activity contexts with improving accuracy and efficiency. They implement simple strategic and tactical skills to achieve the intended outcome in various contexts. Students describe how physical activity can improve elements of health, fitness and wellbeing. When participating in a variety of sports or physical activities, they demonstrate ethical behaviour and fair play and communicate ways to assist team cohesion and the achievement of an intended outcome.

Content descriptions

Personal, social and community health

Personal identity and change

Feelings, emotions and cultural beliefs and values associated with transitions; practising self-talk and help-seeking strategies to manage these changes

WA7HEHPP1

Ways to manage physical, emotional, and social changes associated with puberty

WA7HEHPP2

For example:

coping skills
communication skills
problem-solving skills and strategies
changing friendships/families

Staying safe

Health information, services and help-seeking strategies that young people can use in a variety of situations

WA7HEHPS1

Protective behaviours and help-seeking strategies to ensure safety in a variety of situations, including online

WA7HEHPS2

For example:

assertive responses
refusal skills

Strategies to make informed choices to promote health, safety and wellbeing

WA7HEHPS3

For example:

proposing alternatives to traditional medicine
demonstrating basic first aid in medical circumstances, such as asthma, allergies and anaphylaxis

Strategies and skills to communicate assertively when seeking, giving or denying consent are explained and applied

WA7HEHPS4

For example:

exploring assertive and respectful communication
understanding and applying online and social protocols to enhance relationships with others and protect own wellbeing, including recognising and responding to online content that may be harmful to self or others, such as grooming or image-based abuse, and respectfully communicating needs or concerns to others

Healthy and active communities

Strategies to make informed choices to promote health and wellbeing

WA7HEHPH1

For example:

researching nutritious meals
examining accessible physical activity options
examining messages portrayed by the media and influential people

Preventive health practices for young people to avoid and manage risk

WA7HEHPH2

For example:

sun-protective behaviours
adoption of the Australian Guide to Healthy Eating
application of road safety laws and guidelines

Health and social benefits of physical activity and recreational pursuits

WA7HEHPH3

Ways in which the media and influential people impact attitudes, beliefs, decisions and behaviours

WA7HEHPH4

For example:

television advertising

Interacting with others

Impact of relationships on a person’s wellbeing

WA7HEHPI1

For example:

the benefits of respectful relationships and the roles of respect, empathy, power and coercion in relationships
the influence of family and peers
applying online and social protocols to enhance relationships

Ways in which decision-making, respect and empathy in developing respectful relationships can be influenced by gender stereotypes

WA7HEHPI2

Factors that influence emotional responses and behaviour

WA7HEHPI3

For example:

personal experience
considering alternative ways to respond to situations, including showing empathy
self-management strategies to regulate emotions

Movement and physical activity

Movement skills

Movement skills and sequences within different physical activity contexts and settings

WA7HEPMM1

Strategic and tactical skills used to create and use space through the manipulation of effort, space, time, objects and people

WA7HEPMM2

Physical activities to enhance health, fitness and wellbeing, including moving in natural environments

WA7HEPMM3

Understanding movement

Impact of regular participation in physical activities on health, fitness and wellbeing

WA7HEPMU1

Strategies to increase physical activity levels

WA7HEPMU2

For example:

games
recreational activities
outdoor pursuits

Interpersonal skills

Communication skills that support and enhance:

group and team cohesion
leadership
inclusion

WA7HEPMI1

Ethical behaviour and fair play when participating in physical activities

WA7HEPMI2

Year 8

Year level description

Health and Physical Education provides opportunities for students to build on their prior learning. A major influence on students is the world around them, and during this time their peers become a key source of motivation and support when managing their health and wellbeing.

In Year 8, students develop skills and strategies to promote health, safety and wellbeing, including assertive responses and refusal skills, and apply them to a range of situations, including 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 movement skills and knowledge of tactical thinking and apply these to an expanding array of physical activity contexts. They build on skills to analyse performance and describe the impact of regular participation on health, fitness and wellbeing. Students continue to reflect on, and refine, personal and social skills that support inclusive participation and fair play and contribute to positive team cohesion.

Year 8 Achievement standard

By the end of the year:

Health Education

Students identify skills and strategies to manage change, and promote all aspects of their own and others’ health. They make informed decisions, using assertive responses, and make contingency plans to avoid and prevent risks to health. Students identify the impact power and coercion can have on relationships and describe how these can be influenced by stereotypes.

Physical Education

Students perform a variety of individual movement skills and sequences demonstrating improved control, accuracy and efficiency in their performance. In various contexts, they implement a range 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 implement or interpret verbal, physical or situational cues to appropriately respond to others when working in a group.

Content descriptions

Personal, social and community health

Personal identity and change

Strategies to cope with and manage the impact of changes and transitions

WA8HEHPP1

For example:

changing peer and family relationships
the influence of values and beliefs on the development of identities
accessing relevant health information and services

Ways in which changing feelings and attractions form part of developing sexual identities

WA8HEHPP2

For example:

how health information supports an individual to effectively manage change as they grow older

Staying safe

Credible health information that can support people in a variety of situations

WA8HEHPS1

Reasons why young people choose to use or not use alcohol, drugs or other harmful substances, and strategies that could be used if someone is being encouraged to use them

WA8HEHPS2

Skills and strategies to promote physical and mental health, safety and wellbeing in various environments

WA8HEHPS3

For example:

assertive responses
stress management techniques
refusal skills
making informed choices
contingency planning
demonstrating basic first aid in medical circumstances, such as non-life-threatening bleeds, sprains and strains
online environments (sharing intimate images or texts)

Strategies and skills to communicate assertively when seeking, giving or denying consent are explained and applied

WA8HEHPS4

For example:

exploring assertive and respectful communication
examining the nature of consent in different types of relationships

Healthy and active communities

Benefits to individuals and communities of valuing diversity and promoting inclusivity

WA8HEHPH1

For example:

affirming 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

Health promotion initiatives which target relevant health, safety and wellbeing issues for young people and ways to manage them

WA8HEHPH2

Interacting with others

Strategies for managing the changing nature of peer and family relationships

WA8HEHPI1

Impacts of bullying and harassment on relationships, including online relationships

WA8HEHPI2

For example:

psychological consequences, including decreased self-esteem and poor mental health
social consequences, including negative attitudes to school and increased loneliness

Role of power and coercion within relationships, and how these can be influenced by gender stereotypes

WA8HEHPI3

Personal, social and cultural factors that influence emotional responses and behaviour

WA8HEHPI4

For example:

prior experience
norms and expectations
personal or cultural beliefs and attitudes

Movement and physical activity

Movement skills

Movement skills and sequences within different physical activity contexts and settings with a focus on:

increased efficiency in skill performance
control of balance and stability

WA8HEPMM1

Selection of strategic and tactical skills in the manipulation of effort, space, time, objects and people in a variety of movement contexts

WA8HEPMM2

Physical activities to enhance health, fitness and wellbeing, including moving in natural environments

WA8HEPMM3

Understanding movement

Measurement of the body’s response to physical activity:

heart rate
breathing/respiration

WA8HEPMU1

Use of games, recreational activities and outdoor pursuits to enhance activity levels and achieve health and wellbeing outcomes

WA8HEPMU2

Interpersonal skills

Verbal, physical and situational cues to identify and appropriately respond to the feelings and motives of others when working in a team or group

WA8HEPMI1

Modification of rules, equipment or scoring systems to allow for fair play, safety and inclusion of all participants

WA8HEPMI2

Year 9

Year level description

In the middle adolescence phase of schooling, teaching and learning programs encourage students to develop an open and questioning view of themselves as active participants in their society and the world.

Health and Physical Education provides opportunities for students to refine their understanding of how they can contribute to individual and community health and wellbeing. Students have frequent opportunities to participate in physical activities, including in outdoor settings, to value the importance of active recreation as a way of enhancing their health and wellbeing throughout their lives.

In Year 9, students take into consideration the influence of external factors on their ability to make safe and informed choices, which may impact their capacity to achieve a healthy lifestyle. They continue to develop knowledge, skills and understandings in relation to respectful relationships, with a focus on skills that promote positive interactions and resolving conflict. Students examine effective strategies that may be implemented in situations where the giving or denying of consent is required.

Students focus on elements of speed and accuracy in different movement environments, while continuing to develop the efficiency of movement skills. They explore ways to evaluate performances, through analysis of skills and movement, and measure a number of the body’s responses to physical activities. 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.

Year 9 Achievement standard

By the end of the year:

Health Education

Students identify and apply relevant criteria to determine the effectiveness of various strategies that may be used to enhance health and wellbeing. They determine the appropriateness and reliability of health information and whether it is suitable for use in a particular context. Students examine a range of characteristics of respectful relationships. They describe and apply appropriate skills and strategies to resolve and manage conflict within different environments.

Physical Education

Students select and use individual movement skills and sequences that increase in complexity and perform them with increased speed and control and improved accuracy. They implement tactics and adapt them in response to previous performances. Students measure a number of the body’s responses to physical activity. In competitive contexts, students participate ethically and demonstrate leadership and ways to build motivation. They encourage teamwork in various contexts toward inclusive, lifelong participation.

Content descriptions

Personal, social and community health

Personal identity and change

Factors that shape personal identities and adolescent health behaviours

WA9HEHPP1

Strategies for managing changes and transitions

WA9HEHPP2

Staying safe

Skills to determine the appropriateness and reliability of online health information

WA9HEHPS1

Skills to deal with challenging or unsafe situations:

refusal skills
initiating contingency plans
acting assertively

WA9HEHPS2

Actions and strategies to enhance health and wellbeing in a range of environments

WA9HEHPS3

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 unsafe situations
safe blood practices

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

WA9HEHPS4

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

Healthy and active communities

Impact of external influences on the ability of adolescents to make safe and informed choices relating to:

sexual health behaviours
alcohol, drugs or other harmful substance use
risk-taking

WA9HEHPH1

Implications of attitudes and behaviours on individuals and the community

WA9HEHPH2

For example:

prejudice
marginalisation
homophobia
discrimination

Interacting with others

Characteristics of respectful relationships and how these can prevent violence and abuse

WA9HEHPI1

For example:

respecting the rights and responsibilities of individuals in the relationship
communication
respecting gender equality
respecting personal differences and opinions
empathy

Managing emotional responses and resolving conflict in family or social situations

WA9HEHPI2

For example:

coping with rejection
negotiation skills

Movement and physical activity

Movement skills

Movement skills and sequences within different physical activity contexts and settings reflecting:

increased speed and accuracy
improved efficiency
increased complexity

WA9HEPMM1

Skills, strategies and tactics in new or challenging movement situations and the impact of each on movement outcomes

WA9HEPMM2

Lifelong physical activities to enhance health, fitness and wellbeing, including moving in natural environments

WA9HEPMM3

Understanding movement

Measurement of the body’s response to physical activity:

flexibility
strength
balance
endurance

WA9HEPMU1

Use of games, recreational activities and outdoor pursuits to improve components of health, fitness and wellbeing

WA9HEPMU2

Interpersonal skills

Skills and strategies for effective leadership, including teamwork and motivation

WA9HEPMI1

For example:

setting goals
establishing roles
communication
time management

Characteristics of fair play and application of fair and ethical behaviour in physical activity

WA9HEPMI2

Strategies for decision-making when working in groups or teams that demonstrate leadership and collaboration skills

WA9HEPMI3

Year 10

Year level description

In Year 10, students develop health literacy skills to evaluate health information and messages in the media and evaluate their impact on personal identity and the health of the broader community. They continue to develop and refine communication techniques to enhance interactions with others, including situations where the giving or denying of consent is required. Students develop skills and strategies to promote respectful relationships, and an understanding of how emotional responses impact relationships.

In continuing to improve performance, students transfer learned movement skills with increasing proficiency and success across a variety of contexts. They use feedback to improve performance and critically evaluate movement responses based on the outcome of previous performances. Students create plans to enhance or maintain levels of lifelong physical activity to improve fitness, health and wellbeing. They investigate skills, such as leadership and apply these to motivate participation and contribute to effective team relationships and performance. Students are also provided with opportunities to apply fair play and ethical behaviour to influence the outcome of physical activities.

Year 10 Achievement standard

By the end of the year:

Health Education

Students explain the impact of social and cultural influences on personal identity and health, safety and wellbeing. They analyse images and media messages about health, and examine choices that support the development of respectful relationships. Students evaluate the impact of strategies to promote respectful relationships.

Physical Education

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 ways to measure perceived exertion in response to physical activity. Students demonstrate ethical behaviour, fair play and teamwork in various contexts and apply skills and strategies to improve team performance toward inclusive, lifelong participation.

Content descriptions

Personal, social and community health

Personal identity and change

Impact of societal and cultural influences on personal identities and health behaviour

WA10HEHPP1

For example:

how diversity and gender are represented in the media
differing cultural beliefs and practices that surround transitions
defending personal values

Staying safe

Analysis of health information and content related to:

alcohol, drugs or other harmful substances
body image
processed food
road safety
relationships

WA10HEHPS1

Skills and strategies to manage situations where risk is encouraged by others

WA10HEHPS2

For example:

pressure to engage in intimate relationships

Skills and strategies to manage situations where response to an emergency situation is required

WA10HEHPS3

For example:

water-based activities
road trauma
alcohol, drugs and other harmful substances

WA10HEHPS4

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

Healthy and active communities

Health information, support services and media messaging about relationships, lifestyle choices, health decisions and behaviours

WA10HEHPH1

Health promotion designed to raise awareness, influence attitudes, promote healthy behaviours and increase connection to the community

WA10HEHPH2

Social, economic and environmental factors that can influence health

WA10HEHPH3

For example:

level of knowledge and awareness of healthy behaviours
income/employment
social networks and supports (family, friends and community attachment)
housing
access to services

Interacting with others

Skills and strategies to promote respectful relationships

WA10HEHPI1

For example:

appropriate emotional responses in a variety of situations
challenging assumptions about gender
taking action if a relationship is not respectful

Influences on sexuality and sexual health behaviours, including the impact decisions and actions have on own and others’ health and wellbeing

WA10HEHPI2

Managing the effects of emotional responses on relationships

WA10HEHPI3

For example:

the impact of extreme emotions on situations or relationships
the consequences of not recognising the emotions of others

Movement and physical activity

Movement skills

Movement skills and sequences within different physical activity contexts and settings reflecting:

increased complexity
transference of skills to other activities

WA10HEPMM1

The impact of changes to effort, space or time on skills, strategies and tactics in a range of movement contexts and settings

WA10HEPMM2

Evaluation, selection and implementation of responses to changing conditions based on the outcome of previous performances

WA10HEPMM3

Lifelong physical activities to enhance health, fitness and wellbeing, including moving in natural environments

WA10HEPMM4

Understanding movement

Measurement of the body’s response to physical activity:

perceived exertion rating

WA10HEPMU1

Personalised plans for improving or maintaining physical activity levels to improve health, fitness and wellbeing

WA10HEPMU2

Interpersonal skills

Skills and strategies to improve team or group performance

WA10HEPMI1

For example:

motivation
teamwork
leadership

Application of fair play and ethical behaviour and ways they can influence the outcome of physical activities

WA10HEPMI2

Management of levels of participation and rules during physical activities

WA10HEPMI3