Curriculum Standards

SACSA OUTCOMES

Learning Area: Health and Physical Education

Strand: Physical Activity and Participation

5.1 Participates in a range of physical activities while planning and evaluating various roles they can take in the community to develop their interests and assist others.

5.2 Researches, develops, and carries out personal plans for fitness programs, in the context of issues concerning health and fitness within the community.

Strand: Personal and Social Development 

5.3 Analyses the multiple identities they have in different contexts and with different people and appraises the social constructs of individuals and groups in the community.

Strand: Health of Individuals and Communities

5.7 Critically assesses and develops effective strategies and behaviours to promote safety.

ACARA OUTCOMES

6.4 Select, justify and reflect on emotional responses in a wide range of situations, including in family, social and online situations and when participating in physical activity

• analysing situations in movement or physical activity contexts where emotional responses may not be immediately apparent such as non-verbal cues and behaviours and reflecting on the consequences of these).

6.6 Explore the role that empathy, ethical decision making and personal safety play in maintaining respectful relationships and enjoying participation in physical activity

• analysing a range of scenarios where empathy, ethical decision making and personal safety must be applied to maintain respectful relationships (such as becoming sexual active, using alcohol or drugs, seeking help for others, and driving others home from a party)• 
• emonstrating fair play and empathy for varying levels of skill when participating in games and sports (such as encouraging others, and ensuring others are able to participate fully) • 

6.13 Adapt and respond to new, complex and challenging environments by performing increasingly complex movement skills

• •transferring the movement skills of receiving a pass, passing and regaining possession practised in a small-sided game to a full-sided game
• adapting to changes in game play situations (such as dealing with additional defenders and transitioning from defence to attack, and vice versa)• 
• adapting and responding to changes in equipment or rules that increase the complexity of performing a game skill•

6.14 Evaluate own and others movement composition and provide and apply feedback in order to enhance performance

• using knowledge of results feedback to support another student in performing a skill with greater accuracy or control• 
• responding to teacher and peer feedback to enhance performance (such as receiving peer feedback on their positioning in relation to their opposition player when working as a defender)
• •Videoing others’ performance and providing feedback to on synchronicity and timing in a dance performance• 

6.15 Develop, implement and evaluate movement concepts, strategies and tactics for successful outcomes in games and sports

• •applying and comparing person-to-person and zone defence in a range of team sports• 
• devising and applying tactics and strategies appropriate to the stage of play in territorial, net/court and striking games (for example, maintaining possession to wind down the clock in soccer, playing a defensive lob in tennis when drawn out of the court, or using a bunt to get a runner on third base home in softball) • 
• demonstrating effective court coverage when working with a partner in net/wall games.

6.16 Propose rules and scoring systems and reflect on their own adherence to rules and whether they acted fairly, ethically and with consideration of the rights and feelings of others

• •planning and conducting a tournament for their own or other classes• 
• proposing and implementing modifications to the rules of games and activities to make them more inclusive• 

6.17 Propose, perform and refine a range of movement skills, patterns and sequences that demonstrate how force, speed, motion, balance and stability can be applied and manipulated to improve performance

• demonstrating an understanding of concepts such as acceleration and action/reaction by applying them in a physical activity context (such as having maximum speed in the run-up of a long jump, importance of contact points and follow through when a kicking a ball for distance or accuracy) 
• demonstrating summation of forces in performing a javelin throw, discus throw or shot put • 
• applying the concept of levers in a striking activity (such as when hitting a golf ball for distance) • 
• applying and explaining the concepts of centre of gravity, base of support and dynamic balance when performing movement skills (for example, defensive stances in netball and basketball, tennis serve or volleyball serve, sprint start in athletics or block start in swimming).

6.22 Critique their performance in a range of roles required to participate in physical activities, and evaluate the contribution they make as an individual to teamwork, leadership, and enjoyable participation for their classmates

• •creating and implementing self-assessment and peer-assessment tools to evaluate their performance of a variety of roles whilst organising a class sporting competition• 
• understanding and critiquing leadership styles and group/team dynamics through collaboratively solving initiative challenges or movement tasks.

6.23 Devise and implement strategies for drawing on the skills and abilities of other participants to successfully complete complex movement tasks

• •devising activities and training strategies that support and improve the abilities of team members• 
• applying strategies for effective communication to complete tasks of varying complexity (for example, using agreed protocols to interrupt group discussions, asserting their viewpoint appropriately, and demonstrating a willingness to listen and engage with divergent views) 
• devising team strategies that ensure all team members have an opportunity for input into game play and feel they are part of the successful completion of a movement task.

6.25 Transfer understanding from previous movement experiences to predict outcomes and create new and innovative solutions to complex movement challenges

• •drawing parallels between successful movement tactics in one sporting situation and how similar tactics could be used effectively in a different sport• 
• speculating on possible outcomes of a variety of innovative solutions to a movement challenge based on past experiences 
• reflecting on successful movement solutions, and identifying how they can be used effectively in other movement situations.