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Health and Physical Education

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  8. 5-6
  9. 7-8
  10. 9-10

Level A (Towards Foundation)

Level A Description

The Level 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...

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Level A Content Descriptions

Personal, Social and Community Health

Being healthy, safe and active
  1. Identify self (self-awareness) (VCHPEP001)
  2. React as body parts are moved and named (VCHPEP002)
  3. React to significant people (VCHPEP003)
Communicating and interacting for health and wellbeing
  1. React to people and sensory experiences (VCHPEP004)
  2. Use facial expressions to indicate an emotion and demonstrate preference (VCHPEP005)
Contributing to healthy and active communities
  1. Experience health and safety actions (VCHPEP006)
  2. Experience play activities (VCHPEP007)

Movement and Physical Activity

Moving the body
  1. Experience their body being moved through a variety of positions and locations (VCHPEM008)
  2. Experience a variety of physical and structured leisure activities (VCHPEM009)
Understanding movement
  1. Experience regular physical activities and begin to develop an awareness of how different parts of the body move (VCHPEM010)
  2. Experience their body moving in relation to effort, space, objects and people (VCHPEM011)
Learning through movement
  1. Cooperate when experiencing physical activities and movement (VCHPEM012)
  2. Experience body movement and demonstrate some basic movements (VCHPEM013)
  3. Engage in physical activities (VCHPEM014)

Level A Achievement Standard

By the end of Level 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.

Level B (Towards Foundation)

Level B Description

The Level 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...

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Level B Content Descriptions

Personal, Social and Community Health

Being healthy, safe and active
  1. Identify what they like and dislike (VCHPEP015)
  2. Identify some major body parts (VCHPEP016)
  3. Identify significant people and communicate when they feel safe/unsafe (VCHPEP017)
Communicating and interacting for health and wellbeing
  1. Practise basic skills of personal care and communicate basic needs, likes and dislikes and experience the social skills of turn taking and sharing (VCHPEP018)
  2. Express their feelings, needs, likes and dislikes (VCHPEP019)
Contributing to healthy and active communities
  1. Participate in a variety of health, safety and wellbeing actions (VCHPEP020)
  2. Engage in structured play activities (VCHPEP021)

Movement and Physical Activity

Moving the body
  1. Practise basic gross motor movements (VCHPEM022)
  2. Engage in a variety of physical activities and explore basic play equipment (VCHPEM023)
Understanding movement
  1. Engage in regular physical activities and explore the development of their ability (VCHPEM024)
  2. Explore the space around them and learn to move in relation to effort, space and objects (VCHPEM025)
Learning through movement
  1. Cooperate with an adult to use equipment during physical activity (VCHPEM026)
  2. Use trial and error to develop balance, independent moving across surfaces and manipulation skills (VCHPEM027)
  3. Follow basic single word instructions when participating in structured physical activities (VCHPEM028)

Level B Achievement Standard

By the end of Level 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.

Level C (Towards Foundation)

Level C Description

The Level 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...

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Level C Content Descriptions

Personal, Social and Community Health

Being healthy, safe and active
  1. Identify their personal characteristics (VCHPEP029)
  2. Identify major body parts and stages of life (VCHPEP030)
  3. 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 wellbeing
  1. Practise personal hygiene, independence skills and social skills including taking turns (VCHPEP032)
  2. Explore their feelings and practice expressing their needs, likes and dislikes using simple communication tools (VCHPEP033)
Contributing to healthy and active communities
  1. Practise a variety of health, safety and wellbeing actions (VCHPEP034)
  2. Participate in structured play in various settings (VCHPEP035)

Movement and Physical Activity

Moving the body
  1. Practise simple whole-body movements and gross motor movement patterns (VCHPEM036)
  2. Participate in a variety of physical education experiences and games with simple rules with equipment in a range of environments (VCHPEM037)
Understanding movement
  1. Engage in regular physical activities and explore the development of their ability and health (VCHPEM038)
  2. Identify how their body moves and relate to space and objects (VCHPEM039)
Learning through movement
  1. Take turns with a partner or in small groups when participating in physical activities (VCHPEM040)
  2. 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)
  3. Follow simple movement instructions and safety rules when participating in structured physical activities (VCHPEM042)

Level C Achievement Standard

By the end of Level 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.

Level D (Towards Foundation)

Level D Description

The Level 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...

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Level D Content Descriptions

Personal, Social and Community Health

Being healthy, safe and active
  1. Identify what they can do (VCHPEP043)
  2. Identify the major parts of the body by their names and sequence images of major stages of life (VCHPEP044)
  3. 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 wellbeing
  1. Practise personal skills of self-care, hygiene and independence and practise social skills to interact with others (VCHPEP046)
  2. Identify emotional responses and describe their feelings using pictures and/or words (VCHPEP047)
Contributing to healthy and active communities
  1. Explore what actions promote health, safety and wellbeing (VCHPEP048)
  2. Explore play in outdoor settings and the natural environment (VCHPEP049)

Movement and Physical Activity

Moving the body
  1. Practise simple gross motor and fine motor skills in a range of environments showing increasing control (VCHPEM050)
  2. Participate in simple games with support and begin to anticipate the next step in familiar physical routines (VCHPEM051)
Understanding movement
  1. Explore how regular physical activity keeps them healthy and well (VCHPEM052)
  2. 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
  1. Cooperate with others and demonstrate characteristics of a good sport when participating in physical activities (VCHPEM054)
  2. Test possible solutions to movement challenges by negotiating the space around them and manipulate objects (VCHPEM055)
  3. Follow basic safety directions, and familiar game rules when participating in physical activities (VCHPEM056)

Level D Achievement Standard

By the end of Level 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.

Foundation Level

Foundation Level Description

The Foundation Level curriculum provides the basis for developing the knowledge, understanding and skills students need to lead healthy, safe and active lives. The content provides opportunities for students to learn about their strengths and describes simple actions they can take to keep themselves and their classmates healthy and safe.

The content explores the people that are important to students...

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Foundation Level Content Descriptions

Personal, Social and Community Health

Being healthy, safe and active
  1. Identify personal strengths (VCHPEP057)
  2. Name parts of the body and describe how their body is growing and changing (VCHPEP058)
  3. Identify people and actions that help keep themselves safe and healthy (VCHPEP059)
Communicating and interacting for health and wellbeing
  1. Practise personal and social skills to interact with others (VCHPEP060)
  2. Identify and describe emotional responses people may experience in different situations (VCHPEP061)
Contributing to healthy and active communities
  1. Identify actions that promote health, safety and wellbeing (VCHPEP062)
  2. Participate in play that promotes engagement with outdoor settings including aquatic and the natural environment (VCHPEP063)

Movement and Physical Activity

Moving the body
  1. Practise fundamental movement skills and movement sequences using different body parts and in response to stimuli in indoor, outdoor and aquatic settings (VCHPEM064)
  2. Participate in games with and without equipment (VCHPEM065)
Understanding movement
  1. Explore how regular physical activity keeps individuals healthy and well (VCHPEM066)
  2. Identify and describe how their body moves in relation to effort, space, time, objects and people (VCHPEM067)
Learning through movement
  1. Cooperate with others when participating in physical activities (VCHPEM068)
  2. Use trial and error to test solutions to movement challenges (VCHPEM069)
  3. Follow rules when participating in physical activities (VCHPEM070)

Foundation Level Achievement Standard

By the end of Foundation Level, students recognise how they are growing and changing. They identify and describe the different emotions people experience. They identify actions that help them be healthy, safe and physically active. They identify different settings where they can be active and how to move and play safely. They describe how their body responds to movement.

Students use personal and social skills when working with others in a range of activities. They demonstrate, with guidance, practices to keep themselves safe and healthy in different situations and activities. They perform fundamental movement skills and solve movement challenges.

Levels 1 and 2

Levels 1 and 2 Description

The curriculum for Levels 1 and 2 builds on the learning from Foundation Level and supports students to make decisions to enhance their health, safety and participation in physical activity. The content enables students to explore their own sense of self and the factors that contribute to and influence their identities. Students learn about emotions, how to enhance their interactions with others...

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Levels 1 and 2 Content Descriptions

Personal, Social and Community Health

Being healthy, safe and active
  1. Describe their own strengths and achievements and those of others, and identify how these contribute to personal identities (VCHPEP071)
  2. Describe physical and social changes that occur as children grow older and discuss how family and community acknowledge these (VCHPEP072)
  3. Practise strategies they can use when they need help with a task, problem or situation at home and/or at school (VCHPEP073)
  4. Recognise situations and opportunities to promote their own health, safety and wellbeing (VCHPEP074)
Communicating and interacting for health and wellbeing
  1. Describe ways to include others to make them feel that they belong (VCHPEP075)
  2. Identify and practise emotional responses that account for own and others’ feelings (VCHPEP076)
  3. Examine health messages and how they relate to health decisions and behaviours (VCHPEP077)
Contributing to healthy and active communities
  1. Explore actions that help make the classroom a healthy, safe and active place (VCHPEP078)
  2. Identify and explore natural and built environments in the local community where physical activity can take place (VCHPEP079)

Movement and Physical Activity

Moving the body
  1. Perform fundamental movement skills in different movement situations in indoor, outdoor and aquatic settings (VCHPEM080)
  2. Construct and perform imaginative and original movement sequences in response to stimuli (VCHPEM081)
  3. Create and participate in games (VCHPEM082)
Understanding movement
  1. Discuss the body’s reactions to participating in physical activities (VCHPEM083)
  2. Incorporate elements of effort, space, time, objects and people in performing simple movement sequences (VCHPEM084)
Learning through movement
  1. Use strategies to work in group situations when participating in physical activities (VCHPEM085)
  2. Propose a range of alternatives and test their effectiveness when solving movement challenges (VCHPEM086)
  3. Identify rules and fair play when creating and participating in physical activities (VCHPEM087)

Levels 1 and 2 Achievement Standard

By the end of Level 2, students describe changes that occur as they grow older. They recognise how strengths and achievements contribute to identities. They understand how emotional responses impact on others’ feelings. They examine messages related to health decisions and describe how to help keep themselves and others healthy, safe and physically active. They identify areas where they can be active and how the body reacts to different physical activities.

Students demonstrate positive ways to interact with others. They select strategies at home and/or school to keep themselves healthy and safe and are able to ask for help with tasks or problems. They demonstrate fundamental movement skills in different movement situations and test alternatives to solve movement challenges. They perform movement sequences that incorporate the elements of movement.

Levels 3 and 4

Levels 3 and 4 Description

The Levels 3 and 4 curriculum further develops students’ knowledge, understanding and skills in relation to their health, wellbeing, safety and participation in physical activity. In these years, students begin to explore personal and social factors that support and contribute to their identities and emotional responses in varying situations. They also develop a further understanding of...

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Levels 3 and 4 Content Descriptions

Personal, Social and Community Health

Being healthy, safe and active
  1. Examine how success, challenge and failure strengthen personal identities (VCHPEP088)
  2. Explore strategies to manage physical, social and emotional change (VCHPEP089)
  3. Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe (VCHPEP090)
  4. Identify and practise strategies to promote health, safety and wellbeing (VCHPEP091)
Communicating and interacting for health and wellbeing
  1. Describe factors that can positively influence relationships and personal wellbeing (VCHPEP092)
  2. Investigate how emotional responses vary in family situations and in friendship groups (VCHPEP093)
  3. Discuss and interpret health information and messages in the media (VCHPEP094)
Contributing to healthy and active communities
  1. Describe strategies to make the classroom and playground healthy, safe and active spaces (VCHPEP095)
  2. Participate in outdoor games and activities to examine how participation promotes a connection between the community, natural and built environments, and health and wellbeing (VCHPEP096)

Movement and Physical Activity

Moving the body
  1. Practise and refine fundamental movement skills in different movement situations in indoor, outdoor and aquatic settings (VCHPEM097)
  2. Perform movement sequences which link fundamental movement skills (VCHPEM098)
  3. Practise and apply movement concepts and strategies (VCHPEM099)
Understanding movement
  1. Examine the benefits of physical activity and physical fitness to health and wellbeing (VCHPEM100)
  2. Combine the elements of effort, space, time, objects and people when performing movement sequences (VCHPEM101)
Learning through movement
  1. Adopt inclusive practices when participating in physical activities (VCHPEM102)
  2. Apply innovative and creative thinking in solving movement challenges (VCHPEM103)
  3. Apply basic rules and scoring systems, and demonstrate fair play when participating (VCHPEM104)

Levels 3 and 4 Achievement Standard

By the end of Level 4, students recognise strategies for managing change. They examine influences that strengthen identities. They investigate how emotional responses vary and understand how to interact positively with others in different situations including in physical activities. Students interpret health messages and discuss the influences on healthy and safe choices. They understand the benefits of being fit and physically active. They describe the connections they have to their community and how these can promote health and wellbeing.

Students apply strategies for working cooperatively and apply rules fairly. They select and demonstrate strategies that help them stay safe, healthy and active at home, at school and in the community. They refine fundamental movement skills and apply movement concepts and strategies in different physical activities and to solve movement challenges. They create and perform movement sequences using fundamental movement skills and the elements of movement.

Levels 5 and 6

Levels 5 and 6 Description

The Levels 5 and 6 curriculum supports students to develop knowledge, understanding and skills to create opportunities and take action to enhance their own and others' health, wellbeing, safety and physical activity participation. Students develop skills to manage their emotions, understand the physical and social changes that are occurring for them and examine how the nature of their relationships...

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Levels 5 and 6 Content Descriptions

Personal, Social and Community Health

Being healthy, safe and active
  1. Explore how identities are influenced by people and places (VCHPEP105)
  2. Investigate resources to manage changes and transitions associated with puberty (VCHPEP106)
  3. Investigate community resources and strategies to seek help about health, safety and wellbeing (VCHPEP107)
  4. Plan and practise strategies to promote health, safety and wellbeing (VCHPEP108)
Communicating and interacting for health and wellbeing
  1. Practise skills to establish and manage relationships (VCHPEP109)
  2. Examine the influence of emotional responses on behaviour, relationships and health and wellbeing (VCHPEP110)
  3. Recognise how media and important people in the community influence personal attitudes, beliefs, decisions and behaviours (VCHPEP111)
Contributing to healthy and active communities
  1. Investigate the role of preventive health in promoting and maintaining health, safety and wellbeing for individuals and their communities (VCHPEP112)
  2. Explore how participation in outdoor activities supports personal and community health and wellbeing and creates connections to the natural and built environment (VCHPEP113)
  3. Investigate how celebrating similarities and differences can strengthen communities (VCHPEP114)

Movement and Physical Activity

Moving the body
  1. Practise specialised movement skills and apply them in different movement situations in indoor, outdoor and aquatic settings (VCHPEM115)
  2. Design and perform a variety of movement sequences (VCHPEM116)
  3. Propose and apply movement concepts and strategies (VCHPEM117)
Understanding movement
  1. Participate in physical activities designed to enhance fitness, and discuss the impact of regular participation on health and wellbeing (VCHPEM118)
  2. Manipulate and modify the elements of effort, space, time, objects and people to perform movement sequences (VCHPEM119)
Learning through movement
  1. Participate positively in groups and teams by encouraging others and negotiating roles and responsibilities (VCHPEM120)
  2. Apply critical and creative thinking processes in order to generate and assess solutions to movement challenges (VCHPEM121)
  3. Demonstrate ethical behaviour and fair play that aligns with the rules when participating in a range of physical activities (VCHPEM122)

Levels 5 and 6 Achievement Standard

By the end of Level 6, students investigate developmental changes and transitions. They understand the influences people and places have on personal identities. They recognise the influence of emotions on behaviours and discuss factors that influence how people interact. They describe their own and others’ contributions to health, physical activity, safety and wellbeing. They describe the key features of health-related fitness and the significance of physical activity participation to health and wellbeing. They examine how community wellbeing is supported by celebrating diversity and connecting to the natural and built environment.

Students demonstrate skills to work collaboratively and play fairly. They access and interpret health information. They explain and apply strategies to enhance their own and others’ health, safety and wellbeing at home, at school and in the community. They perform specialised movement skills and propose and combine movement concepts and strategies to achieve movement outcomes and solve movement challenges. They apply the elements of movement when composing and creating movement sequences.

Levels 7 and 8

Levels 7 and 8 Description

The Level 7 and 8 curriculum expands students’ knowledge, understanding and skills to help them achieve successful outcomes in classroom, leisure, social, movement and online situations. Students learn how to take positive action to enhance their own and others’ health, safety and wellbeing. They do this as they examine the nature of their relationships and other factors that influence people...

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Levels 7 and 8 Content Descriptions

Personal, Social and Community Health

Being healthy, safe and active
  1. Investigate the impact of transition and change on identities (VCHPEP123)
  2. Evaluate strategies to manage personal, physical and social changes that occur as they grow older (VCHPEP124)
  3. Examine barriers to seeking support and evaluate strategies to overcome these (VCHPEP125)
  4. Investigate and select strategies to promote health, safety and wellbeing (VCHPEP126)
Communicating and interacting for health and wellbeing
  1. Investigate the benefits of relationships and examine their impact on their own and others’ health and wellbeing (VCHPEP127)
  2. Analyse factors that influence emotions, and develop strategies to demonstrate empathy and sensitivity (VCHPEP128)
  3. Develop skills to evaluate health information and express health concerns (VCHPEP129)
Contributing to healthy and active communities
  1. Plan and use strategies and resources to enhance the health, safety and wellbeing of their communities (VCHPEP130)
  2. Plan and implement strategies for connecting to natural and built environments to promote the health and wellbeing of their communities (VCHPEP131)
  3. Examine the benefits to individuals and communities of valuing diversity and promoting inclusivity (VCHPEP132)

Movement and Physical Activity

Moving the body
  1. Use feedback to improve body control and coordination when performing specialised movement skills (VCHPEM133)
  2. Compose and perform movement sequences for specific purposes in a variety of contexts (VCHPEM134)
  3. Practise, apply and transfer movement concepts and strategies (VCHPEM135)
Understanding movement
  1. Participate in physical activities that develop health-related and skill-related fitness components, and create and monitor personal fitness plans (VCHPEM136)
  2. Demonstrate and explain how the elements of effort, space, time, objects and people can enhance performance (VCHPEM137)
  3. Participate in and investigate the cultural and historical significance of a range of physical activities (VCHPEM138)
Learning through movement
  1. Practise and apply personal and social skills when undertaking a range of roles in physical activities (VCHPEM139)
  2. Evaluate and justify reasons for decisions and choices of action when solving movement challenges (VCHPEM140)
  3. Modify rules and scoring systems to allow for fair play, safety and inclusive participation (VCHPEM141)

Levels 7 and 8 Achievement Standard

By the end of Level 8, students investigate strategies and resources to manage changes and transitions and their impact on identities. Students evaluate the benefits of relationships on wellbeing and respecting diversity. They analyse factors that influence emotional responses. They gather and analyse health information. They investigate strategies that enhance their own and others’ health, safety and wellbeing. They investigate and apply movement concepts and strategies to achieve movement and fitness outcomes. They examine the cultural and historical significance of physical activities and examine how connecting to the environment can enhance health and wellbeing.

Students explain personal and social skills required to establish and maintain respectful relationships and promote fair play and inclusivity. They justify actions that promote their own and others’ health, safety and wellbeing at home, at school and in the community. Students demonstrate control and accuracy when performing specialised movement skills. They apply and refine movement concepts and strategies to suit different movement situations. They apply the elements of movement to compose and perform movement sequences.

Levels 9 and 10

Levels 9 and 10 Description

The Level 9 and 10 curriculum supports students to refine and apply strategies for maintaining a positive outlook and evaluating behavioural expectations in different leisure, social, movement and online situations. Students learn to apply health and physical activity information to devise and implement personalised plans for maintaining healthy and active habits. They also experience different...

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Levels 9 and 10 Content Descriptions

Personal, Social and Community Health

Being healthy, safe and active
  1. Evaluate factors that shape identities, and analyse how individuals impact the identities of others (VCHPEP142)
  2. Examine the impact of changes and transitions on relationships (VCHPEP143)
  3. Plan, rehearse and evaluate options (including CPR and first aid) for managing situations where their own or others’ health, safety and wellbeing may be at risk (VCHPEP144)
  4. Identify and critique the accessibility and effectiveness of support services based in the community that impact on the ability to make healthy and safe choices (VCHPEP145)
Communicating and interacting for health and wellbeing
  1. Investigate how empathy and ethical decision-making contribute to respectful relationships (VCHPEP146)
  2. Evaluate situations and propose appropriate emotional responses and then reflect on possible outcomes of different responses to health and wellbeing (VCHPEP147)
  3. Evaluate health information from a range of sources and apply to health decisions and situations (VCHPEP148)
Contributing to healthy and active communities
  1. Plan, implement and critique strategies to enhance the health, safety and wellbeing of their communities (VCHPEP149)
  2. Plan and evaluate new and creative interventions that promote their own and others’ connection to community and natural and built environments (VCHPEP150)
  3. Critique behaviours and contextual factors that influence the health and wellbeing of their communities (VCHPEP151)

Movement and Physical Activity

Moving the body
  1. Perform and refine specialised movement skills in challenging movement situations (VCHPEM152)
  2. Evaluate own and others’ movement compositions, and provide and apply feedback in order to enhance performance situations (VCHPEM153)
  3. Develop, implement and evaluate movement concepts and strategies for successful outcomes (VCHPEM154)
Understanding movement
  1. Design, implement and evaluate personalised plans for improving or maintaining their own and others’ physical activity and fitness levels (VCHPEM155)
  2. Analyse the impact of effort, space, time, objects and people when composing and performing movement sequences (VCHPEM156)
  3. Examine the role physical activity, outdoor recreation and sport play in the lives of Australians and investigate how this has changed over time (VCHPEM157)
Learning through movement
  1. Devise, implement and refine strategies demonstrating leadership and collaboration skills when working in groups or teams (VCHPEM158)
  2. Transfer understanding from previous movement experiences to create solutions to movement challenges (VCHPEM159)
  3. Reflect on how fair play and ethical behaviour can influence the outcomes of movement activities (VCHPEM160)

Levels 9 and 10 Achievement Standard

By the end of Level 10, students critically analyse contextual factors that influence their identities, relationships, decisions and behaviours. They analyse the impact of attitudes and beliefs about diversity on community connection and wellbeing. They evaluate the outcomes of emotional responses to different situations. Students access, synthesise and apply health information from credible sources to propose and justify responses to situations in the home, in the school and the community. Students propose and evaluate interventions to improve fitness and physical activity levels in their communities. They examine the role physical activity has played historically in defining cultures and cultural identities.

Students identify and analyse factors that contribute to respectful relationships. They explain the importance of cooperation, leadership and fair play across a range of health and movement contexts. They compare and contrast a range of actions that could be undertaken to enhance their own and others’ health, safety and wellbeing. They apply and transfer movement concepts and strategies to new and challenging movement situations. They apply criteria to make judgments about and refine their own and others’ specialised movement skills and movement performances. They work collaboratively to design and apply solutions to movement challenges.

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