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Victorian Curriculum and Assessment Authority

Health and Physical Education

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  1. 7-8

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 Elaborations
  1. Investigate the impact of transition and change on identities (VCHPEP123)
    1. examining the impact of physical changes on gender, cultural and sexual identities (RS, MH)
    2. investigating how changing feelings and attractions are part of developing sexual identities (RS, MH)
    3. identifying feelings and emotions associated with transitions, and practising self-talk and help-seeking strategies to manage these transitions (S, MH)
    4. examining how traditions and cultural practices influence personal and cultural identities (RS, MH)
    5. examining online profiles and identities and developing strategies to promote safety in online environments (S, RS)
  2. Evaluate strategies to manage personal, physical and social changes that occur as they grow older (VCHPEP124)
    1. accessing and assessing health information and services that support young people to manage changes and transitions as they grow older (RS)
    2. investigating the changing nature of peer and family relationships and proposing strategies to manage these changes (RS, MH)
    3. analysing how roles and responsibilities change and evaluating strategies for managing these increasing responsibilities (RS)
    4. evaluating and practising coping, communication and problem-solving skills to manage changes and emotions associated with puberty and getting older (RS, MH)
  3. Examine barriers to seeking support and evaluate strategies to overcome these (VCHPEP125)
    1. examining scenarios to highlight how emotions, dispositions and decision making can affect help-seeking outcomes (S, AD, FN, RS, HBPA, MH)
    2. collaborating with peers to suggest strategies they could use in emergencies, at home, at school or in the community (S, AD, RS, MH)
    3. practising different communication techniques to persuade someone to seek help (S, AD, RS, MH)
    4. exploring help-seeking scenarios young people encounter and sharing strategies for dealing with each situation (S, AD, FN, RS, MH)
    5. demonstrating basic first-aid principles and strategies (S, AD, MH)
    6. proposing ways to support others who are going through a challenging time
  4. Investigate and select strategies to promote health, safety and wellbeing (VCHPEP126)
    1. investigating reasons why young people choose to use or not use drugs, and proposing strategies to make informed choices (AD)
    2. researching a variety of snack and lunch options, and evaluating nutritional value, value for money and sustainability impacts to create a weekly menu plan (FN)
    3. researching opportunities in the local community to participate in regular physical activity and examining how accessible these opportunities are for students (HBPA)
    4. proposing and practising strategies for celebrating safely, including assertiveness, refusal skills, planning travel arrangements and contingency plans (S, AD, FN, RS)
    5. examining strategies for safe practices in different environments, including home, transport and aquatic environments (S)
Communicating and interacting for health and wellbeing Elaborations
  1. Investigate the benefits of relationships and examine their impact on their own and others’ health and wellbeing (VCHPEP127)
    1. examining how individuals, family and peer groups influence people’s behaviours, decisions and actions (S, AD, FN, RS, MH)
    2. understanding and applying online and social protocols to enhance relationships with others and protect their own wellbeing, including recognising and responding to inappropriate online content
    3. analysing how their relationships at home and at school influence behaviours and actions (S, AD, FN, RS, HBPA, MH)
    4. analysing how behaviours, actions, and responses to situations can change depending on whether they are by themselves, with friends or with family (S, AD, FN, RS, MH)
    5. recognising the impact bullying, violence and harassment can have on peer and family relationships, including online relationships (S, RS)
  2. Analyse factors that influence emotions, and develop strategies to demonstrate empathy and sensitivity (VCHPEP128)
    1. investigating personal, social and cultural factors that influence the way individuals respond emotionally to different situations at home, school and in the community (RS, MH)
    2. exploring different viewpoints, practising being empathetic and considering alternative ways to respond (S, RS, MH)
    3. recognising and interpreting emotional responses to stressful situations at home and at school, and proposing strategies for managing these responses (S, AD, RS, MH)
  3. Develop skills to evaluate health information and express health concerns (VCHPEP129)
    1. analysing the credibility of health messages conveyed by different sources (S, AD, FN, RS, HBPA, MH)
    2. practising ways to communicate concerns about their health to a variety of support people (S, AD, FN, RS, HBPA, MH)
Contributing to healthy and active communities Elaborations
  1. Plan and use strategies and resources to enhance the health, safety and wellbeing of their communities (VCHPEP130)
    1. investigating preventive health practices relevant to young people, and designing and implementing health promotion activities targeting these practices (S, AD, FN, RS, HBPA, MH)
    2. investigating food-serving recommendations from The Australian Guide to Healthy Eating and producing a guide to help students make healthy choices when buying food from the school canteen (FN)
    3. examining how different cultures value the contribution of the mind-body-spirit connection to health and wellbeing (MH)
  2. Plan and implement strategies for connecting to natural and built environments to promote the health and wellbeing of their communities (VCHPEP131)
    1. identifying local natural resources and built environments where individuals and groups can connect as a community and participate in physical and social activities (HBPA, LLPA, CA)
    2. reflecting on the physical, social, emotional and spiritual benefits to health and wellbeing of being outdoors and of being active in a natural setting (HBPA, LLPA, CA)
    3. promoting an understanding of minimal-impact outdoor recreation in the local area (LLPA, CA)
    4. exploring how a sense of connection to Country/Place sustains the health and wellbeing of Aboriginal and Torres Strait Islander peoples and communities (HBPA, MH)
  3. Examine the benefits to individuals and communities of valuing diversity and promoting inclusivity (VCHPEP132)
    1. exploring how kinship and extended-family structures in different cultures support and enhance health and wellbeing (FN, RS)
    2. investigating how respecting diversity and challenging racism, sexism, disability discrimination and homophobia influence individual and community health and wellbeing (S, RS, MH)
    3. examining values and beliefs about cultural and social issues such as gender, race, violence, sexuality and disability (S, RS, MH)
    4. researching how stereotypes and prejudice are challenged in local, national and global contexts (RS, MH)

Movement and Physical Activity

Moving the body Elaborations
  1. Use feedback to improve body control and coordination when performing specialised movement skills (VCHPEM133)
    1. analysing their own and others’ performance using ICT and implementing feedback to enhance performance (GS, RE, CA)
    2. participating in activities where vision is compromised to demonstrate the importance of auditory feedback (GS, CA)
    3. using visual and kinaesthetic feedback when coordinating eye–hand and eye–foot movements to control different pieces of equipment (GS, RE, CA)
  2. Compose and perform movement sequences for specific purposes in a variety of contexts (VCHPEM134)
    1. designing and performing movement sequences to create, use and defend space (GS)
    2. composing and performing a group dance sequence in response to a piece of music or other stimuli (RE)
    3. demonstrating control when transitioning between twists, rotations and leaps (RE)
    4. travelling, marking and intercepting to achieve and retain possession (GS)
    5. designing and performing movement sequences to travel around, over, under and through natural or man-made obstacles (CA)
  3. Practise, apply and transfer movement concepts and strategies (VCHPEM135)
    1. examining and demonstrating the similarities of strategies used in different physical activities and how they can be transferred to new movement situations (GS, LLPA, CA)
    2. exploring similarities in the bases of support and flow of movements when performing movement sequences (RE, LLPA, CA)
    3. selecting previously successful strategies and applying the most appropriate when solving new movement challenges (GS, CA)
Understanding movement Elaborations
  1. Participate in physical activities that develop health-related and skill-related fitness components, and create and monitor personal fitness plans (VCHPEM136)
    1. performing physical activities that improve health- and skill-related components of fitness and analysing how the components are developed through these activities (HBPA, LLPA)
    2. measuring heart rate, breathing rate and ability to talk in order to monitor the body’s reaction to a range of physical activities, and predicting the benefits of each activity on health- and skill-related fitness components (HBPA)
    3. designing and monitoring a personal fitness plan that proposes realistic strategies for maintaining fitness, health and wellbeing (HBPA, LLPA)
  2. Demonstrate and explain how the elements of effort, space, time, objects and people can enhance performance (VCHPEM137)
    1. performing a range of movements and analysing technique related to take-off, body position and landing (GS, RE)
    2. demonstrating an understanding of how to adjust the angle of release of an object and how this will affect the height and distance of flight (GS)
    3. creating, performing and appraising movement sequences that demonstrate variations in flow and levels (GS, RE)
    4. designing and refining movement concepts and strategies to manipulate space and their relationship to other players in this space (GS)
  3. Participate in and investigate the cultural and historical significance of a range of physical activities (VCHPEM138)
    1. examining how sport, physical activity and outdoor recreation pursuits have changed over the last century as a result of different cultural groups migrating to Australia (GS, HBPA, LLPA)
    2. researching and participating in a range of physical activities that were performed in the early twentieth century, such as games from the Asia region (GS)
    3. participating in culturally significant physical activities from around the globe and exploring the links to the culture and heritage of the country of origin of these activities (GS, LLPA)
Learning through movement Elaborations
  1. Practise and apply personal and social skills when undertaking a range of roles in physical activities (VCHPEM139)
    1. adopting roles and responsibilities that support and enhance team cohesion and lead to successful movement outcomes (GS, RS, LLPA, CA)
    2. applying an understanding of verbal, physical and situational cues to identify and respond appropriately to the feelings and motives of others when working in a team or group (GS, RS, CA)
    3. reflecting on their role and articulating how the actions they initiated in that role led to the achievement of successful outcomes (GS, RS, LLPA, CA)
    4. undertaking various roles associated with the planning of physical activities (GS, RS, LLPA, CA)
  2. Evaluate and justify reasons for decisions and choices of action when solving movement challenges (VCHPEM140)
    1. explaining and justifying the movement concepts and strategies selected in response to movement challenges (GS, RE, LLPA, CA)
    2. demonstrating to others the approach taken to solve movement challenges (GS, RE, CA)
    3. identifying factors that enabled them to achieve success in movement activities and explaining how these factors can be transferred to other learning contexts (GS, RE, LLPA, CA)
  3. Modify rules and scoring systems to allow for fair play, safety and inclusive participation (VCHPEM141)
    1. recognising potential hazards and selecting appropriate responses when undertaking physical activities in the natural environment (S, LLPA, CA)
    2. applying scoring systems in activities to assess movement performances consistently and fairly (GS, RE)
    3. modifying rules, equipment or scoring systems to allow all participants to enjoy and succeed (GS, RE, LLPA, CA)
    4. applying the principles of ethical behaviour consistently when participating in physical activities (GS, RE, LLPA, CA)

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.

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