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Victorian Curriculum and Assessment Authority

Health and Physical Education

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  1. 9-10

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 Elaborations
  1. Evaluate factors that shape identities, and analyse how individuals impact the identities of others (VCHPEP142)
    1. analysing how societal norms, stereotypes and expectations influence the way young people think about their bodies, food, physical activity, sexual health, drugs and/or risk-taking behaviours (S, AD, FN, RS, HBPA, MH)
    2. examining how diversity and gender are represented in the media and communities, and investigating the influence these representations have on identities (RS, MH)
    3. analysing the role of family, friends and community in supporting an individual’s identities, and proposing strategies to enhance their own and others’ wellbeing (RS, MH)
    4. investigating how cultural beliefs and practices surrounding transitions to adulthood differ between cultures (RS, MH)
  2. Examine the impact of changes and transitions on relationships (VCHPEP143)
    1. practising skills to deal with challenging or unsafe situations, such as refusal skills, communicating choices, expressing opinions and initiating contingency plans (S, AD, FN, RS, MH)
    2. asserting their stance on a situation, dilemma or decision by expressing thoughts, opinions and beliefs that acknowledge the feelings of others' (S, AD, RS, MH)
    3. assessing behavioural expectations in different relationships and social situations, and examining how these expectations can influence decisions and actions (S, AD, FN, RS, MH)
  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)
    1. proposing and practising a range of realistic responses to scenarios where peers are encouraging them to take unnecessary risks (S, AD, RS)
    2. planning and practising responses to emergencies where they may be required to administer first aid to a friend, including CPR (S)
    3. critiquing the appropriateness and effectiveness of help and support services available for young people in the local community (S, AD, FN, RS, HBPA, MH)
    4. examining policies and processes for ensuring safe blood practices when participating in physical activities (S)
    5. identify a plan and evaluate options to deal with a difficult situation in the home where a family member may be at risk of physical or emotional harm (S, MH)
  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)
    1. critiquing images and messages in the media that portray what it means to have a good time and be fun to be around, and evaluating how these images can be interpreted (S, AD, RS)
    2. examining local fast-food options, making healthy selections and advocating healthy choices to peers (FN)
    3. exploring external influences on sexuality and sexual health behaviours, and recognising the impact that decisions and actions can have on own and others’ health and wellbeing (S, RS)
    4. evaluating the influence of personal, family, social, environmental and cultural factors on decisions and actions young people take in relation to their health, safety and wellbeing (S, AD, FN, RS, HBPA, MH)
Communicating and interacting for health and wellbeing Elaborations
  1. Investigate how empathy and ethical decision-making contribute to respectful relationships (VCHPEP146)
    1. investigating the characteristics of positive, respectful relationships and the rights and responsibilities of individuals in relationships (S, RS, MH)
    2. investigating how gender and the balance of power influences the nature of relationships such as intimate and family relationships and proposing actions that can be taken when a relationship is not respectful (S, RS, MH)
    3. comparing own decisions with those of others and acknowledging others’ right to act differently and to change their mind (S, AD, RS, MH)
    4. demonstrating and advocating appropriate bystander behaviour when participating in online interactions. (S, RS)
  2. Evaluate situations and propose appropriate emotional responses and then reflect on possible outcomes of different responses to health and wellbeing (VCHPEP147)
    1. proposing strategies for managing emotional responses and resolving conflict in a family or social situation or online environment (S, RS, MH)
    2. evaluating situations at home and at schools where an individual may react with extreme emotion and reflecting on the impact that this response may have on the situation and/or their relationships (RS, MH)
    3. analysing interactions where emotional responses may not be immediately apparent and reflecting on the possible consequences of not recognising the emotions involved (RS, MH)
  3. Evaluate health information from a range of sources and apply to health decisions and situations (VCHPEP148)
    1. critiquing and selecting the most suitable and reliable sources of health information according to the decision that needs to be made (S, AD, FN, RS, HBPA, MH)
    2. examining actions to take greater responsibility in relation to their own health (S, AD, FN, RS, HBPA, MH)
    3. critiquing services that provide advice and support on health-related issues, and investigating ways to store and share contact information of these services with other young people (S, AD, FN, RS, MH)
Contributing to healthy and active communities Elaborations
  1. Plan, implement and critique strategies to enhance the health, safety and wellbeing of their communities (VCHPEP149)
    1. creating and evaluating visual and multimodal health campaigns in print-based and digital environments to promote health and wellbeing in their community (S, AD, FN, RS, HBPA, MH)
    2. developing and implementing proposals to enhance the wellbeing of staff and students in the school (S, AD, FN, RS, HBPA, MH)
    3. investigating community-action initiatives young people have instigated that have had a positive influence on the health and wellbeing of their communities (S, AD, FN, RS, HBPA, MH)
    4. preparing, delivering and critiquing a class presentation to the community, for example, a presentation to parents on tips for serving and eating food that has been prepared sustainably (FN)
  2. Plan and evaluate new and creative interventions that promote their own and others’ connection to community and natural and built environments (VCHPEP150)
    1. creating and evaluating proposals to promote the use of natural settings within the local community for physical activity (HBPA, LLPA, CA)
    2. designing and critiquing a strategy to involve family, friends and members of the community in cultural celebrations to promote a sense of connection with and belonging to the community (RS, MH)
    3. designing and adopting actions which promote healthy, active and sustainable lifestyles (S, AD, FN, RS, HBPA, MH)
    4. investigating different approaches to managing environmental resources, including how Aboriginal and Torres Strait Islander communities demonstrate custodial responsibility for Country/Place (HBPA)
  3. Critique behaviours and contextual factors that influence the health and wellbeing of their communities (VCHPEP151)
    1. examining social, cultural and economic factors that influence the health behaviours of people in their community (S, AD, FN, RS, HBPA, MH)
    2. investigating community health resources to evaluate how accessible they are for marginalised individuals and groups, and proposing changes to promote greater inclusiveness and accessibility (RS, MH)
    3. analysing the implications of attitudes and behaviours such as prejudice, marginalisation, homophobia, sexism, discrimination, violence and harassment on individuals and communities, and proposing counter-measures to prevent these behaviours (S, RS, MH)
    4. investigating the role that extended family and broader community play in the lives of Aboriginal and Torres Strait Islander peoples (RS, MH)

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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