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• VCHPEM155

  Design, implement and evaluate personalised plans for improving or maintaining their own and others’ physical activity and fitness levels

  Elaborations

  • using ICT to design, implement and monitor a personal fitness plan which includes a timeframe, goals and a variety of specific activities that meet the needs of different people
  • investigating target training heart-rate zones for a range of different people and how these zones relate to health, wellbeing and fitness
  • justifying the selection of physical activities included in a personalised plan linked to the components of health- and skill-related fitness they wish to improve or maintain
  • using non-specialised equipment to develop health- or skill-related fitness circuits that can be used by family or community members

  VCHPEM155 | Health and Physical Education | Levels 9 and 10 | Movement and Physical Activity | Understanding movement

• VCHPEM081

  Construct and perform imaginative and original movement sequences in response to stimuli

  Elaborations

  • demonstrating changes in speed, direction and level of movement in response to changes in music tempo
  • creating, following, repeating and altering movement sequences in response to rhythm, music or words
  • selecting and implementing different movement skills to be successful in a game

  VCHPEM081 | Health and Physical Education | Levels 1 and 2 | Movement and Physical Activity | Moving the body

• VCHPEM119

  Manipulate and modify the elements of effort, space, time, objects and people to perform movement sequences

  Elaborations

  • demonstrating an understanding of how to adjust the force and speed of an object to improve accuracy and control
  • creating a movement sequence that demonstrates variations in flow and levels and involves individuals moving together in time
  • working with a partner to explore pushing and pulling movements and how these can be manipulated to perform counter-balances

  VCHPEM119 | Health and Physical Education | Levels 5 and 6 | Movement and Physical Activity | Understanding movement

• VCHPEM117

  Propose and apply movement concepts and strategies

  Elaborations

  • demonstrating defensive and offensive play in modified games
  • proposing and applying movement concepts and strategies to perform movement sequences at different levels using different types of equipment
  • proposing and applying movement concepts and strategies to safely traverse a natural environment

  VCHPEM117 | Health and Physical Education | Levels 5 and 6 | Movement and Physical Activity | Moving the body

• VCHPEM101

  Combine the elements of effort, space, time, objects and people when performing movement sequences

  Elaborations

  • demonstrating acceleration and deceleration of movement in physical activities
  • discussing and demonstrating different levels, movement pathways, and use of space and flow in movement sequences
  • using the body to demonstrate an understanding of symmetry, shapes and angles when performing movement skills, balances or movement sequences

  VCHPEM101 | Health and Physical Education | Levels 3 and 4 | Movement and Physical Activity | Understanding movement

• VCHPEM064

  Practise fundamental movement skills and movement sequences using different body parts and in response to stimuli in indoor, outdoor and aquatic settings

  Elaborations

  • performing locomotor skills in any direction from one point to another
  • sending, controlling and receiving objects at different levels and in different ways
  • performing a range of water confidence skills
  • creating movement sequences without equipment
  • responding with movement to rhythm, beat, music and words

  VCHPEM064 | Health and Physical Education | Foundation Level | Movement and Physical Activity | Moving the body

• VCHPEP106

  Investigate resources to manage changes and transitions associated with puberty

  Elaborations

  • understanding that individuals experience changes associated with puberty at different times, with differing levels of intensity and with different responses
  • researching and identifying age-appropriate text and web-based resources to enhance understanding of changes associated with puberty
  • examining the range of products available to manage the physical changes associated with puberty

  VCHPEP106 | Health and Physical Education | Levels 5 and 6 | Personal, Social and Community Health | Being healthy, safe and active

• Health and Physical Education | Health and Physical Education: Scope and Sequence

  The curriculum sets out what students are expected to learn and is designed as a continuum of learning. The curriculum is being presented in a scope and sequence chart to support teachers to easily see the progression and assist in planning teaching and learning programs to meet the diverse needs...

  Overview material | Health and Physical Education

• Health and Physical Education: 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...

  Level description | Health and Physical Education

• Health and Physical Education: 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...

  Level description | Health and Physical Education

• Health and Physical Education: 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...

  Level description | Health and Physical Education

• Health and Physical Education: Levels 9 and 10 achievement standards

  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...

  Level description | Health and Physical Education | Levels 9 and 10

• VCHPEM137

  Demonstrate and explain how the elements of effort, space, time, objects and people can enhance performance

  Elaborations

  • performing a range of movements and analysing technique related to take-off, body position and landing
  • 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
  • creating, performing and appraising movement sequences that demonstrate variations in flow and levels
  • designing and refining movement concepts and strategies to manipulate space and their relationship to other players in this space

  VCHPEM137 | Health and Physical Education | Levels 7 and 8 | Movement and Physical Activity | Understanding movement

• VCHPEM050

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

  Elaborations

  • beginning to anticipate the next step in familiar physical routines
  • performing a range of water confidence skills including learning in aquatic sessions to perform a safe entry into the pool and blowing bubbles with face in water
  • riding a bicycle in structured environments
  • performing various locomotor skills once modelled
  • sending and receiving objects at different levels and in different ways

  VCHPEM050 | Health and Physical Education | Level D | Movement and Physical Activity | Moving the body

• VCHPEP091

  Identify and practise strategies to promote health, safety and wellbeing

  Elaborations

  • identifying how medications and other substances can be stored safely in the home and at school
  • examining their own eating patterns by researching The Australian Guide to Healthy Eating and identifying healthier food choices
  • proposing changes they can make to their daily routines to reduce sedentary behaviour and increase physical activity levels
  • explore and practise strategies that could be used to make the home and school environment safer
  • identifying and practising ways of behaving in the playground that ensure the safety of themselves and others

  VCHPEP091 | Health and Physical Education | Levels 3 and 4 | Personal, Social and Community Health | Being healthy, safe and active

• VCHPEP093

  Investigate how emotional responses vary in family situations and in friendship groups

  Elaborations

  • recognising own emotional responses and levels of their response in different situations, including home and at school
  • understanding that emotional responses vary across cultures and differ between people and different situations
  • analysing scenarios and identifying possible triggers and warning signs to predict emotional responses
  • describing strategies they can use to identify and manage their emotions before making a decision to act

  VCHPEP093 | Health and Physical Education | Levels 3 and 4 | Personal, Social and Community Health | Communicating and interacting for health and wellbeing

• VCHPEP108

  Plan and practise strategies to promote health, safety and wellbeing

  Elaborations

  • scripting and rehearsing how to refuse drugs they may be offered, such as medication, tobacco product or alcohol
  • comparing product labels on food items or nutritional information in recipes and suggesting ways to improve the nutritional value of meals
  • proposing and implementing opportunities to increase their physical activity levels at school and at home
  • selecting and practising appropriate responses to promote safety in different situations, including the home, water- and traffic-related situations

  VCHPEP108 | Health and Physical Education | Levels 5 and 6 | Personal, Social and Community Health | Being healthy, safe and active

• Health and Physical Education: Foundation Level achievement standards

  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...

  Level description | Health and Physical Education | Foundation Level

• Health and Physical Education: Level A achievement standards

  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...

  Level description | Health and Physical Education | Level A

• Health and Physical Education: 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...

  Level description | Health and Physical Education