2015 scope and sequence

OGILVIE HIGH SCHOOL – Health and Physical Education
2015
SCOPE AND SEQUENCE – AUSTRALIAN CURRICULUM

http://www.australiancurriculum.edu.au/health-and-physical-education/Curriculum/F-10?layout=1

TABLE OF CONTENTS
Achievement Standards
Year 7 and 8 Achievement Standards Rubric
Focus Areas and Content Descriptions
Year 7 and 8 Content Descriptions Map
Year 9 and 10 Content Descriptions Map
Unit Outlines
Personal, Social and Community Health Movement and Physical Activity
Alcohol and Other Drugs Games and Sport
Health Benefits of Physical Activity Challenge and Adventure Activities
Mental Health and Wellbeing Lifelong Physical Activities
Relationships and Sexuality
Food and Nutrition
Rhythmic and Expressive Movement
Safety
Dimensions of Wellbeing
Huff N Puff Outline
Health Education Outline
Physical Education Outline

Achievement Standard
Elements
Dimensionsof
Health
Alcohol&other
drugs
Food&nutrition
Healthbenefitsof
physicalactivity
Mentalhealth&
wellbeing
Relationshipsand
sexuality
Safety
Challenge&
adventureactivities
Games&sport
Lifelongphysical
activity
Rhythmic&
expressive
movement
Grade 7 Grade 8 Grade 7 & 8
1. Investigate strategies and resources to manage
changes and transitions and their impact on
identities.
  
75 70, 72 70, 71,
73, 74,
72 (G7)
2. Evaluate the impact on wellbeing of relationships
and respecting diversity.

70, 71,
73, 74,
79 (G8)
3a. Analyse factors that influence emotional responses.
 
75 70, 71,
73, 74
3b. Investigate strategies and practices that enhance their
own and others’ health and wellbeing.
   
73,76,77 73,76 70, 72 83
4. Investigate and apply movement concepts and
strategies to achieve movement and fitness
outcomes.
 
73 83
5. Examine the cultural and historical significance of
physical activities and examine how connecting to
the environment can enhance health and wellbeing.
 
78 85
6. Apply personal and social skills to establish and
maintain respectful relationships and promote fair
play and inclusivity.
 
88

86
86
7. Demonstrate skills to make informed decisions and
propose and implement actions that promote their
own and others’ health, safety and wellbeing.
    
75 73,76,77 73, 76 87 88
8. Demonstrate control and accuracy when performing
specialised movement skills.

80
9. Apply and refine movement concepts and strategies
to suit different movement situations.
 
82 84
10. Apply the elements of movement to compose and
perform movement sequences.

81

Achievement Standard Elements
Alcohol&other
drugs
Food&nutrition
Healthbenefits
ofphysical
activity
Mentalhealth&
wellbeing
Relationships
andsexuality
Safety
Challenge&
adventure
activities
Games&sport
Lifelongphysical
activity
Rhythmic&
expressive
movement
Grade 9 Grade 10 Grade 9 & 10
1. Critically analyse contextual factors that influence their identities,
relationships, decisions and behaviours.    
89, 90, 92,
96
93, 94,
96
97, 98 89
2. Analyse the impact attitudes and beliefs about diversity have on
community connection and wellbeing.  
97, 98 89
3. Evaluate the outcomes of emotional responses to different situations.
  
93, 94,
96
97, 98 91, 92
4. Access, synthesise and apply health information from credible sources to
propose and justify responses to health situations.   
97, 98 90
95
91, 92
5. Propose and evaluate interventions to improve fitness and physical
activity levels in their communities. 
102
6. Examine the role physical activity has played historically in defining
cultures and cultural identities. 
104
7. Demonstrate leadership, fair play and cooperation across a range of
movement and health contexts.  
105 107
8. Apply decision-making and problem-solving skills when taking action to
enhance their own and others’ health, safety and wellbeing.  
89, 90, 92,
96
93, 94, 96
9. Apply and transfer movement concepts and strategies to new and
challenging movement situations.  
101
106
103
10. Apply criteria to make judgments about and refine their own and others’
specialised movement skills and movement performances.  
99 100
11. Work collaboratively to design and apply solutions to movement
challenges. 
99

Achievement Standard Approaching the Standard At the standard Above the standard
1. Investigate strategies and resources to manage
changes and transitions and their impact on
identities.
Students will investigate a limited number of strategies
and resources to manage a specific change or
transitions on identity
Students can investigate strategies and resources to
manage changes and transitions and their impact on
identities.
Students will investigate a wide range of strategies and
resources to manage a variety changes
and transitions and their impact on their own identities
and others
2. Evaluate the impact on wellbeing of
relationships and respecting diversity.
They analyse a limited number of factors that influence
emotional responses
Students can evaluate the impact on wellbeing of
They analyse a wide range of factors that influence
emotional responses on themselves and others
-
3. A. Analyse factors that influence emotional
responses.
Students evaluate the impact of an aspect
of wellbeing of certain types of relationships.
Students can analyse factors that influence emotional
responses.
Students evaluate the impact on wellbeing of a range of
relationships and respecting diversity throughout the
community
3. B. Investigate strategies and practices that
enhance their own and others’ health and
wellbeing.
Students can investigate a strategy or practice that
enhances their own health and wellbeing.
Students can investigate strategies and practices that
enhance their own and others’ health and wellbeing. Students can investigate, evaluate and analyse
strategies and practices that enhance their own and
others’ health and wellbeing.
4. Investigate and apply movement concepts and
strategies to achieve movement and fitness
outcomes.
Students can apply a movement concept or strategies
to achieve a movement and fitness outcome
Students can investigate and apply movement
concepts and strategies to achieve movement and
fitness outcomes.
Students can investigate evaluate and apply
movement concepts and strategies to achieve a range
of movement and fitness outcomes
5. Examine the cultural and historical significance of
physical activities and examine how connecting to
the environment can enhance health and
wellbeing.
Students can examine a cultural and historical
significance of a physical activity
Students can examine the cultural and historical
significance of physical activities and examine how
connecting to the environment can enhance health and
wellbeing.
Students can examine the cultural and historical
significance of a range of physical activities and
examine how connecting to the environment can
enhance health and wellbeing of communities.
6. Apply personal and social skills to establish and
maintain respectful relationships and promote fair
play and inclusivity.
Students can apply personal and social skills to
establish and maintain respectful relationships.
Students can apply personal and social skills to
establish and maintain respectful relationships and
promote fair play and inclusivity.
Students can apply and evaluate personal and social
skills to establish and maintain respectful relationships
and promote fair play and inclusivity in a variety of
situations.
7. Demonstrate skills to make informed decisions
and propose and implement actions that promote
their own and others’ health, safety and wellbeing.
Students can demonstrate skills to make informed
decisions and propose actions that promote their own
health, safety and wellbeing.
Students can demonstrate skills to make informed
decisions and propose and implement actions that
promote their own and others’ health, safety and
wellbeing.
Students can demonstrate and evaluate skills to
make informed decisions and propose and
implement and review actions that promote their
own and others’ health, safety and wellbeing.
8. Demonstrate control and accuracy when
performing specialised movement skills. Students can demonstrate some control and accuracy
when performing some movement skills.
Students can demonstrate control and accuracy when
performing specialised movement skills. Students can demonstrate high level control and
accuracy when performing specialised movement skills
in a variety of situations.
9. Apply and refine movement concepts and
strategies to suit different movement situations. Students can apply movement concepts and strategies
to suit different movement situations.
Students can apply and refine movement concepts
and strategies to suit different movement situations. Students can apply and refine and evaluate
movement concepts and strategies to suit different
movement situations.
10. Apply the elements of movement to compose
and perform movement sequences. Students can apply an element of movement to
compose and perform a movement sequence.
Students can apply the elements of movement to
compose and perform movement sequences. Students can apply and evaluate the elements of
movement to compose and perform a variety of
movement sequences.

Achievement Standard Approaching the Standard At the standard Above the standard
1. Critically analyse contextual factors that
influence their identities, relationships, decisions
and behaviours.
Students can explain the contextual factors that
influence their identities, relationships, decisions and
behaviours.
Students can critically analyse contextual factors that
behaviours.
Students can critically analyse contextual factors that
behaviours and suggest and justify ways in which
these factors impact on the health and wellbeing of self
and others.
2. Analyse the impact attitudes and beliefs about
diversity have on community connection and
wellbeing.
Students can explain the impact attitudes and beliefs
about diversity have on community connection and
wellbeing.
Students can analyse the impact attitudes and beliefs
about diversity have on community connection and
wellbeing.
Students can analyse and evaluate the impact
attitudes and beliefs about diversity have on community
connection and wellbeing.
3. Evaluate the outcomes of emotional responses
to different situations.
Students can identify and explain the outcomes of
emotional responses to different situations.
Students can evaluate the outcomes of emotional
responses to different situations. Students can evaluate the outcomes of emotional
responses to different situations and propose ways to
improve in the future
4. Access, synthesise and apply health
information from credible sources to propose and
justify responses to health situations.
Students can access and summarise health
information from credible sources.
Students can access, synthesise and apply health
justify responses to health situations.
Students can access, synthesise and apply health
justify responses to health situations and can evaluate
the credibility of these sources.
5. Propose and evaluate interventions to improve
fitness and physical activity levels in their
communities.
Students can propose interventions to improve fitness
and physical activity levels in their communities.
Students can propose and evaluate interventions to
improve fitness and physical activity levels in their
communities.
Students can propose, evaluate and justify
interventions to improve fitness and physical activity
levels in their communities.
6. Examine the role physical activity has played
historically in defining cultures and cultural
identities.
Students can identify the role physical activity has
played historically in defining cultures and cultural
identities.
Students can examine the role physical activity has
played historically in defining cultures and cultural
identities.
Students can examine and justify the role physical
activity has played historically in defining cultures and
cultural identities
7. Demonstrate leadership, fair play and
cooperation across a range of movement and
health contexts.
Students can give examples of leadership, fair play
and cooperation across a range of movement and
health contexts.
Students can demonstrate leadership, fair play and
cooperation across a range of movement and health
contexts.
Students can demonstrate leadership, fair play and
cooperation across a range of movement and health
contexts and can suggest and justify ways for self and
others to improve.
8. Apply decision-making and problem-solving skills
when taking action to enhance their own and
others’ health, safety and wellbeing.
Students can identify and explain decision making and
problem-solving skills when taking action to enhance
their own and others’ health, safety and wellbeing.
Students can apply decision-making and problem-
solving skills when taking action to enhance their own
and others’ health, safety and wellbeing.
Students can apply, evaluate and plan for decision-
making and problem-solving skills when taking action to
enhance their own and others’ health, safety and
wellbeing in the future
9. Apply and transfer movement concepts and
strategies to new and challenging movement
situations.
Students can identify and explain how movement
concepts and strategies can be implemented to new and
challenging movement situations.
Students can apply and transfer movement concepts
and strategies to new and challenging movement
situations.
Students can apply and transfer movement concepts
and strategies to new and challenging movement
situations and can suggest and justify ways for self and
others to improve.
10. Apply criteria to make judgments about and
refine their own and others’ specialised
movement skills and movement performances.
Students can apply criteria to make judgments about
their own and others’ specialised movement skills and
movement performances.
and refine their own and others’ specialised movement
skills and movement performances.
and refine their own and others’ specialised movement
skills and movement performances and can suggest
and justify ways for self and others to improve.
11. Work collaboratively to design and apply
solutions to movement challenges.
Students can work collaboratively to design solutions
to movement challenges.
Students can work collaboratively to design and apply
Students can work collaboratively to design, apply and
justify solutions to movement challenges

Alcohol and Other
Drugs
GRADE 7
What is a drug?
How do I make a healthy choice and what
impact does it have?
GRADE 8 GRADE 9
What risks are associated with parties?
How can I minimise my harm?
GRADE 10
3B. Investigate strategies and practices that
wellbeing.
7. Demonstrate skills to make informed
decisions and propose and implement actions
that promote their own and others’ health,
safety and wellbeing.
1. Critically analyse contextual factors that
influence their identities, relationships, decisions
and behaviours.
8. Apply decision-making and problem-solving
skills when taking action to enhance their own
Content descriptions
Investigate and select strategies to promote
health, safety and wellbeing (ACPPS073)
Develop skills to evaluate health information
and express health concerns (ACPPS076)
Plan and use health practices, behaviours and
resources to enhance the health, safety
and wellbeing of their communities(ACPPS077)
Evaluate factors that shape identities,
and analyse how individuals impact
the identities of others (ACPPS089)
Examine the impact of changes
and transitions on relationships(ACPPS090)
Propose, practise and evaluate responses in
situations where external influences may impact
on their ability to make healthy and safe
choices(ACPPS092)
Plan, implement and critique strategies to
enhance the health, safety andwellbeing of their
communities (ACPPS096)
Unit Overview
Prescribed & over the
counter drugs, links
between drug use & other
health behaviours, drug
use & it’s impact on
individuals & community,
assertive behaviours,
managing risk-taking
behaviours, drugs in sport
Smoking:
 Drug definition
 Focus on Smoking & the impact of HWB
for self, family & the community
 Who smokes and why?
 Data from class and Australia
 How to say no
Party Safe:
 Alcohol, marijuana, illicit drugs
 Laws related to drug use
 Community attitudes & stereotypes
related to adolescent drug use
 Why choose to take drugs?
 Influences on drug use
 Effects of drugs on HWB for self, others &
wider community
 Myths associated with drug use
 Behaviours & strategies to maximise
personal & group safety
 Managing emergency situations
 Community initiatives aimed at adolescent
drug use & keeping safe, FIRST AID

Health Benefits of
Physical Activity
GRADE 7
Why is being physically active important?
GRADE 8
How can my community support my health
and wellbeing
GRADE 9
What role does physical activity play in
defining cultural identity?
GRADE 10
4. Investigate and apply movement concepts
and strategies to achieve movement and fitness
outcomes.
5. Examine the cultural and historical
significance of physical activities and examine
how connecting to the environment can
enhance health and wellbeing.
6. Examine the role physical activity has
played historically in defining cultures and
cultural identities.
health, safety and wellbeing(ACPPS073) Plan and implement strategies for connecting to
natural and built environments to promote the
health and wellbeing of their
communities(ACPPS078)
Examine the role physical activity, outdoor
recreation and sport play in the lives of
Australians and investigate how this has changed
over time(ACPMP104)
Unit Overview
Benefits of being fit &
reducing sedentary
behaviours, fitness
development, participation
in a range of fitness
activities that enhance the
dimensions of fitness
Physical Activity:
 Difference between physical activity &
fitness
 Australian physical activity guidelines
 Personal physical activity habits
 Components of fitness
 The body’s response to exercise
 Bones, Muscles, Joints
 Exercise Plans and ICT
Community Fitness:

Mental Health &
Wellbeing
GRADE 7
How has my health and wellbeing changed in
the transition from primary to high school?
Who can help me?
GRADE 8
Who am I?
What strategies can help me?
GRADE 9
What impacts me?
How does diversity impact Community health
and wellbeing
GRADE 10
What does it mean to be a girl in our world?
How are health issues for girls addressed
globally?
1. Investigate strategies and resources to
manage changes and transitions and their impact
on identities.
B. Investigate strategies and practices that
wellbeing.
1. Analyse the impact attitudes and beliefs
about diversity have on community connection
and wellbeing.
3. Evaluate the outcomes of emotional
responses to different situations.
and wellbeing.
and wellbeing.
information from credible sources to propose
and justify responses to health situations.
Investigate the impact of transition and change
on identities (ACPPS070)
Practise and apply strategies to seek help for
themselves or others(ACPPS072)
Practise and apply strategies to seek help for
themselves or others(ACPPS072)
Investigate how empathy and ethical decision
making contribute to respectful
relationships (ACPPS093)
Evaluate situations and propose appropriate
emotional responses and then reflect on
possible outcomes of different
responses (ACPPS094)
Plan, implement and critique strategies to
enhance the health, safety and wellbeing of their
Plan and evaluate new and creative interventions
that promote their own and others’ connection
to community and natural and built
environments(ACPPS097)
Critique behaviours and contextual factors that
influence the health and wellbeing of their
Unit Overview
Body image, gender identity,
role of physical activity in
forming a positive sense of
self.
Resilience, coping strategies,
early help-seeking, developing
& navigating support
networks, supporting &
advocating for others
 Goal setting
 Decision making process
 Managing change
 Supportive social environments (family,
friends & school)
 Who do I trust?
 Identity
 Self-esteem & self-concept
 Body Image
Apply identity, goal setting, decision making &
supportive environments knowledge from grade 7
throughout other context for learning.
Stress
 Causes of stress
 Body’s reaction to stress
 Effects of stress on the DOH
 Strategies to manage stress (coping skills)
 Role of physical activity in managing stress
 Time management focus
 Help seeking strategies
 Community support agencies
Mental Illness
 Community attitudes & stereotypes
 Effects of mental illness on the DOH
 Support agencies for adolescents dealing
with mental illness
 Community awareness campaigns
 Specific mental illness
Community Health:
 Health issues affecting Tasmania &
Australia
 National Health priorities (focus on
obesity)
 Major health issues for Australian women
 Women’s health issues in developing
countries

Relationships &
Sexuality
GRADE 7
How does puberty affect my wellbeing?
How do cope with change?
GRADE 8
How do I maintain positive relationships?
What is sexual activity?
GRADE 9
What are the risk in being sexually active?
How can I take care of myself?
GRADE 10
What is sexuality?
What community beliefs, attitudes and factors
impact on sexuality?
on identities.
3. Analyse factors that influence emotional
responses.
on identities.
3. Analyse factors that influence
information from credible sources to propose
and justify responses to health situations.
and wellbeing.
and wellbeing.
Evaluate strategies to manage personal, physical
and social changes that occur as they grow
older (ACPPS071)
health, safety and wellbeing(ACPPS073)
Investigate the benefits of relationships
and examine their impact on their own and
others’ health and wellbeing (ACPPS074)
Evaluate strategies to manage personal, physical
and social changes that occur as they grow
older (ACPPS071)
Investigate the benefits of relationships
and examine their impact on their own and
others’ health and wellbeing (ACPPS074)
Examine the impact of changes
and transitions on relationships(ACPPS090)
Evaluate and apply health information from a
range of sources to health decisions and
situations (ACPPS095)
Critique behaviours and contextual factors that
influence the health and wellbeing of their
Unit Overview
Negotiating positive &
respectful relationships,
managing changing
relationships, relationships &
team work, respecting &
valuing diversity
Physical, social & emotional
changes over time, sexual &
gender identity, managing
intimate relationships,
reproductive & sexual health,
accessing community health
services
Relationships:
 Types of relationships
 Focus on friendship
 Social conflict
 Bullying
 Conflict resolution skills
 Respecting difference
Sexuality:
 Puberty
 Male & female reproductive systems
 Periods
 Personal hygiene
Relationships:
 Benefits of maintaining positive family
relationships
 Generational differences & conflict
 Respecting different opinions
 Rights vs. Responsibilities
 Negotiation skills
Sexuality:
 Revise puberty & periods (briefly)
 Sexualisation of girls (make links to body
image)
 What is sexual activity?
Becoming Sexually Active
 Making the decision to become sexually
active
 Rights & responsibility in sexual
relationships
 Risks associated with being sexually active
– physical (STIs), social & emotional risks
 Conception & strategies to keep safe
(contraception)
 sexual health Awareness campaigns
Sexuality
 What is sexuality
 Differences in sexuality
 Accepting difference
 Community attitudes to sexuality
 Wellbeing issues for gay adolescents
 Gender roles in society
 Female sexual health
 Consent / law (Tasmania)
 Revisit keeping safe
 Female sexual health – ovarian, cervical &
breast cancer

Food and Nutrition GRADE 7
What is healthy eating?
What influences my eating?
GRADE 8
How do I create a balanced diet?
What are the implications of an unbalanced
diet?
GRADE 9
GRADE 10
wellbeing.
Demonstrate skills to make informed
wellbeing.
Demonstrate skills to make informed
Unit Overview
A focus on analysing
student eating habits and
what influences their
eating. Awareness raising
of diets and the impact of
sugar on disease and
health issues. A look into
eating in the world and in
the community.
 What influences my eating?
 What, where, why do I eat
 The world of eating
 Australian Dietary Guidelines
 Food, Minerals, Vitamins,
 Energy – input / output
 Fad Diets and Media
 Planning Diets
 Obesity

Safety GRADE 7 GRADE 8 GRADE 9 GRADE 10
Who are we responsible for?
How do I take action to enhance my own and
others health, safety and wellbeing?
The content for Safety will be delivered in the
following areas:
- Sun safety
- Smoking Drugs
- Relationships
- Physical Activity
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 (ACPPS091)
Propose, practise and evaluate responses in
situations where external influences may impact
on their ability to make healthy and safe
choices(ACPPS092)
Unit Overview
Personal safety, road
safety, water safety, sport
safety, sun safety, first aid
& emergency care
Applied through the following context for
learning:
Mental Health and Wellbeing
Alcohol and Drugs
Relationships & Sexuality
Risk taking
 Revise decision making process (briefly)
 Positive & negative risks
 Benefits of risk taking
 Why we take risks
 Assessing risks
Applied through the following context for
learning:
Alcohol & Drugs
Mental Health & Wellbeing
Relationships & Sexuality
Brain Injury Tasmania
 Acquired brain injuries associated with
risk taking behaviours (driving, drug use,
sport)
Apply decision making & risk taking knowledge
& link to the RYDA program

Dimensions of
Wellbeing
GRADE 7
How do I take responsibility for my own health
and wellbeing?
GRADE 8
What can enhance my own and others health
and wellbeing?
GRADE 9 GRADE 10
outcomes.
health, safety and wellbeing(ACPPS073) Plan and implement strategies for connecting to
natural and built environments to promote the
health and wellbeing of their
communities(ACPPS078)
Unit Overview
Benefits of being fit &
reducing sedentary
behaviours, fitness
development, participation
in a range of fitness
activities that enhance the
dimensions of fitness
Health:
 Health & wellbeing definition
 5 dimensions of health (DOH)
 Physical & social environments & how
they impact on personal HWB
 Taking responsibility for your own HWB
 The body’s response to ill-health
Health:
 Revise the DOH (briefly)
 The importance of balancing the 5 DOH
 How ill-health in one dimension can affect
the other dimensions
 Strategies to balance personal health
Link the DOH to all other context for learning
Physical Activity:
 How PA can help maintain a positive body
image.
 See Mental Health & Wellbeing
DOH to be applied within each focus area as
required
DOH to be applied within each focus area as
required

Games and Sports GRADE 7
How do I enhance performance?
GRADE 8
How do I maximise space?
GRADE 9
How do I analyse performance?
GRADE 10
How do I adapt?
6. Apply personal and social skills to establish
and maintain respectful relationships and
performing specialised movement skills.
strategies to suit different movement situations.
strategies to suit different movement situations.
health contexts.
9. Apply and transfer movement concepts
and strategies to new and challenging
9. Apply and transfer movement concepts
and strategies to new and challenging
Content descriptions Demonstrate and explain how the elements of
effort, space, time, objects and people can
enhance performance (ACPMP084)
Modify rules and scoring systems to allow for
fair play, safety and inclusive
participation (ACPMP088)
Practise, apply and transfer movement concepts
and strategies(ACPMP082)
Participate in and investigate the cultural and
historical significance of a range of physical
activities (ACPMP085)
Practise and apply personal and social skills
when undertaking a range of roles in physical
Analyse the impact of effort, space, time,
objects and people when composing and
performing movement sequences (ACPMP103)
Reflect on how fair play and ethical behaviour
can influence the outcomes of movement
Develop, implement and evaluate movement
concepts and strategies for successful
outcomes (ACPMP101)
Transfer understanding from previous
movement experiences to create solutions
to movement challenges (ACPMP106)
Unit Overview
A focus on moving, space and
specific skills to enable
students to be successful
participants in games and
sports. Exploring concepts such
as 2 on 1, fast breaks, give
and go, and positional play.
Clinic-Game day model, SEPEP
and Game Sense.. Adapting
movement to fit the context.
Sport Literacy.
Game modification
- Matt Ball – Netball – Ultimate Frisbee
- Creating space
- Positional play
- Transfer concepts between sports
- Moving – when, where, why?
- Set Plays devised in groups
Striking
- Cricket
- Softball
- Skill transfer in game scenarios
- Rounders, Diamond Cricket, Non Stop
Space
- Moving into space
- AFL / Touch
Social Skill
- Sport Ed Soccer
Racquet
- Timing – when to move, where to move
- Cooperative hitting
- Control
Team Analysis
- European Handball
- What do we analyse to improve?
Individual Analysis
- What aspects of individual performance
do I need to analyse?
Roles in Sport
- Sport Ed (netball)
Positions for Play
- Game strategy – basketball
How do we transfer skills?
- Set plays
Combining Space, Strategy and Positions
- Ultimate Frisbee
Clinic Game Day Model

Challenge and
adventure activities
GRADE 7
How do I challenge myself?
GRADE 8
How do we work together?
GRADE 9
How do we foster collaboration?
GRADE 10
How do I challenge others?
health contexts.
health contexts.
Practise and apply personal and social skills
when undertaking a range of roles in physical
Evaluate and justify reasons for decisions and
choices of action when solving movement
challenges (ACPMP087)
Devise, implement and refine strategies
demonstrating leadership and collaboration
skills when working in groups or
teams (ACPMP105)
Devise, implement and refine strategies
demonstrating leadership and collaboration
skills when working in groups or
teams (ACPMP105)
Unit Overview
Embedding elements of
Outdoor education
throughout each year from
simple trust exercises to
initiative challenges and
modified challenges.
Obstacle courses and team
challenges.
Trust
- Trust falls, runs
- Group balance challenges
- Pyramids
- Blind Fold Games
- Obstacle course blind folded
Survivor
- Gaiter boards
- Biathlon challenges
- Minute to win it
- Team based challenges
Group Challenges
- Boot Camps
- Create Obstacle Courses
- Raw Challenge
Initiative Challenges
- Electric fence
- Spider Webs
- Human Amoeba
Modified Games/Challenges
- Specialised equipment
- Modified rules

Lifelong Physical
Activities
GRADE 7
How fit am I?
GRADE 8
What can my body do?
GRADE 9 GRADE 10
wellbeing.
outcomes.
wellbeing.
outcomes.
5. Propose and evaluate interventions to
improve fitness and physical activity levels in
their communities.
Content descriptions Participate in physical activities
that develop health-related and skill-related
fitness components, and create and monitor
personal fitness plans(ACPMP083)
Participate in physical activities
that develop health-related and skill-related
fitness components, and create and monitor
personal fitness plans(ACPMP083)
Design, implement and evaluate personalised
plans for improving or maintaining their own
and others’ physical activity and fitness
levels(ACPMP102)
Unit Overview
Looking into what
opportunities exist to be
physically active to ensure
students can participate in
activities throughout their life.
Aerobic Fitness
- Cross Country
- Huff N Puff
- Athletics
Strength - Body Weight functional exercises
CORE Stability and Strength
Goal Setting for personal Fitness
Measuring Performance
- Cross Country
- Huff N Puff
- Athletics
- Fitness testing
Community Access
- Links made to health and dimensions of
wellbeing
- What access do students have in the
community to be physically active?
- Mapping and investigating of local areas
Coaching Others
- Linked through Huff n Puff
- Teaching other people through
developing fitness plans for class groups
- Development of QR codes for Huff N
Puff and class fitness based activities.,

Rhythmic and
expressive activities
GRADE 7
How can I move my body?
GRADE 8
How can we move together?
GRADE 9
How can we work together to move together?
GRADE 10
performing specialised movement skills.
10. Apply the elements of movement to
compose and perform movement sequences.
10. Apply criteria to make judgments about
and refine their own and others’ specialised
movement skills and movement performances.
11. Work collaboratively to design and apply
Use feedback to improve body control and
coordination when performing specialised
movement skills (ACPMP080)
Compose and perform movement
sequences for specific purposes in a variety of
contexts (ACPMP081)
Perform and refine specialised movement
skills in challenging movement
situations (ACPMP099)
Evaluate own and others’ movement
compositions, and provide and apply feedback
in order to enhance performance
situations (ACPMP100)
Unit Overview
A strong emphasis on
gymnastics and choreographed
dances.
Gymnastics - Individual
- Individual movement sequences
- Set skill base provided
- Based on own ability levels
Gymnastics - Group
- Partner sequences
- Increase skill base
- Students investigate and explore skills
- Use of equipment in sequences
- Use of music in sequences
Dance – Group
- Sequence design using elements of
gymnastics and other skill base.
- Using music and equipment
- Use feedback to improve performance
- Dance to pre-arranged sequences
- Use various resources to learn new skills

Huff and Puff GRADE 7 GRADE 8 GRADE 9 GRADE 10
Term 1
Up and Running
– Athletics
Heart Breaker
– Heart rate and Cardio
Group Workouts
- Partner Workouts
- Strength and Cardio
Athletics Activities
- Running
Heart Starters
- Athletics and running
Functional Exercises
- Correct techniques
- Create workouts using functional
exercises
- Correct techniques
Teach the class
- Create and facilitate a group huff n puff
using running and functional exercises.
Term 2
– Correct techniques, Body Weight circuits
Group Workouts
– Partners and teams
Student to Student Teaching
- Strength and Cardio
Functional Body Weight
- X fit
- Learn correct techniques
Game Play Fitness
- Running games, strategy
Cardio / Aerobics / Strength
- Combinations – Cardio – Strength
- High reps
Heart Starters
- Athletics and running
CORE Strength and Stability
Term 3
CORE Strength and Stability
Balance and Spatial Awareness
- Lily pads, jumping, hoops, obstacle
courses
Class Challenges – Wall of workouts
- Each class completes each lesson and rep
results are on display in gym
Up and Running
- Heart rate focus
Term 4
Space and Movement
- Music, team challenges
Group Workouts
- Partner Workouts (Strength)
- Class Challenges (max reps)
Game Play Fitness
- Heart starter games
- All inclusive tails and flags
- High intensity and heart rate
CORE Strength and Stability Balance

Health GRADE 7 GRADE 8 GRADE 9 GRADE 10
Term 1
Dimensions of Wellbeing
Mental Health (Transitions)
Dimensions of Wellbeing (revision)
Mental Health
- Identity, Self-esteem /body image
Mental health and wellbeing
Stress and Coping
Safety (Risk Taking)
Mental Health
- Global Women’s Health
Term 2
Health Benefits of Physical Activity
Food and Nutrition
Food and Nutrition
Health Benefits of Physical Activity
Alcohol and Drugs (Party Safe)
Sexual Health
Relationships and Sexuality
Balancing a Healthy Lifestyle
Term 3 Relationships and Sexuality Relationships (conflict)
Term 4 Alcohol and Drugs - Smoking Safety
- Risk Taking and Decision Making

Physical
Education
GRADE 7 GRADE 8 GRADE 9 GRADE 10
Term 1
Lifelong Physical Activity
- Athletics
Games and Sports (modification)
- Volleyball
Challenge and Adventure Activities
- Team Athletics
Games and Sport (Roles in sport)
- Netball
Games and Sports (team Analysis)
- European Handball
- Boot camps / Obstacle Courses
Games and Sports
- Lacrosse - Finding Space
- Basketball - Set plays
Lifelong Physical Activities
- Simple fitness plans
Games and Sports
- Master a new sport
- Korf Ball
Term 2
- Cross Country
Games and Sports
- Sport Ed – Soccer
Racquet Sports
- Tennis
- Badminton
- Table Tennis
Games and Sports (Video Analysis)
- Golf
- Archery
Rhythmic and Expressive
- Dance
- Initiative Challenges
- Create and Innovate a new game
Lifelong Physical Activities
- Teaching/Coaching and Umpiring
- Roles in sport
Term 3
Games and Sports ( Space)
- Minor Games
- Mattball / Netball / Frisbee
Games and Sports
- AFL
Term 4
Games and Sports (Striking)
- Cricket
- Tball
Games and Sports(Space)
- Touch Football
Games and Sports (Striking)
- Cricket

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