Health and Physical Education - Concepts and Skills Charts
Introduction | Movement and physical activity chart | Health, knowledge and promotion chart | Downloads | Show all
Introduction
The Health and Physical Education standards focus on a number of concepts and skills. The charts below identify, for the two dimensions of Movement and physical activity and Health knowledge and promotion, the concepts and skills and the expectations of students at each level.
Key concepts and skills identified for each dimension are:
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As students progress from Level 1 to 6 the concepts and skills become more complex. This complexity is developed through:
- providing a comprehensive program that includes different physical activity opportunities and a variety of skills.
- providing learning experiences that are developmentally appropriate and that cater for individual skill levels
- providing opportunities for students to practice, refine and apply skills in a variety of contexts
- encouraging students to consider the implications of their actions and to develop skills to make informed decisions
- encouraging positive social interaction and providing opportunities to develop team/group and leadership skills
In some cases, elements of the standards have been used verbatim in the charts; in other cases, the standards include elaborations.
Movement and physical activity chart
This chart identifies and, in some cases, elaborates the key concepts and skills in the standards.
This symbol in the Concepts and skills charts links to a sample unit where the particular concept or skill is addressed in the teaching and learning activities.
This symbol in the Concepts and skills charts links to student work samples in the Assessment Maps that demonstrate the concept or skill.
This symbol in the Concepts and skills charts links to advice on approaches to health and physical education and includes terms, definitions and examples.
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Key concepts and skills |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
Level 5 |
Level 6 |
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Developing motor skills |
Perform basic motor skills and movement patterns, with or without equipment, in a range of environments.
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Demonstrate basic motor skills and some more complex skills.
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Perform a broad range of complex motor skills.
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Perform confidently and efficiently in a range of movement environments (indoor, outdoor, and aquatic).
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Proficiently perform complex movement and manipulative skills.
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Demonstrate proficiency in the execution of manipulative and movement skills during complex activities.
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Combine motor skills and movement patterns during individual and group activities.
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Demonstrate a wide variety of motor skills and apply them to basic, sport-specific situations.
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Demonstrate control when participating in locomotor activities requiring change of speed, direction and level.
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Create and perform coordinated movement sequences that contain a variety of motor skills and movement patterns.
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Refine basic and complex motor skills and apply these skills in increasingly complex games and activities.
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Demonstrate advanced skills in selected physical activities.
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Create and perform simple rhythmical movement sequences in response to stimuli.
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Participating in physical activity |
Regularly engage in periods of moderate to vigorous physical activity.
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Regularly engage in sessions of moderate to vigorous physical activity and describe the link between physical activity and health.
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Participate regularly in physical activities for the purpose of improving skill and health, and identify and describe the components of health-related fitness.
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Maintain regular participation in moderate to vigorous physical activity and monitor exercise intensity.
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Maintain regular participation in moderate to vigorous physical activity and analyse and evaluate their level of involvement in physical activity.
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Use training methods to improve their fitness level, and participate in sports, games, recreational and leisure activities that maintain regular participation in moderate to vigorous physical activity.
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Explain the process for improving health-related fitness. |
Measure their own fitness and physical activity levels and identify factors that influence motivation to be physically active.
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Educating about sport |
Use simple vocabulary to describe movement, the physical responses of their bodies to activity and their feelings about participation in physical activity.
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Explain the contribution rules and procedures make to safe conduct of games and activities.
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Begin to use basic games’ tactics. They work with others to achieve goals in both cooperative and competitive sporting and games’ situations, explain the concept of fair play, and respect the roles of officials.
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Effectively use strategic thinking and work with both more- and less-skilled peers to improve game performance. Work independently to improve performance.
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Combine motor skills, strategic thinking and tactical knowledge to improve individual and team performance.
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Employ and devise skills and strategies to counter tactical challenges in games situations.
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Follow rules and procedures and share equipment and space safely.
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Use equipment and space safely.
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Follow safety principles in games and activities. |
Work in a group to create a game, and establish rules and procedures for its safe conduct. Evaluate the performance of a partner and provide constructive feedback based on performance criteria to assist skill development.
Describe and analyse the various roles required in competitive sports.
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Assume responsibility for conduct of aspects of a sporting competition in which roles are shared and display appropriate sporting behaviour.
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Health, knowledge and promotion chart
This chart identifies and, in some cases, elaborates the key concepts and skills in the standards.
This symbol in the Concepts and skills charts links to a sample unit where the particular concept or skill is addressed in the teaching and learning activities.
This symbol in the Concepts and skills charts links to student work samples in the Assessment Maps that demonstrate the concept or skill.
This symbol in the Concepts and skills charts links to advice on approaches to health and physical education and includes terms, definitions and examples.
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Key concepts and skills |
Level 1 and 2 |
Level 3 |
Level 4 |
Level 5 |
Level 6 |
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Human development |
Standards do not apply at Levels 1 and 2. The Level 1 and Level 2 learning focus statements suggest appropriate learning experiences from which teachers can plan relevant teaching and learning activities that support students to develop the concepts and skills. |
Describe the stages of human development across the human lifespan.
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Identify the likely physical, emotional and social changes that occur during puberty.
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Describe the physical, emotional and social changes that occur as a result of the adolescent stage of the lifespan and the factors that influence their own development.
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Identify and explain the rights and responsibilities associated with developing greater independence, including those related to sexual matters and sexual relationships.
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Development of identity |
Explain basic concepts of identity and use simple strategies to maintain and support their self-worth.
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Identify and discuss the validity of the ways in which people define their own and other people’s identity.
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Describe the effect of family and community expectations on the development of personal identity and values.
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Identify and describe a range of social and cultural factors that influence the development of personal identity and values. Describe mental health issues relevant to young people.
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Safety |
Identify basic safety skills and strategies at home, school and in the community, and describe methods for recognising and avoiding harmful situations.
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Describe the actions they can take if they feel unsafe at home, school and in the community.
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Identify outcomes of risk-taking behaviours and evaluate harm minimisation strategies.
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Compare and evaluate perceptions of challenge, risk and safety.
Demonstrate understanding of appropriate assertiveness and resilience strategies.
Describe mental health issues relevant to young people. |
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Health promotion (including resources for health) |
Describe how physical and social components in the local environment contribute to wellbeing.
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Describe the physical, social and emotional dimensions of health and establish health goals and plan strategies for improving their personal health. |
Identify the health concerns of young people and the strategies that are designed to improve their health.
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Analyse the positive and negative health outcomes of a range of personal behaviours and community actions.
Describe mental health issues relevant to young people. |
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Identify how health services and products address the health needs and concerns of the local community.
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Describe a range of health services, products and information that can be accessed to help meet health needs and concerns |
Describe the health resources, products and services available for young people and consider how they could be used to improve health.
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Identify the health services and products provided by government and non-government bodies and analyse how these can be used to support the health needs of young people.
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Healthy eating |
Identify healthy eating practices and explain some physiological, social, cultural and economic reasons for people’s food choices.
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Analyse and explain physiological, social, cultural and economic reasons for food choices and analyse and describe food selection models.
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Analyse a range of influences on personal and family food selection, and identify major nutritional needs for growth and activity.
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Analyse and evaluate the factors that affect food consumption in Australia.
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Describe how to prepare and store food hygienically. |
Identify and describe strategies that address current trends in the nutritional status of Australians.
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Downloads
Charts are available in the following sizes and formats:
A4 format (Doc - 46KB)
A3 format (Doc - 45KB)
A4 format (PDF - 20KB)
A3 format (PDF - 18KB)
Standards can be downloaded in the following formats:
Standards only (Doc - 35KB)
Domain booklet (PDF - 240KB)
