Health and Physical Education

Back to top
Home / F-10 Curriculum   v8.4 / Health and Physical Education
Print this page
Hide options
  • Overview
  • Foundation to Year 10 Curriculum
    Show/Hide Curriculum
    Filter Actions
    Year Levels Year Level / Band Descriptions
    Strands Strands
    General capabilities General capabilities
    Filter Actions
 

Foundation Year  

Foundation Year Description

The Foundation Year curriculum provides the basis for developing knowledge, understanding and skills for students to lead healthy, safe and active lives. The content gives students opportunities to learn about their strengths and simple actions they can take to keep themselves and their classmates healthy and safe. The content explores the people who are important to students and develo

Read full description ›

The Foundation Year curriculum provides the basis for developing knowledge, understanding and skills for students to lead healthy, safe and active lives. The content gives students opportunities to learn about their strengths and simple actions they can take to keep themselves and their classmates healthy and safe.

The content explores the people who are important to students and develops students’ capacity to initiate and maintain respectful relationships in different contexts, including at school, at home, in the classroom and when participating in physical activities.

The Foundation curriculum provides opportunities for students to learn through movement. The content enables students to develop and practise fundamental movement skills through active play and structured movement activities. This improves competence and confidence in their movement abilities. The content also provides opportunities for students to learn about movement as they participate in physical activity in a range of different settings.

Focus areas to be addressed in Foundation include:

  • safe use of medicines (AD)
  • food and nutrition (FN)
  • health benefits of physical activity (HBPA)
  • mental health and wellbeing (MH)
  • relationships (RS)
  • safety (S)
  • active play and minor games (AP)
  • fundamental movement skills (FMS)
  • rhythmic and expressive movement activities (RE).

Hide full description ›

Students learn that humans are made in the image of God and that each person is to be respected, cared for and kept safe.   

Students learn that, as whole people, boys and girls are equal and have both strengths and limitations. They understand that their body is a good and precious gift from God and they are supported to use the anatomical names of private body parts when learning about body ownership, privacy, respect, and responsibility.

Students learn about respectful relationships, love and forgiveness.  They learn about God’s plan for people to help each other to be happy, healthy and safe. Students identify people who are important to them and can help to keep them safe. They are guided to use clues to recognise safe and unsafe situations and identify possible actions. Students learn strategies including persistence, to react to and report unsafe situations. 

Foundation Year Content Descriptions

Personal, Social and Community Health
Being healthy, safe and active

Identify personal strengths

Name parts of the body andhow their body is growing and changing

Identify people andprotective behaviours and other actions that help keep themselves safe and healthy

Communicating and interacting for health and wellbeing

Practise personal and social skills to interact positively with others

Identify andemotional responses people may experience in different situations

Contributing to healthy and active communities

Identify actions that promote health,and

Participate inthat promotes engagement with outdoor settings and the natural environment

Movement and Physical Activity
Moving our body

Practiseand movement sequences using different body parts

Participate in games with and without equipment

Understanding movement

Explore how regularkeeps individuals healthy and well

Identify andhow their body moves in relation to effort, space, time, objects and people

Learning through movement

Cooperate with others when participating in physical activities

Test possible solutions tothrough trial and error

Follow rules when participating in physical activities

Show subject-specific achievement standard

Foundation Year Achievement Standard

By the end of Foundation Year, 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 demonstrate how to move and play safely. They describe how their body responds to movement.

Students use personal and social skills when working with others in a range of activities. They demonstrate, with guidance, practices and protective behaviours to keep themselves safe and healthy in different activities. They perform fundamental movement skills and solve movement challenges.

Show sub-strand-specific achievement standard

Foundation Year Work Sample Portfolios

 

Years 1 and 2  

Years 1 and 2 Band Description

The curriculum for Years 1 and 2 builds on the learning from Foundation 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 influence their identities. Students learn about emotions, how to enhance their interactions with others, and

Read full description ›

The curriculum for Years 1 and 2 builds on the learning from Foundation 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 influence their identities. Students learn about emotions, how to enhance their interactions with others, and the physical and social changes they go through as they grow older.

The content explores health messages and how they relate to health decisions and behaviours, and examines strategies students can use when they need help. The content also provides opportunities for students to learn through movement. It supports them in broadening the range and complexity of fundamental movement skills they are able to perform. They learn how to select, transfer and apply simple movement skills and sequences individually, in groups and in teams.

Students also further develop their knowledge, understanding and skills in relation to movement by exploring simple rule systems and safe use of equipment in a variety of physical activities and games. Through active participation, they investigate the body’s response to different types of physical activities. In addition, students develop personal and social skills such as cooperation, decision-making, problem-solving and persistence through movement settings.

Focus areas to be addressed in Years 1 and 2 include:

  • safe use of medicines (AD)
  • food and nutrition (FN)
  • health benefits of physical activity (HBPA)
  • mental health and wellbeing (MH)
  • relationships (RS)
  • safety (S)
  • active play and minor games (AP)
  • fundamental movement skills (FMS)
  • rhythmic and expressive movement activities (RE).

Hide full description ›

Students learn that humans are made in the image of God. They understand that all life is sacred, and that each person is to be respected, cared for and kept safe. 

Students learn that they are good and unique beings, gifted by God. They are supported to use the anatomical names of private body parts when developing their understanding of body ownership, privacy, respect and responsibility. 
 
Students continue to learn about just and respectful relationships, love and forgiveness. They develop their ability to make decisions to enhance their own and others’ safety and wellbeing. Students are guided to use clues to recognise safe and unsafe situations. They develop strategies

including persistence and use of safety helpers to react to and report unsafe situations.

Years 1 and 2 Content Descriptions

Personal, Social and Community Health
Being healthy, safe and active

their own strengths and achievements and those of others, andhow these contribute to personal

physical and social changes that occur as children grow older andhow family andacknowledge these

Practise strategies they can use when they feel uncomfortable, unsafe or need help with a task, problem or situation

situations and opportunities to promote health,and

Communicating and interacting for health and wellbeing

ways to include others to make them feel they belong

Identify and practise emotional responses that account for own and others’ feelings

health messages and how they relate todecisions and behaviours

Contributing to healthy and active communities

Explore actions that help make the classroom a healthy, safe and active place

Identify and explore natural and built environments in the localwherecan take place

similarities and differences in individuals and groups, and explore how these are celebrated and respected

Movement and Physical Activity
Moving our body

Performin a variety of movement sequences and situations

and participate in games with and without equipment

Understanding movement

the body’s reactions to participating in physical activities

Incorporate elements of effort, space, time, objects and people in performing simple movement sequences

Learning through movement

Use strategies to work in group situations when participating in physical activities

Propose a range of alternatives and test their effectiveness when solving

Identify rules and fairwhen participating in physical activities

Show subject-specific achievement standard

Years 1 and 2 Achievement Standard

By the end of Year 2, students describe changes that occur as they grow older. They recognise how strengths and achievements contribute to identities. They identify how emotional responses impact on others’ feelings. They examine messages related to health decisions and describe how to keep themselves and others healthy, safe and physically active. They identify areas where they can be active and how the body reacts to different physical activities.

Students demonstrate positive ways to interact with others. They select and apply strategies to keep themselves healthy and safe and are able to ask for help with tasks or problems. They demonstrate fundamental movement skills in a variety of movement sequences and situations and test alternatives to solve movement challenges. They perform movement sequences that incorporate the elements of movement.

Show sub-strand-specific achievement standard

Year 1 Work Sample Portfolios

 

Years 3 and 4  

Years 3 and 4 Band Description

The Year 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 and emotional responses in varying situations. They also develop a further understanding of how

Read full description ›

The Year 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 and emotional responses in varying situations. They also develop a further understanding of how their bodies grow and change as they get older.

The content explores knowledge, understanding and skills that supports students to build and maintain respectful relationships, make health-enhancing and safe decisions, and interpret health messages from different sources to take action to enhance their own health and wellbeing.

The curriculum in Years 3 and 4 builds on previous learning in movement to help students develop greater proficiency across the range of fundamental movement skills. Students combine movements to create more complicated movement patterns and sequences. Through participation in a variety of physical activities, students further develop their knowledge about movement and how the body moves. They do this as they explore the features of activities that meet their needs and interests and learn about the benefits of regular physical activity.

The Year 3 and 4 curriculum also gives students opportunities to develop through movement personal and social skills such as leadership, communication, collaboration, problem-solving, persistence and decision-making.

Focus areas to be addressed in Years 3 and 4 include:

  • alcohol and other drugs (AD)
  • food and nutrition (FN)
  • health benefits of physical activity (HBPA)
  • mental health and wellbeing (MH)
  • relationships and sexuality (RS)
  • safety (S)
  • active play and minor games (AP)
  • challenge and adventure activities (CA)
  • fundamental movement skills (FMS)
  • games and sports (GS)
  • lifelong physical activities (LLPA)
  • rhythmic and expressive movement activities (RE).

Hide full description ›

Students learn that humans are made in the image of God, and that their growing and changing bodies and emotions are gifts from God.  They understand that each person is to be respected, cared for and kept safe.

Students learn about the influence that others, including the media, may have on their identities, behavior and gender attitudes. Students use anatomical names of private body parts when developing their understanding of body ownership, privacy, respect and responsibility. 

Students learn how making loving and just decisions help to build relationships and communities. Students develop situational awareness and use clues to recognise safe and unsafe situations. They react by applying strategies including using networks and reporting unsafe situations to safety helpers.

Years 3 and 4 Content Descriptions

Personal, Social and Community Health
Being healthy, safe and active

Explore how success, challenge and failure strengthen

Explore strategies to manage physical, social and emotional change

andstrategies that can be used in situations that make them feel uncomfortable or unsafe

Identify and practise strategies to promote health,and

Communicating and interacting for health and wellbeing

how respect, empathy and valuingcan positively influence relationships

how emotional responses vary in depth and strength

and interpretinformation and messages in the media and internet

Contributing to healthy and active communities

strategies to make the classroom and playground healthy, safe and active spaces

Participate in outdoor games and activities tohow participation promotes a connection between the community, natural and built environments, andand

Research own heritage and cultural identities, and explore strategies to respect and value

Movement and Physical Activity
Moving our body

Practise and refinein a variety of movement sequences and situations

Practise andmovement concepts and strategies with and without equipment

Understanding movement

the benefits oftoand

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

Participate in physical activities from their own and other cultures

Learning through movement

Adopt inclusive practices when participating in physical activities

innovative and creative thinking in solving

basic rules and scoring systems, andfairwhen participating in physical activities

Show subject-specific achievement standard

Years 3 and 4 Achievement Standard

By the end of Year 4, students recognise strategies for managing change. They identify influences that strengthen identities. They investigate how emotional responses vary and understand how to interact positively with others in a variety of situations. Students interpret health messages and discuss the influences on healthy and safe choices. They understand the benefits of being healthy and physically active. They describe the connections they have to their community and identify local resources to support their health, wellbeing, safety and physical activity.

Students apply strategies for working cooperatively and apply rules fairly. They use decision-making and problem-solving skills to select and demonstrate strategies that help them stay safe, healthy and active. They refine fundamental movement skills and apply movement concepts and strategies in a variety of physical activities and to solve movement challenges. They create and perform movement sequences using fundamental movement skills and the elements of movement.

Show sub-strand-specific achievement standard

Year 3 Work Sample Portfolios

 

Years 5 and 6  

Years 5 and 6 Band Description

The Year 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 physical and social changes that are occurring for them and examine how the nature of their relationshi

Read full description ›

The Year 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 physical and social changes that are occurring for them and examine how the nature of their relationships changes over time.

The content provides opportunities for students to contribute to building a positive school environment that supports healthy, safe and active choices for everyone. Students also explore a range of factors and behaviours that can influence health, safety and wellbeing.

Students refine and further develop a wide range of fundamental movement skills in more complex movement patterns and situations. They also apply their understanding of movement strategies and concepts when composing and creating movement sequences and participating in games and sport. Students in Years 5 and 6 further develop their understanding about movement as they learn to monitor how their body responds to different types of physical activity. In addition, they continue to learn to apply rules fairly and behave ethically when participating in different physical activities. Students also learn to effectively communicate and problem-solve in teams or groups in movement settings.

Focus areas to be addressed in Years 5 and 6 include:

  • alcohol and other drugs (AD)
  • food and nutrition (FN)
  • health benefits of physical activity (HBPA)
  • mental health and wellbeing (MH)
  • relationships and sexuality (RS)
  • safety (S)
  • challenge and adventure activities (CA)
  • fundamental movement skills (FMS)
  • games and sports (GS)
  • lifelong physical activities (LLPA)
  • rhythmic and expressive movement activities (RE).

Hide full description ›

Students learn that humans are made in God’s image and are whole in body, mind and spirit. They understand that each person is to be respected, cared for and kept safe.

Students examine the changes and transitions associated with their body, emotions, and relationships.  They learn about gender equality, and develop their understanding of body ownership.  Students use anatomical terms when learning about their body including puberty and bodily functions.

Students learn about being in loving and just relationships, and the value of living in diverse, respectful, empathetic and forgiving communities. Students apply situational awareness to recognise and react to unsafe situations. They develop and practice responsible decision and practice using discernment in challenging contexts. Students use appropriate networks and helpers when reporting unsafe situations.

Years 5 and 6 Content Descriptions

Personal, Social and Community Health
Being healthy, safe and active

howare influenced by people and places

resources and strategies to manage changes andassociated with puberty

Investigateresources and ways to seek help about health,and

Plan and practise strategies to promote health,and

Communicating and interacting for health and wellbeing

Practise skills to establish and manage relationships

the influence of emotional responses on behaviour and relationships

how media and important people in theinfluence personal attitudes, beliefs, decisions and behaviours

Contributing to healthy and active communities

the role of preventivein promoting and maintaining health,andfor individuals and their communities

Explore how participation in outdoor activities supports personal andandand creates connections to natural and built environments

Identify how valuingpositively influences theof the

Movement and Physical Activity
Moving our body

Practiseandthem in a variety of movement sequences and situations

Propose andmovement concepts and strategies with and without equipment

Understanding movement

Participate in physical activities designed tofitness, andthe impact regular participation can have onand

and modify elements of effort, space, time, objects and people tomovement sequences

Participate in physical activities from their own and others’ cultures, andhow involvement createsconnections and intercultural understanding

Learning through movement

Participate positively in groups and teams by encouraging others and negotiating roles and responsibilities

critical and creative thinking processes in order to generate and assess solutions to

ethical behaviour and fairthat aligns with rules when participating in a range of physical activities

Show subject-specific achievement standard

Years 5 and 6 Achievement Standard

By the end of Year 6, students investigate developmental changes and transitions. They explain the influence of people and places on identities. They recognise the influence of emotions on behaviours and discuss factors that influence how people interact. They describe their own and others’ contributions to health, physical activity, safety and wellbeing. They describe the key features of health-related fitness and the significance of physical activity participation to health and wellbeing. They examine how physical activity, celebrating diversity and connecting to the environment support community wellbeing and cultural understanding.

Students demonstrate fair play and skills to work collaboratively. They access and interpret health information and apply decision-making and problem-solving skills to enhance their own and others’ health, safety and wellbeing. They perform specialised movement skills and sequences and propose and combine movement concepts and strategies to achieve movement outcomes and solve movement challenges. They apply the elements of movement when composing and performing movement sequences.

Show sub-strand-specific achievement standard

Year 5 Work Sample Portfolios

 

Years 7 and 8  

Years 7 and 8 Band Description

The Year 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 influen

Read full description ›

The Year 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’s beliefs, attitudes, opportunities, decisions, behaviours and actions. Students demonstrate a range of help-seeking strategies that support them to access and evaluate health and physical activity information and services.

The curriculum for Years 7 and 8 supports students to refine a range of specialised knowledge, understanding and skills in relation to their health, safety, wellbeing, and movement competence and confidence. Students develop specialised movement skills and understanding in a range of physical activity settings. They analyse how body control and coordination influence movement composition and performance and learn to transfer movement skills and concepts to a variety of physical activities. Students explore the role that games and sports, outdoor recreation, lifelong physical activities, and rhythmic and expressive movement activities play in shaping cultures and identities. They reflect on and refine personal and social skills as they participate in a range of physical activities.

Focus areas to be addressed in Years 7 and 8 include:

  • alcohol and other drugs (AD)
  • food and nutrition (FN)
  • health benefits of physical activity (HBPA)
  • mental health and wellbeing (MH)
  • relationships and sexuality (RS)
  • safety (S)
  • challenge and adventure activities (CA)
  • games and sports (GS)
  • lifelong physical activities (LLPA)
  • rhythmic and expressive movement activities (RE).

Hide full description ›

Students learn that each person is made in the image of God. They learn that the inherent dignity and equality of all is to be recognised and fostered, and is the key to healthy and reverent sexuality. 

Students use anatomical terms when discussing the body, bodily functions and relationships. 

Students investigate the Catholic understanding of the interconnectedness of identity, sexuality, spirituality and love.  They learn to value and positively contribute to loving and just relationships and communities through moral decision making, including in challenging contexts. 

Students use situational awareness to recognise unsafe situations. They react to keep themselves and others safe in diverse contemporary contexts and demonstrate help-seeking strategies.  These include the use of appropriate networks and support when reporting unsafe situations.

Years 7 and 8 Content Descriptions

Personal, Social and Community Health
Being healthy, safe and active

the impact of transition and change on

strategies to manage personal, physical and social changes that occur as they grow older

Practise andstrategies to seek help for themselves or others

andstrategies to promote health,and

Communicating and interacting for health and wellbeing

the benefits of relationships andtheir impact on their own and others’and

factors that influence emotions , andstrategies toempathy and sensitivity

health information andtheir own and others’concerns

Contributing to healthy and active communities

Plan and usepractices, behaviours and resources tohealth,andof their communities

Plan and implement strategies for connecting to natural and built environments to promote theandof their communities

the benefits to individuals and communities of valuingand promoting inclusivity

Movement and Physical Activity
Moving our body

Use feedback to improve body control and coordination when performingin a variety of situations

Practise,and transferwith and without equipment

Understanding movement

Participate in physical activities thathealth-related andcomponents, andand monitor personal fitness plans

andhow the elements of effort, space, time, objects and people canmovement sequences

Participate in andcultural and historical significance of a range of physical activities

Learning through movement

Practise andpersonal and social skills when undertaking a range of roles in physical activities

andreasons for decisions and choices of action when solving

Modify rules and scoring systems to allow for fair play,and inclusive participation

Show subject-specific achievement standard

Years 7 and 8 Achievement Standard

By the end of Year 8, students evaluate strategies and resources to manage changes and transitions and investigate their impact on identities. Students evaluate the impact on wellbeing of relationships and valuing diversity. They analyse factors that influence emotional responses. They investigate strategies and practices that enhance their own, others’ and community health, safety and wellbeing. They investigate and apply movement concepts and select 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 apply personal and social skills to establish and maintain respectful relationships and promote safety, fair play and inclusivity. They demonstrate skills to make informed decisions, and propose and implement actions that promote their own and others’ health, safety and wellbeing. Students demonstrate control and accuracy when performing specialised movement sequences and skills. They apply movement concepts and refine strategies to suit different movement situations. They apply the elements of movement to compose and perform movement sequences.

Show sub-strand-specific achievement standard

Year 7 Work Sample Portfolios

 

Years 9 and 10  

Years 9 and 10 Band Description

The Year 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 critically analyse and apply health and physical activity information to devise and implement personalised plans for maintaining healthy and active habits. They als

Read full description ›

The Year 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 critically analyse and apply health and physical activity information to devise and implement personalised plans for maintaining healthy and active habits. They also experience different roles that contribute to successful participation in physical activity, and propose strategies to support the development of preventive health practices that build and optimise community health and wellbeing.

In Years 9 and 10, students learn to apply more specialised movement skills and complex movement strategies and concepts in different movement environments. They also explore movement concepts and strategies to evaluate and refine their own and others’ movement performances. Students analyse how participation in physical activity and sport influence an individual’s identities, and explore the role participation plays in shaping cultures. The curriculum also provides opportunities for students to refine and consolidate personal and social skills in demonstrating leadership, teamwork and collaboration in a range of physical activities.

Focus areas to be addressed in Years 9 and 10 include:

  • alcohol and other drugs (AD)
  • food and nutrition (FN)
  • health benefits of physical activity (HBPA)
  • mental health and wellbeing (MH)
  • relationships and sexuality (RS)
  • safety (S)
  • challenge and adventure activities (CA)
  • games and sports (GS)
  • lifelong physical activities (LLPA)
  • rhythmic and expressive movement activities (RE).

Hide full description ›

Students learn that being made in God’s image, gifts them with the capacity and responsibility to grow in, advocate for, and contribute to the health, safety and wellbeing of individuals and communities. 


Students investigate the relationship between sexuality, sex and chastity and the capacity to live an ethical, hope-filled and wholehearted life.  They are supported to manage and express emotions responsibly and compassionately for the good of self and others.

Students practise and apply moral decision making to honour and protect the dignity, safety and wellbeing of all. They demonstrate and apply strategies, including help-seeking and use of networks and support when recognising, reacting to and reporting unsafe situations in diverse contemporary contexts.

Years 9 and 10 Content Descriptions

Personal, Social and Community Health
Being healthy, safe and active

factors that shapeandhow individuals impact theof others

the impact of changes andon relationships

Plan, rehearse andoptions (includingand first aid) for managing situations where their own or others’ health,andmay be at short or long term risk

Propose, practise andresponses in situations where external influences may impact on their ability to make healthy and safe choices

Communicating and interacting for health and wellbeing

how empathy and ethical decision making contribute to respectful relationships

situations and propose appropriate emotional responses and then reflect on possible outcomes of different responses

andhealth information from a range of sources todecisions and situations

Contributing to healthy and active communities

Plan, implement and critique strategies tohealth,andof their communities

Plan andnew and creative interventions that promote their own and others’ connection toand natural and built environments

Critique behaviours andthat influenceandof diverse communities

Movement and Physical Activity
Moving our body

Provide andfeedback toandspecialised movement skills in a range of challenging movement situations

Develop, implement andmovement concepts and strategies for successful outcomes with and without equipment

Understanding movement

Design, implement andpersonalised plans for improving or maintaining their own and others’and fitness levels

the impact of effort, space, time, objects and people when composing and performing movement sequences

the role physical activity,and sportin the lives of Australians andhow this has changed over time

Learning through movement

Devise, implement andstrategies demonstrating leadership and collaboration skills when working in groups or teams

Transfer understanding from previous movement experiences tosolutions to

Reflect on how fairand ethical behaviour can influence the outcomes of movement activities

Show subject-specific achievement standard

Years 9 and 10 Achievement Standard

By the end of Year 10, students critically analyse contextual factors that influence identities, relationships, decisions and behaviours. They analyse the impact attitudes and beliefs about diversity have 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 health situations. 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 demonstrate leadership, fair play and cooperation across a range of movement and health contexts. They apply decision-making and problem-solving skills when taking action 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 judgements about and refine their own and others’ specialised movement skills and movement performances. They work collaboratively to design and apply solutions to movement challenges.

Show sub-strand-specific achievement standard

Year 9 Work Sample Portfolios

Brisbane Catholic Education Web Disclaimer Privacy Acceptable Use Copyright Acknowledgement of country