In Health and Physical Education, indicative progression towards the Level By the end of Level 8: By the end of 6: 8 achievement standard may be when students: Students investigate strategies and resources to Students investigate developmental changes and manage changes and transitions and their impact on transitions. identities. They understand the influences people and places Students evaluate the benefits of relationships on have on personal identities. wellbeing and respecting diversity. They recognise the influence of emotions on They analyse factors that influence emotional behaviours and discuss factors that influence how responses. They gather and analyse health information. people interact. They investigate strategies that enhance own and They describe their own and others’ contributions others’ health, safety and wellbeing. to health, physical activity, safety and wellbeing. They investigate and movement concepts and They describe the key features of health-related strategies to achieve movement and fitness outcomes. fitness and the significance of physical activity They examine the cultural and historical significance of participation to health and wellbeing. physical activities and examine how connecting to the They examine how community wellbeing is environment can enhance health and wellbeing. supported by celebrating diversity and connecting Students explain personal and social skills required to establish and maintain respectful relationships and to the natural and environment. promote fair play and inclusivity. Students demonstrate skills to work collaboratively They justify actions that promote their own and others’ and play fairly. health, safety and wellbeing at home, at school and in They access and interpret health information. the community. They explain and apply strategies to enhance their Students demonstrate control and accuracy when own and others’ health, safety and wellbeing at performing specialised movement skills. home, at school and in the community. They apply and refine movement concepts and They perform specialised movement skills and strategies to suit different movement situations. They apply the elements of movement to compose and propose and combine movement concepts and perform movement sequences. strategies to achieve movement outcomes and solve movement challenges. They apply the elements of movement when composing and creating movement sequences.
By the end of 6: Students investigate developmental changes and transitions. They understand the influences people and places have on personal 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 community wellbeing is supported by celebrating diversity and connecting to the natural and environment. Students demonstrate skills to work collaboratively and play fairly. They access and interpret health information. They explain and apply strategies to enhance their own and others’ health, safety and wellbeing at home, at school and in the community. They perform specialised movement skills 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 creating movement sequences. In Health and Physical Education, indicative progression towards the Level 8 achievement standard may be when students: By the end of Level 8: Students investigate strategies and resources to manage changes and transitions and their impact on identities. Students evaluate the benefits of relationships on wellbeing and respecting diversity. They analyse factors that influence emotional responses. They gather and analyse health information. They investigate strategies that enhance own and others’ health, safety and wellbeing. They investigate and movement concepts and 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 explain personal and social skills required to establish and maintain respectful relationships and promote fair play and inclusivity. They justify actions that promote their own and others’ health, safety and wellbeing at home, at school and in the community. Students demonstrate control and accuracy when performing specialised movement skills. They apply and refine movement concepts and strategies to suit different movement situations. They apply the elements of movement to compose and perform movement sequences.