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