Health and Physical Education (HPE) By the end of Year 9 Learning and assessment focus Students use their interests in and experiences of health and physical activity issues to explore how the dimensions of health are dynamic, interrelated and interdependent. They develop the knowledge, skills, processes and dispositions to promote health and wellbeing, actively engage in physical activity and enhance personal development. They recognise that capabilities in health, movement and personal development can provide career opportunities and improve quality of life. Students use the essential processes of Ways of working to develop and demonstrate their Knowledge and understanding. They individually and collaboratively make decisions, take action and apply skills to address inequities and promote health and wellbeing, movement capacities, and personal development of individuals, groups and communities. They reflect on their learning and apply their thinking and reasoning to develop solutions in a range of contemporary health and physical education contexts. Students select and use tools and technologies, including information and communication technologies (ICTs). They routinely demonstrate an autonomous and purposeful use of ICTs to inquire, create and communicate within health and physical education contexts. Students demonstrate evidence of their learning over time in relation to the following assessable elements: knowledge and understanding • investigating • planning • implementing and applying • reflecting. • Ways of working Students are able to: identify issues and inequities and plan investigations and activities • research, analyse and evaluate data, information and evidence • draw conclusions and make decisions to construct arguments • propose, justify, implement and monitor plans or actions to achieve goals, address inequities and promote health and • wellbeing, movement capacities and personal development refine movement skills and apply movement concepts, and the principles of training • create and perform movement sequences by manipulating and combining movement skills and applying movement • concepts identify risks and devise and apply safe practices • select and apply positive, respectful and inclusive personal development skills and strategies • reflect on health inequities, and identify the impact of diverse influences on health and well being, movement • capacities and personal development, and the best use of positive influences reflect on learning, apply new understandings and justify future applications. •
Health and Physical Education (HPE) By the end of Year 9 Learning and assessment focus Students use their interests in and experiences of health and physical activity issues to explore how the dimensions of health are dynamic, interrelated and interdependent. They develop the knowledge, skills, processes and dispositions to promote health and wellbeing, actively engage in physical activity and enhance personal development. They recognise that capabilities in health, movement and personal development can provide career opportunities and improve quality of life. Students use the essential processes of Ways of working to develop and demonstrate their Knowledge and understanding. They individually and collaboratively make decisions, take action and apply skills to address inequities and promote health and wellbeing, movement capacities, and personal development of individuals, groups and communities. They reflect on their learning and apply their thinking and reasoning to develop solutions in a range of contemporary health and physical education contexts. Students select and use tools and technologies, including information and communication technologies (ICTs). They routinely demonstrate an autonomous and purposeful use of ICTs to inquire, create and communicate within health and physical education contexts. Students demonstrate evidence of their learning over time in relation to the following assessable elements: • knowledge and understanding • investigating • planning • implementing and applying • reflecting. Ways of working Students are able to: • identify issues and inequities and plan investigations and activities • research, analyse and evaluate data, information and evidence • draw conclusions and make decisions to construct arguments • propose, justify, implement and monitor plans or actions to achieve goals, address inequities and promote health and wellbeing, movement capacities and personal development • refine movement skills and apply movement concepts, and the principles of training • create and perform movement sequences by manipulating and combining movement skills and applying movement concepts • identify risks and devise and apply safe practices • select and apply positive, respectful and inclusive personal development skills and strategies • reflect on health inequities, and identify the impact of diverse influences on health and well being, movement capacities and personal development, and the best use of positive influences • reflect on learning, apply new understandings and justify future applications.
qcar_el_hpe_yr9.docx