AUSTRALIAN CURRICULUM

Health and Physical Activity – Year 7

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.

Key Ideas and Descriptions

Moving our body Understanding movement Learning through movement

Use feedback to improve body control and Participate in physical activities that develop health-related Practise and apply personal and social skills
coordination when performing specialised and skill-related fitness components, and create and when undertaking a range of roles in physical
movement skills in a variety of situations. monitor personal fitness plans. activities.

Practise, apply and transfer movement concepts Demonstrate and explain how the elements of effort, space, Evaluate and justify reasons for decisions and
and strategies with and without equipment. time, objects and people can enhance movement choices of action when solving movement
sequences. challenges.

Participate in and investigate cultural and historical Modify rules and scoring systems to allow for
significance of a range of physical activities. fair play, safety and inclusive participation.

Movement contexts for learning

Active play and Challenge and Fundamental Games and sports Health-related Rhythmic and
minor games adventure activities movement skills physical activities expressive activities
 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.
 Australian curriculum overview for Table Tennis Unit

Strand Key ideas Content Descriptions Evidence of Learning Assessment

Movement Use feedback to improve body control and Apply verbal feedback from the teacher, and Teacher
apply self-reflection feedback to improve observation
and Moving our body coordination when performing specialised movement solutions and understanding. Game
physical movement skills in a variety of situations. Performance
Assessment
activity Instrument

Understanding Demonstrate and explain how the elements of Constraints led activities that promote Teacher
different shots to occur, followed by a teacher observation
movement effort, space, time, objects and people led discussion about the importance of a Student Reflection
can enhance movement sequences. particular shot.

Practise and apply personal and social skills when

Students umpire or score different games of Self-assessment
undertaking a range of roles in physical activities. table tennis. Allow students to play with a using the TPSR
peers who they do not normally work with. instrument.
Learning through
movement Evaluate and justify reasons for decisions and
Class discussion at end of lesson. Asking Teacher
choices of action when solving movement students to come up with the ‘why’ aspect of observation
challenges. the lesson objective.

Students with a tier 1 level of readiness will Teacher

Modify rules and scoring systems to allow for
have larger areas on the court to aim for in a observation
fair play, safety and inclusive participation. particular drill. Students at tier 2 will have Student Reflection
smaller playing areas.