View Learning Outcomes | Learning Outcomes and Indicators

Curriculum Focus

Students experience a range of physical activities in different environments that encourage the use of motor skills to move their body from one location to another. They explore and begin to understand how different actions of the body affect their movement efficiency.

Students demonstrate their ability to make strategic decisions in relation to visual and auditory cues commonly used in movement and physical activities. They reproduce movement sequences, displaying similar speed, shape and direction of movement in various activity settings.

They build on their range of manipulative skills, using equipment such as bats, balls, hoops, skipping ropes, benches and mats. They practise skills of bouncing, skipping, rolling, throwing, catching and striking and begin to apply them in games. They advance from creating and playing games on their own to playing with a partner or in small groups.

Students begin to develop knowledge of health-related fitness by comparing their bodies’ reactions to physical activity of different types, intensities and duration. Students learn that physical activity uses energy, some activities using more than others. They have a range of experiences in longer bouts of physical activity in order to understand the benefits of physical activity.

Students compare physical activities they participate in and enjoy with their friends and family. They consider what it is about their physical activity experiences that make them enjoyable.

Examples of contexts and learning activities

• experience and classify different activities of varying intensity (for example, low, medium or high levels of huffing and puffing)
• identify and experience games that involve groups working together to achieve a common goal (for example, delivering a baton, participating in a relay)
• experience a challenging gymnastics activity and describe or draw how they felt during the activity
• show acceptance and praise of the physical efforts of others
• in a small group, perform for others simple movement patterns and sequences (for example, movement to rhythm in response to a variety of music)
• draw or list outdoor activities enjoyed with family, friends or alone (for example, observation trails, bike riding)
• describe the effect different outdoor environments can have on the body (for example, beach, parkland, forest, mountain, river)
• while experiencing strategies to relax, consider the effect of the strategy on the heartbeat (for example, listen to soothing music with eyes closed, sit quietly and visualise a sunset, lie still while listening to the sounds of the environment)
• use dance activities to explore the concept of varying the intensity of physical activity to create an effect on the body (for example, energetic dancing, line dancing, creative dance)
• express through movement ideas developed in another subject (for example, mathematics, using the body to replicate various shapes, science, using creative movement to demonstrate water being heated to boiling)
• experiment with different actions of the body, and consider the effect these actions have on running, jumping, leaping and dodging efficiency (for example, run with arms folded across the chest, jump with the legs held straight)
• explore different ways to move through water (for example, gliding with push off from the wall, floating, treading water, sculling in various depths)
• consider the contribution physical activity can make to a healthy lifestyle by identifying physical, social and emotional benefits of favorite activities (for example, skipping - develop strong muscles, makes you feel good and is a chance to play with friends at lunchtimes and after school)
• explore a range of physical activities that emphasise cardiovascular endurance (huffing and puffing) and consider why these are important for maintaining health and fitness (for example, heart)
• compile a list of favorite activities; circle on the list physical activities (those that involve moving the body) and consider why these activities are enjoyable (for example, friendship, new skills, keep you active)
• brainstorm a list of recreational activities at school and the local community and discuss reasons for such a wide variety (for example, needs of others, differences in activities enjoyed by people of different ages).