View Learning Outcomes | Learning Outcomes and Indicators

Curriculum Focus

Students increase their range of manipulative skills - motor skills that involve the use of equipment, such as catching, throwing, kicking, striking, jumping rope and bouncing a ball. They continue to refine motor skills such as running, skipping, hopping and jumping in moving their body from one location to another.

They create and perform their own sequences of movements and dances that show variation in speed, direction, rhythm and continuity. They share equipment and work cooperatively in pairs and small groups to develop motor skills in a variety of contexts and environments. They start to react and respond appropriately to physical activities that have rules and strategies. They invent and play games that develop their awareness of space and ability. They implement simple rules and scoring systems and begin to demonstrate umpiring skills. They are encouraged to promote the achievement of people in the school community in physical activity that provides role models for both females and males.

Students participate in activities that promote the health-related fitness components of cardio-respiratory fitness, flexibility, strength and body growth and explore the link between health-related fitness and lifestyle activities.

Students investigate a range of activities that people do to keep fit and discuss the reasons for differences in preferences, such as age, ability or personal preferences. They explore factors, including advertising, media and location of facilities that contribute to positive and negative feelings towards taking part in physical activity. Students begin to develop an awareness of factors that influence personal and community fitness practices. They reflect on their own experiences and skill levels to identify factors which influence their own and others’ participation in physical activities.

To promote health-related fitness through participation in physical activity, students create games for themselves and others to experience. They consider and participate in physical activities popular among different cultures and compare the fitness requirements of these activities. Students further broaden their understanding of the benefits of physical activity by considering the importance of the social outcomes and enjoyment people achieve through participation in physical activity. They modify activities to make them more enjoyable.

Examples of contexts and learning activities

• participate in activities that encourage manipulative skill and health-related fitness outcomes (for example, running while bouncing a ball, running while turning a skipping rope)
• identify and encourage the use of places in the community to practise manipulative skills (for example, tennis court, bocce rink, netball court, soccer pitch, softball diamond, open grassed space)
• identify and negotiate strategies for sharing space and equipment during class sessions and school breaks
• classify ball games according to the aspect of health-related fitness that can be developed via the game (for example, heart and lung efficiency)
• identify and use various pieces of equipment designed to help people perform manipulative skills (for example, softball glove, batting tee, lightweight bats)
• describe factors which influence people’s participation in physical activity (for example, access, skill level, location, age, cost, available time)
• experience activities designed to develop each aspect of health-related fitness (for example, fun circuits, aerobic dance, stretches)
• perform a sequence of gymnastic skills that demonstrate aspects of health-related fitness (for example, flexibility or strength)
• identify outdoor adventure activities that promote aspects of health-related fitness (for example, climbing a tree, bush walking, basic orienteering, building a shelter)
• brainstorm types of physical activity facilities and services in the local community (karate classes, swimming pools, walking and bike tracks, parks and gardens) and investigate who can use the service; is it easily accessible? can you get there using public transport? how many people can use it at a time?
• identify activities that friends and family members enjoy and consider reasons for difference in preference with that of self (for example, skill levels and transport to the activity)
• create movement sequences/circuits of physical activities to develop specific health-related fitness components.