View Learning Outcomes | Learning Outcomes and Indicators

Curriculum Focus

Students further develop and refine locomotor and manipulative skills in a range of dynamic situations. They consider the application of skills in more complex drills, sequences of movement, games and modified sports. They perform movements with and without equipment, on their own and in a group. Students participate in games or modified sports that allow exploration of decision-making options. They discuss how strategic thinking and increased understanding of the game enhances individual and group performance. They practise and reinforce skills which demonstrate increased strategic thinking.

Through movement, students explore concepts such as force, speed, stability, distance and direction, and the application of basic biomechanical principles such as weight transfer and angle of trajectory. Both on their own and in groups, they design and create sequences of movements that show a coordinated response to stimulus.

Through experiences gained from participating in modified games, students consider the impact of more complex rules, etiquette and participant interaction. They design and participate in simple activities where improved communication and teamwork lead to the attainment of a goal. They are introduced to a wider range of roles within participation in games and modified sports, such as umpire, coach, selector or spectator.

Students learn how muscular strength and endurance, cardio-respiratory fitness, body growth and flexibility influence are influenced by physical activity, and participate in activities to develop these attributes. They further explore factors that influence personal and community fitness practices and how to promote participation in physical activity.

Students learn about influences on participation in physical activity for specific groups in the community. They identify school and community resources provided for physical activity and how to promote the benefits of physical activity. They learn about the possibilities for recreation in natural environments.

Examples of contexts and learning activities

• demonstrate correctly locomotor and/or manipulative skills which lead to the attainment of an objective (scoring a goal, undertaking an initiative activity)
• while practising the triple jump or long jump, experiment with different take-off and flight techniques that lead to a correct technique
• perform a dance or gymnastic sequence that demonstrates correct technique and control
• perform an agility drill that involves dribbling a basketball around witches’ hats, or an opponent, with correct technique and control
• design and implement drills which refine fundamental striking skills
• develop, implement and evaluate a tournament based on a ball sport
• extend rolling activities with the use of equipment, such as forward rolling with a ball or through a hoop
• in a small group, complete a basic orienteering course set in a school or outdoor environment
• perform 25 metres of freestyle and 25 metres of another stroke and demonstrate sound breathing and stroke technique
• develop, implement and evaluate a plan for increasing own participation in physical activity (for example, walking to school, recreation, sport, home-based physical activities), and promote physical activity achievements of people in the school community
• modify games or activities (play indoors rather than outdoors, play with fewer participants) to encourage greater participation
• increase your knowledge of how strength, cardio-respiratory fitness, flexibility and body growth are developed, and participate in a variety of games, activities and sports to develop such components
• develop strategies for overcoming negative feelings towards taking part in physical activity, such as making jogging more enjoyable by making it part of a game
• work in groups to build rafts out of simple materials and paddle them
• explore how technological changes in society have influenced the participation in physical activity of different people
• consider factors that influence personal and community participation in physical activity
• investigate the provision of physical activities for specific groups, such as girls, mixed groups, cultures, children with a disability
• consider the possible influence of gender on participation (whether boys and girls enjoy the same activities and provision of facilities).