Bound for Success Scope and Sequence Statements

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HEALTH AND PHYSICAL EDUCATIONMovement SkillsIn Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:In Year 10the student:• Moves freely in a space -hop, skip, gallop, run, rolland combinations of these− both spontaneously andwhen prompted by voice,music or signal (e.g.whistle).• Explores differentmovements withdifferent body parts (e.g.pull, push, swing, twist,sway, bend and crawl).• Transitions from onesurface or position toanother (e.g. jump, step,swing, roll).• Manipulates equipment(e.g. hoop, ball, rope, stickor floatation aid) usingtechniques such as grip,twist, swing, throw andhit.• Creates simplemovement sequences -(e.g. imitating familiaranimals like kangaroo andsnake) − while stationaryand while moving freelyand safely aroundequipment and people.• Describes cause andeffect in relation tobalance, swing, landingand the manipulation ofequipment (e.g. I balanceeasier when I spread myfeet a little wider).• Describes indicators thatreflect physicalcondition including hot,cold, sweaty, puffed andthirsty.• Participates in simpleteacher-led games suchas ‘Simon Says’.• Demonstrates increasingconfidence andfamiliarity with basiclocomotor skillsincluding hop, skip andrun.• Moves in response todifferent commandsincluding stop, start andchange direction; take offand land – one foot andboth feet – changedirection to avoidobstacles, and changespeed.• Pushes off from shallowwater, swim 10 meters indeep water and treadwater confidently.• Develops a range ofobject control skillsusing hands, feet andequipment (e.g. bean bag,small bat and soft ball).Control skills include:roll, throw, catch, trap,strike and dribble – whilestationary and moving ona range of surfaces.• Experiments with simplemovement principlessuch as: weight transfer;follow through; and keepa low base of support forbest balance.• Demonstrates how thebody adjusts to differentdemands (e.g. breathingmore heavily during andafter a run).• Describes the benefits ofphysical activityincluding: having fun andbeing with friends.• Applies the rules ofplayground games (e.g.games of chase) – and hasthe confidence to join in.• Demonstrates the fullrange of fundamentalmovement skills andbody management skillsincluding:− rhythmic actions withhands and feet as indance,− moving confidentlythrough, over andaround equipment,other participants, atdifferent levels and ondifferent surfaces,− stop, start and changedirection safely andefficiently.• Swims confidently over20 meters usingbreaststroke, crawl(freestyle) or sidestroke.• Demonstrates a range ofways to use body position,balance, acceleration andother movement conceptsto participate effectivelyin play and simplegames.• Applies basic movementprinciples to create thedesired performance (e.g.stand side-on and followthrough to throw fordistance and accuracy).• Demonstrates competentobject control skills suchas:− roll a hoop, ball orother equipment,− throw and catch a beanbag or soft ball,− strike and dribble a ballwith foot, hand or shorthandled bat,− skip a rope turned byself or others,− run with a ball,− use a kickboard or otherflotation aid.• Describes the intensity ofphysical activity – low,medium, high – from thebody’s reaction (e.g.warm and comfortable vsvery hot, sweaty andtired).• Demonstrates ways tomanage the risk involvedwith physical activities(e.g. falls and feelingtired).• Demonstrates cooperativeteam-work, use of spaceand personal skills toparticipate in minor games(e.g. tag and dodge).• Demonstrates proficiencyin fundamentalmovement skillsincluding static balance,sprint run, vertical jump,catch, hop, side gallop,skip and over-arm throwthrough practice andapplication in differentgames and sports.• Describes and appliesbasic movementprinciples to improvetechnique (e.g. usepreparatory steps to buildmomentum, bend knees toreduce impact on landing,alter the angle of ballrelease to maximisedistance, and change bodystance to maximisestability and balance).• Describes the physical,social and emotionalbenefits of physicalactivity includingbuilding strength andspeed, and feeling goodabout oneself.• Compares the effects onthe body of participationin physical activities ofdifferent types andintensities including: thedifference in heart ratewhen at rest, walking andjogging. Explains whythese changes occur.• Applies movement skillswith consistency andcontrol and practicesmanipulative skills usingequipment in a range ofminor games that requireteamwork, effort andrules.• Describes how everydayactivities and physicalpursuits contribute togeneral fitness andwellbeing.• Explains how variousfactors, such as availablefacilities, disability andpreference may influencechoices andparticipation in physicalactivity.• Performs coordinatedactions, object-controlskills and sequences (e.g.a pass in football and adribble in basketball).Demonstrates these skillsto a level where they canperform through andaround obstacles and inmodified games of (e.g.soccer, basketball andfootball).• Recognises, describes andapplies movementprinciples such asdynamic balance andstability (e.g. inthrowing), adjusting thebody to preventoverbalance (e.g. inkicking), lowering bodyposition when turning andpushing off with theopposite foot (e.g. inbasketball).• Describes differentaspects of physicalactivity (e.g. type,frequency, intensity andduration) and be.g.ins toreflect on how theseimpact on performanceand health.• Demonstrates simpletactics and strategies,such as creating anddefending space, toenhance individual andteam performance in avariety of physicalactivities.• Participates in anddescribes how physicalactivity contributes to abalanced, healthy andactive lifestyle andidentifies the differentcomponents of healthrelatedfitness.• Participates confidentlyand skilfully in gamesand modified sportsdemonstrating a commandof the rules.• Describes barriers tore.g.ular participation inphysical activity andsuggests some ways toenhance participation byall people.• Participates in a range ofmoderate to vigorousphysical activities andapplies movement skillsincluding the leap, kick,two-handed pass anddodge − with increasedconfidence, coordinationand precision.• Monitors and adjustsown performance byconsidering circumstancesand applying knowledgeof basic movementprinciples (e.g. limit longpasses in windyconditions, expect slowerball speed on a wetsurface).• Takes and records simplemeasures (e.g. heart rate)to track the body’sresponse to physicalactivity.• Applies the relationshipsbetween principles ofmovement andperformance in sport(e.g. steady the bodybefore releasing abasketball shot, keep lowto block or to tackle anon-coming player).• Demonstrates teamworkand tactics such asmoving to a space toreceive a moving ball, orworking with a team-mateto outmanoeuvre anopponent.• Applies basic offensiveand defensive strategiesin games (e.g. using thebody to protect the ballwhile it is in mypossession).• Devises and implements abasic game plan.• Devises a personal planto ensure a healthy levelof physical activity, athome and at school,illustrating understandingof the importance ofphysical activity forhealth, and a balancebetween active andpassive pursuits.• Demonstrates increasingcompetence in variousgames through mastery ofskills and tactics,awareness of personal andopposition strengths, andappreciation of the rulesand strategies of the game.This includes learning andpractising:− specialised roles anddifferent positions in ateam (e.g. offence,defence, sweeper),− strategies formonitoring opponents− techniques forcreating, using anddefending space.• Identifies and participatesin physical activities thatdevelop particularcomponents of healthrelatedfitness including:strength, speed,endurance. Explains howgeneral fitness is animportant aspect ofphysical performance andan essential component ofoptimum health andwellbeing.• Investigates the healthrisks associated with asedentary lifestyle.Monitors and sets goalsfor adjusting daily andweekly physical activitylevels to eliminate orreduce the risk.• Investigates the factorsthat influenceparticipation in physicalactivity. Identifiesactivities that have thepotential to meet theirpresent and future needs,taking into considerationthe changes that may takeplace when moving tohigh school. Choosesactive pursuits that suitpersonal interests andbody characteristics.Justifies activity choicesin terms of interests,abilities and healthbenefits.• Executes specialisedforms of passing,shooting, tagging,tackling, blocking andstopping to suit differentcircumstances (e.g. chest,shoulder, overhead andbounce pass; drawing aplayer and handpassing tothe space in front of ateam mate).• Participates in a rangeof physical activities inincreasingly complexenvironments, (e.g.competitive, noncompetitive,individual,group, fitness initiatives)to maximise participationand enjoyment, andfurther enhance skills andstrategies.• Plans and performsmovement sequencesusing the elements ofcomposition (e.g. puttingtogether a sequence ofsteps in an aerobics/danceroutine, or designing andimplementing a set play inbasketball).• Demonstrates appropriatesports conventions (e.g.sportsmanship) and safetyprinciples.• Plans and implementsways of improvingphysical performance byestablishing goals, thenusing feedback fromcoach, fellow player andother sources to buildskills and strategies.• Participates confidentlyand regularly, preferablydaily, in sport orrecreational activities ofsufficient intensity to havea health benefit.• Makes decisions aboutchanges in technique orstrategy based on a soundunderstanding ofmovement principles anda capacity to ‘read theplay’.• Moves efficiently andeffectively to achieveobjectives such ascreating space, protectingthe ball, forcing anopponent off-side (or outof position), and adaptingto changed conditions.• Devises, implements andevaluates individualoffensive and defensiveskills in a team strategy(e.g. double teaming anopponent, using a series ofpasses to outmanoeuvreopponents).• Demonstrates enhancedcompetence in games by:− using feedback fromcoach to adjusttechnique,− applying knowledge offorce and motion toadjust technique forchanged circumstancessuch as slipperysurface,− choosing strategiesfrom a repertoire ofpossibilities, toaccommodate changedcircumstances such as anew opponent or newgame plan,− interpreting umpiringdecisions and applyingrules to own advantage(e.g. drawing a foul inbasketball),− implementing preplannedstrategies tore.g.ain the ascendancyin a game (e.g. switchto zone defence inbasketball).• Officiates (umpire, score)or coach a familiar gamewith support (e.g. help outat a modified games dayfor junior participants).• Participates with successin a range of physicalactivities adapting andtransferring skills,strategies andtechniques to suitdifferent circumstances(e.g.:− use skills andknowledge gained fromlessons and experiencein tennis to participatesuccessfully in a relatedgame such as squash orbadminton,− adapt skills andstrategies from thecompetitive sportsarena to buildcompetence and gainenjoyment from activerecreational activitiessuch as bushwalking).• Appraises and evaluatesskills, tactics and teamworkin a variety ofgames, dance andrecreation activities.Demonstrates anddiscusses how theinformation gained can beused to further enhanceperformance andenjoyment.• Promotes and models anactive lifestyle throughinvolvement in roles suchas player, team leader,coach, administrator,advocate, official orpromoter. (School use ofthe Sport Education modelis one way to providethese opportunities forstudents in a supportiveenvironment).Bound for Success Scope and Sequence Statements V2 Page 21 Working Document Semester One 2007
HEALTH AND PHYSICAL EDUCATIONPersonal DevelopmentIn Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:In Year 10the student:• Describes emotionsincluding happy, excited,shy and frightened.• Discusses the importanceof managing emotions –that it’s OK to feel angryand tell someone but it’snot OK to react violentlyin anger. Plans for andapplies alternativereactions to challengingsituations (e.g. take threedeep breaths before retryinga difficult task).• Identifies characteristicsthat make individualsdifferent from others andtherefore ‘special’.• Demonstratescooperation in smallgroups in work and playincluding: taking turns,sharing equipment,communicatingeffectively, makingfriends.• Discusses changes thatare being experiencedincluding: growing taller,learning to read, makingnew friends, losing babyteeth.• Applies appropriateconventions, includingmanners and schoolprocedures, when relatingto teacher/s, other studentsand visitors.• Explores ‘self’ in thecontext of family,friendship group andschool. Identifies personalqualities, interests,learning styles and othercharacteristics.• Role plays assertive voiceand posture − brave talk(e.g. when a friend wantsto break a school rule orwhen reporting anincident, or advocating fora friend).• Identifies body cues –such as ‘butterflies’ – thatsignal changes in personalfeelings. Manages theseemotions in challengingsituations (e.g. speaking infront of the whole classand attempting a newskill).• Demonstrates ways toencourage and supportothers including listeningattentively to news,spending time playingwith friends, and invitingothers to join in a game.• Demonstrates skills forcooperation, safety andindependence withequipment, anddemonstrates acceptanceof situations where thereare winners and losers.• Describes personal needsand interests and howthey have changed frominfancy to the presenttime.• Explains qualities andcharacteristics that aresimilar to and differentfrom other people andhow this contributes to asense of self. Describescharacteristics andqualities that make allpeople unique such as eyecolour, generosity,friendliness.• Labels a ‘high five’diagram − on each fingerof a hand nameappropriate friends andfamily to seek help fromwhen feeling lonely,unsafe or simply wantingcompany.• Discusses how roles andresponsibilities changeas we grow older and thatmales and females mayhave different needs andinterests.• Discusses physicaldifferences betweenmales and femalesincluding body shape anddifferent sex organs.Discusses how a variationin growth rates amongpeers is normal.• Justifies actions infamiliar situations anddifferentiates between ‘Ihave to’ and ‘I want to’.Identifies what actions areof personal importance(e.g. says “ I like to paintand I like outdoorgames”).• Discusses how positiverelationships enhancefeelings for all who areinvolved in therelationship.Demonstrates cooperativeskills (e.g. I involve othersby pausing or altering anactivity and inviting themto join in).• Demonstrates personalresponsibility inclassroom and otheractivities (e.g. taking onspecific roles andfollowing through oncommitments).• Switches between codesof behaviour to suitcircumstances, such assports field to classroom,home to school.• Explains how differentways of describing andrelating to other peopleinfluences the way peoplevalue and treatthemselves and others.• Identifies the physicalchanges that occur aspeople age such as gettingtaller, stronger andknowing more, and howthese changes can beeffected by good health(e.g. a balanced diet andactive lifestyle enhancesenergy, helps preventillness and contributes to aheightened sense ofwellbeing).• Explores and recognisesfeelings associated withbody changes duringgrowth.• Manages emotions usinga variety of strategies suchas counting to ten,prioritising tasks, takingpreventive action, selftalk,early recognition,changing things that canbe changed throughplanning and practice.• Devises and role playsstrategies to solveproblems and manageconflict while recognisingand accepting differencesand the rights, values andfeelings of others.• Demonstrates actions,behaviours and attitudesthat support positiverelationships withdifferent groups of people,including people fromother cultures (e.g. how tobe.g.in conversation witha new student, ways toinclude others in socialactivities, learning aboutthe beliefs and traditionsof other cultural groups).• Describes a wider rangeof feelings and emotionsassociated with changeand describes how peoplemanage them. Explainshow emotions can bere.g.ulated by managingcircumstances anddeepening selfunderstanding.Uses richervocabulary (synonyms) todescribe emotions (e.g.amused, delighted,thrilled or overjoyedinstead of happy).• Role plays ways tomanage being left out,ignored, put down, notselected, teased or losingincluding what to do, howto manage emotions, andwhere to get help.• Explores different rolesand responsibilities inrelationships and takeson various roles withingroup activities with afocus on communicationskills and positive ways todeal with conflict.• Demonstrates assertiveverbal and non-verbalcommunication withfriends and family (e.g.explaining views about asensitive issue).• Describes the changesthat occur duringpuberty and how the rateof change varies amongindividuals.• Demonstrates ways toshow care and respectincluding assisting othersto communicate, offeringand accepting help, andasking permission.• Role plays ways to join anew group and initiateand maintainconversation.• Actively contributes togroup cohesion andeffectiveness by offeringopinions, listeningattentively, seekingclarification, acceptingresponsibility, followinginstructions.• Describes the physical,social and emotionalfactors that influencepersonal identity, andhow one’s sense ofidentity may changeduring puberty.• Discusses how pubertalchanges may affectrelationships and selfesteem.• Demonstrates moreadvanced skills forestablishing andmaintaining positive andcaring relationshipsincluding: empathy andrespect in relationships,expressing feelings andpoints of viewappropriately, negotiating,effective communication,and practising assertivebehaviours. Demonstrateshow to deal with positiveand negative commentsfrom peers.• Manages conflict throughstrategies and attributesincluding: re-evaluatingpersonal position, selfmonitoringvoice tone andvolume, separating theperson from the issue,offering suggestions,accepting the umpire’sdecision, negotiating ingood faith, dealing withown and others’ anger,and respondingappropriately to teasing.• Describes the physicaland emotional changesthat are part ofmaturation and strategiesto cope with the changes.Discusses specificchanges in thereproductive structuresand functions that occurduring early adolescence(puberty).• Describes qualities andvirtues that we value infriends such as honesty,loyalty, trust, sharing, andsincerity. Uses words andactions that convey thesequalities in a range ofcircumstances.• Challengesdiscrimination andharassment, activelyvaluing the differencesbetween individuals.• Identifies the influenceson personal sense of selfas individuals make thetransition to adolescenceincluding changing bodyimage, sexual maturation,and new skills andinterests.• Demonstrates a growingawareness of uniquepersonal identity and theidentity of others. Thisincludes a growingawareness of the influenceof others and the impactof personal maturation onpersonal identity.• Identifies ways to buildpersonal capacity –physical, social andemotional (e.g. by tryingnew activities).• Demonstrates awarenessand understanding of howrelationships can changeover time. Devisesstrategies for coping withchange, grief and loss(e.g. discuss going toboarding school and theresulting impact onrelationships).• Manages conflict throughstrategies includingassertive language,forward planning,negotiation, and focus onthe issues.• Describes changingfamily and peerrelationships that occurin adolescence anddiscusses the positive andnegative impacts of thepeer group duringadolescence.• Explores and discusseshow positiverelationships areenhanced byunderstanding diversityand difference, anddemonstrates personal andinterpersonal skillsincluding assertiveness,questioning, and justifyinga position.• Identifies and analyses thelinks between thoughts,feelings and behaviour(e.g. feelings of anxietycan result in sweating andheadaches). Discusseshow and why thoughts,• Identifies challenges andopportunitiesexperienced at this stageof their lives. Identifiesand selects strategies toaddress these challengesincluding developinginterpersonalcommunication skills andestablishing supportnetworks of both adultsand peers.• Assertivelycommunicates decisionsabout personal health andphysical activity withpeers, especially whenconfronted by unwantedpeer influence.• Analyses how individualsand groups may seek toinfluence the behaviourof others. Role playsharm-minimisationstrategies includingconflict resolution,negotiation and refusalskills − to deal with theseinfluences.• Demonstrates processesfor managing changeand conflict inrelationships includinghow to consider andaccept other people’sperspectives.• Distinguishes betweenpositive use of power andabuse of power inrelationships. Discussesand role plays ways todevelop, maintain, or end,a relationship whenpower, gender, race orculture are (or become)issues.• Investigates and describesthe physical andemotional changes thatare part of maturationand devises strategies tocope with the changes.• Demonstrates increasingbreadth and depth inrelationship skills suchas:− helping behaviour andcompassion (e.g.participating in acharitable activity),− knowing what toconsider when decidingif something is fair andjust (e.g. think aboutthe other person’s• Describes personalstrengths and how to usethese to make changes inother areas of life.• Confidently andassertivelycommunicates a point ofview by making anddefending decisions −both independently and aspart of a group - (e.g.when umpiring a game orjustifying a healthdecision).• Interprets and uses nonverbalcommunicationsto monitor the feelings ofothers and expresspersonal thoughts andfeelings.• Demonstrates personalskills and strategies thatsupport the rights andfeelings of others whileforming, adapting,developing and endingrelationships.• Describes how youngpeople can express theirpersonal identity andsexuality in ways that arerespectful of others andwill not result in harm toself or others (e.g. makingand breaking friendships,expressing closeness,appropriate touching, andrespecting privacy).• Analyses own andothers’ communicationskills, identifyingstrengths and areas forimprovement. Setspersonal goals forenhancement of weakerskills. Maintains a journalto track progress.• Raises issues of concernto self and others (e.g.challenge injustice in anassertive, non-threateningway).• Demonstrates enhancedsense of self andcommunity such as:− sensitivity andtolerance of self andothers (e.g. respondpositively to criticism),− consideration for othersin group and teamactivities (e.g. share theworkload, play in anon-preferred position),• Identifies and discussessignificant transitions inan adolescent’s life, suchas be.g.inning a casual joband getting involved inmore seriousrelationships. Suggestsstrategies to deal withthese in ways that enhanceresilience and self-esteem.• Evaluates the influence ofdifferent beliefs andvalues - including thoserelated to sexuality andgender − on self-esteemand decision-making (e.g.explore the relationshipbetween body image andgender, and the impact ofthe media on the notion ofthe ideal male and femalebody types).• Assesses the level ofintensity in a range ofemotions and manages orexpresses theseappropriately in differentcontexts. Transfersemotional managementstrategies betweencontexts (e.g. angermanagement strategieslearned in sport can betransferred to the homesituation).• Demonstrates (e.g.through role play)flexibility and maturityin understanding andmanaging emotions (e.g.uses self-talk to monitorand manage emotions,asks open-ended questionsto determine otherpeoples’ perspectives,uses consistent standardsand limits as referencepoints for decisions aboutbehaviour).• Demonstrates maturedecision-making thatincludes:− understanding thesituation and context,− people, risks, is adecision required?− planning to make adecision - analysepersonal strengths,attitudes,responsibilities andgoals,− deciding and acting -choosing from options,communicating adecision, acting on thedecision,Bound for Success Scope and Sequence Statements V2 Page 22 Working Document Semester One 2007
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TECHNOLOGYInformationMany forms of
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