Level 6 AOs | Level 7 AOs | Level 8 AOs
Students will:
Investigate and understand reasons for the choices people make that affect their well-being and explore and evaluate options and consequences.
Choose and maintain ongoing involvement in appropriate physical activities and examine factors influencing their participation.
Demonstrate understanding of responsible behaviours required to ensure that challenges and risks are managed safely in physical and social environments.
Demonstrate an understanding of factors that contribute to personal identity and celebrate individuality and affirm diversity.
Students will:
Acquire, apply, and refine specialised motor skills by using the principles of motor skill learning.
Demonstrate and examine responsible attitudes in challenging physical situations.
Apply scientific and technological knowledge and resources to enhance physical abilities in a range of environments.
Demonstrate understanding and affirmation of people’s diverse social and cultural needs and practices when participating in physical activities.
Students will:
Demonstrate an understanding of how individuals and groups affect relationships by influencing people’s behaviour, beliefs, decisions, and sense of self-worth.
Plan and evaluate strategies recognising their own and other people’s rights and responsibilities to avoid or minimise risks in social situations.
Plan strategies and demonstrate interpersonal skills to respond to challenging situations appropriately.
Students will:
Analyse societal influences that shape community health goals and physical activity patterns.
Advocate for the development of services and facilities to meet identified needs in the school and the community.
Compare and contrast personal values and practices with policies, rules, and laws and investigate how the latter contribute to safety in the school and community.
Investigate the roles and the effectiveness of local, national, and international organisations that promote well-being and environmental care.
Students will:
Assess their health needs and identify strategies to ensure personal well-being across their lifespan.
Plan, implement, and evaluate a physical activity programme and examine factors used to justify physical activity as a means of enhancing well-being.
Analyse the difference between perceived and residual risks in physical and social environments and develop skills and behaviour for managing responsible action.
Critically evaluate societal attitudes, values, and expectations that affect people’s awareness of their personal identity and sense of self-worth in a range of life situations.
Students will:
Appraise specialised motor skills and adapt them to extend physical competence and recreational opportunities.
Adapt skills and appraise responsible attitudes in challenging physical situations and unfamiliar environments.
Apply relevant scientific, technological, and environmental knowledge and use appropriate resources to improve performance in a specialised physical activity.
Appraise, adapt, and use physical activities to ensure that specific social and cultural needs are met.
Students will:
Analyse the nature and benefits of meaningful interpersonal relationships.
Analyse the beliefs, attitudes, and practices that reinforce stereotypes and role expectations, identifying ways in which these shape people’s choices at individual, group, and societal levels.
Evaluate information, make informed decisions, and use interpersonal skills effectively to manage conflict, competition, and change in relationships.
Students will:
Analyse ways in which events and social organisations promote healthy communities and evaluate the effects they have.
Evaluate school and community initiatives that promote young people’s well-being and develop an action plan to instigate or support these.
Evaluate laws, policies, practices, and regulations in terms of their contribution to social justice at school and in the wider community.
Analyse ways in which the environment and the well-being of a community are affected by population pressure and technological processes.
Students will:
Critically evaluate a range of qualitative and quantitative data to devise strategies to meet their current and future needs for well-being.
Critically examine commercial products and programmes that promote physical activity and relate this to personal participation in programmes intended to meet their current well-being needs.
Critically analyse dilemmas and contemporary ethical issues that influence their own health and safety and that of other people.
Critically analyse the impacts that conceptions of personal, cultural, and national identity have on people’s well-being.
Students will:
Devise, apply, and evaluate strategies to improve physical activity performance for themselves and others.
Devise, apply, and appraise strategies through which they and other people can participate responsibly in challenging physical situations.
Critically analyse and experience the application of scientific and technological knowledge and resources to physical activity in a range of environments.
Devise and apply strategies to ensure that social and cultural needs are met in personal and group physical activities.
Students will:
Critically analyse the dynamics of effective relationships in a range of social contexts.
Critically analyse attitudes, values, and behaviours that contribute to conflict and identify and describe ways of creating more harmonious relationships.
Analyse and evaluate attitudes and interpersonal skills that enable people to participate fully and effectively as community members in various situations.
Students will:
Critically analyse societal attitudes and practices and legislation influencing contemporary health and sporting issues, in relation to the need to promote mentally healthy and physically safe communities.
Establish and justify priorities for equitable distribution of available health and recreational resources and advocate change where necessary.
Demonstrate the use of health promotion strategies by implementing a plan of action to enhance the well-being of the school, community, or environment.
Critically analyse the interrelationships between people, industry, technology, and legislation on aspects of environmental health.
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Last updated November 28, 2011