ACARA General Overview
Capabilities
Literacy Students should understand,
implement and utilise language
specific to Health and Physical
Education (HPE); students should
understand the implications of utilising
specific language and how it
demonstrates high/low literacy
specific competency within the
classroom. Students are given the
opportunity to extend their literacy
capabilities and higher-order thinking
skills.
Numeracy Students are given an array
opportunities to utilise numerical
thinking and numerical concepts
throughout specific learning
experiences in both the theoretical
and practical aspect of HPE. Students
develop skills in measurement and
data gathering in the practical setting.
Low-end Pedagogy High-End Pedagogy ICT Connections
HPE specific language is Student-led learning is utilised; Learners should be granted
explicitly taught to learners are given opportunity access to digital tools which
learners, this language to collaborate with others and enable the curation of
is also used in provide a summation of key information, as well as the
communication as a ideas and concepts through ability to communicate with
means of multiples modes. Students one another. An ideal piece of
reinforcement. By granted the chance to guide technology to be utilised in a
utilising this, specific and lead others with minimal HPE classroom is a laptop or
language becomes to no intervention by staff. computer of some kind.
commonplace within Students are able to gather
the classroom. information, extract relevant
information, form their own
cohesive and relevant
argument, and communicate
these ideas through a range of
software on the device. This
grants students the
opportunity to further develop
grammar and punctuation,
vocab specific to HPE, as well
as extend their own knowledge
and understanding of ideas.
Students gather and Students use data gathered to Learners are exposed to and
record data. Students make predictions on future given the opportunity to work
model data through an trends and draw final with devices which help in
array of graphs and conclusions on what has been recording data. i.e. Gopro or
provide statistical gathered. Students use other cameras. Students are
analysis on said data. gathered data to model future also exposed to software such
trends and predictions as Kinovea which enables
students to study, annotate,
 Students then utilise and interpret
data sets to identify particular
patterns and trends, predict future
trends, and draw valid and reasonable
conclusions.
Information and Students utilise ICT’s for an array of
communication tasks which seek to further their
Technology knowledge, respect, relationships,
Capability communication skills, ability to
collaborate, ability to analyse and
interpret information and data.
Students are also made aware of the
social and ethical practices that
directly relate to the use of
technology.
Critical and Students develop skills through
Creative Thinking practical and theoretical activities.
Theoretical experiences to prompt
students to think of solutions to
health-related issues which affect
themselves as individuals as well as
the wider community. Through
practical activities students will be
prompted to develop tactical skills to
overcome obstacles in modified
games, these skills will than be altered
Information gathered is then
interpreted and used to
support students hypothesised
idea/s.
Students are exposed to Student-led learning is utilised.
information that is Students use a variety of
subject specific (HPE), technologies to create an
this learning is teacher online learning journal/hub,
lead and often very which has been used to gather
basic. The use of ICT’s is relevant information and track
only used a platform to the development of ideas over
enhance the learning time. These online
experiences of students. journals/hubs are then
published through a safe
learning site, enabling students
to interact and collaborate
with one another, as well
professionals and stakeholders
to further their knowledge and
ideas.
Students are presented Student-led learning. Students
with real world are asked to investigate a
problems which vary in variety of real world problems
relatability and develop and develop solutions to the
solutions with slight problems on a personal, local
guidance of teacher in a and global level. Students then
collaborative manner. collaborate and divulge
information through a variety
of means.
measure and compare video
footage that has been taken
and used.
Students learn about and use
an array of ICT’s which can be
used in HPE as well as various
real world scenarios. Students
further their knowledge and
understanding through direct
creation, exploration,
implementation of these tools.
Students have access to a
range of digital tools which can
be used to create and present
individual or collaborative
works to a wider audience, and
also have the opportunity to
engage with others outside of
the classroom space.
 and utilised by students in in-game
situations.
Personal and Students gain a further understanding
Social Capability of acceptable interpersonal
behaviours and skills. Students further
develop their ability to communicate
effectively, negotiate effectively and
respectfully, as well as validating and
understanding the ideas of others.
Ethical Students develop a strong
Understanding understanding of ethical issues
through engagement in class activities
as well as collaborative discourse.
Students understand the importance
of a number of key ideas which include
(but are not limited to) Respect,
equality, fairness, integrity, diversity,
inclusivity of all. These understandings
are then implemented across a range
of scenarios.
Intercultural Students will further develop their
Understanding knowledge on the ideas presented
within Ethical Understanding, however
they will understand what it is that
contributes to a person's identity
(culture/cultural beliefs, religion,
gender/sex etc.) Students will also
understand how they can be
respectful and open-minded when
discussing/experiencing these
differences.
Proper behaviour is Students are given
modelled for students opportunities to demonstrate
by teaching staff. behaviour through particular
Students are given the practical activities involving
opportunity to teamwork and strategy.
collaborate on
particular activities.
Students interact with Students research and
one another and model investigate ethical issues
behaviour either associated which affect them
voluntary or as individuals as well as those
involuntary, and discuss around them.
this behaviour and the Students partake in
ethical issues and constructive discourse. With
problems which it may relevant, justified and
pose. researched opinions and ideas
to help assist developing
further understanding for all
students.
Students interact and Student-led learning. Students
gain knowledge from research and study a particular
partaking in constrictive culture/cultural group
and respectful different from their own and
discourse. This type of discuss particular health and
conversation is wellness issues faced by the
constantly modelled to selected group, students
assist in familiarity. collate their findings and make
suggestions for possible
strategies that aim to increase
the health and wellbeing of
their specified group.
Students engage in providing
feedback to other students
through class only message
boards/forums on their weekly
work and assessment tasks.
Students will understand the
safety precautions that must
be undertaken when they use
social media, as well as other
digital tools endorsed in the
classroom.
Learners have the opportunity
to use a range of web domains
to study and gain knowledge
on their selected group.
Students will have a range of
tools to collate and express
their findings to deliver to class
members.