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South Australia Unit 6 Outcomes – Fundamental Movement Skills


Strands

  • Physical Activity & Participation

Key Idea 1

Students individually, in groups or teams enhance their self-awareness through developing, refining and expanding their movement abilities and strategies within an appropriate context of physical activities. (Id In KC4)

Standard and Evidence

3.1 Demonstrates a range of specialised individual and team movement skills that enhance their sense of personal and group identity. (Id In KC2 KC4)

  • Demonstrates correctly the skills of a wide range of movement activities (Id KC2)
  • Applies specific skills in games / performances / modified sport
  • Works collaboratively to be an effective member of teams and/or groups (Id KC4)
  • Displays responsibility in acting safely whether as a member of a team, umpiring or in a coaching role. (Id KC4)

Key Idea 2

Students gain an understanding of the importance of regular and planned participation in vigorous physical activity to their on and other’s long-term health, at school and in community contexts. (F Id T KC3)

Standard and Evidence

3.2 Develops, through participation in health related fitness activities, an understanding of those activities’ appropriateness and effectiveness. (Id)

  • Generates alternate practices and venues designed to facilitate access for all possible participants. (In KC6)

Key Idea 3

Students enhance their understandings of relationships and group dynamics through developing knowledge and skills in collaborating with others and working in teams. (Id In C KC4)

Standard and Evidence

3.5 Assumes different roles when working as part of a cooperative group or team to achieve a shared goal and understands the effects of relationships. (Id In KC4)

  • Demonstrates that they can work cooperatively in groups or in teams in the classroom and other settings (e.g. outdoor education). (IN KC4)
  • Identifies and applies important group and team skills (e.g. being aware of others, listening, communicating, contributing ideas, keeping on task, avoiding treating others in a negative manner). (In C KC4)

Key Idea 4

Students increasingly understand, analyse and communicate the influence of factors such as culture, location, gender, ability, emergent technologies and family on their identity. (Id In C KC1 KC2 KC7)

Standard and Evidence

2.3 Establishes a sense of self-worth in a variety of contexts within the school, and communicates personal feelings in different situations. (Id In C KC2)

  • Describes what they like/dislike about themselves and what they can improve, and how they feel when those attributes are acknowledged. (Id KC1 KC2)
  • Critically analyses the influences on their sense of worth (e.g. being accepted by peers, their body image). (Id KC1)

Key Idea 5

Students enhance their understanding of relationships and group dynamics through developing knowledge and skills in collaborating with others and working in teams. (Id In C KC4)

Standard and Evidence

3.5 Assumes different roles when working as part of a cooperative group or team to achieve a shared goal and understands the effects on relationships. (Id In KC4)

  • Demonstrates they can work cooperatively in groups or in teams in the classroom and other settings (In KC4)
  • Identifies and applies important group and team skills (e.g. being aware of others, listening, communicating, contributing ideas, keeping on task, avoiding treating others in a negative manner) (In C KC4)