Knowledge & Skills

The Knowledge and Skills overviews show the specific physical education content students will learn in each unit of study throughout the year. These documents outline both the substantive knowledge (rules, strategies, and principles of fitness) and the disciplinary skills (movement techniques, tactical applications, and performance analysis) that students will develop. Each unit is broken down to clearly identify what students need to know and what they should be able to do upon completion. Through the systematic development of both knowledge and skills, students build physical literacy, teamwork capabilities, and a lifelong appreciation for physical activity appropriate to their stage of learning.

Select a unit to find out more

Rugby

Unit Progress Criteria
Knowledge	Skills
Recap — accurately recalls and applies previously taught rugby knowledge from Year 7 Rugby tactics and positioning such as depth in attack, supporting the ball carrier and defensive line alignment Names and describes skill types used in rugby (e.g. open/closed, simple/complex passing and tackling actions) Rugby rules around rucking, mauling and offside at the breakdown Disciplinary literacy: aerobic endurance, technique, skill types, positioning, evaluation	Head — can describe tactical positioning and decision-making in attack and defence Head — can explain rules and regulations of rugby with increasing accuracy Execute — demonstrates complex tackling, rucking and passing technique with good control Execute — applies technique consistently within small-sided game contexts Activity — can build aerobic endurance appropriate to the demands of rugby Recap — provides helpful peer feedback using basic criteria and reflects on own performance TRACK — can demonstrate school TRACK value of teamwork TRACK — can demonstrate school TRACK value of respect

Football

Unit Progress Criteria
Knowledge	Skills
Football tactics such as creating and using space, switching play and basic defensive shape Names and describes skill types used in football (e.g. closed skills like penalties, open skills like passing under pressure) Football rules around offside, fouls and restarts applied in a game context Disciplinary literacy: aerobic endurance, technique, skill types, positioning, evaluation	Head — can describe tactical positioning to maintain possession and create space Head — can explain rules and regulations of football with increasing accuracy Execute — demonstrates passing, control and shooting technique with good accuracy under pressure Execute — applies technique consistently within small-sided game contexts Activity — can build aerobic endurance appropriate to the demands of football Recap — provides helpful peer feedback using basic criteria and reflects on own performance TRACK — can demonstrate school TRACK value of ambition TRACK — can demonstrate school TRACK value of community (involved in lesson, extra-curricular sport, club or school teams)

Dance

Unit Progress Criteria
Knowledge	Skills
Describes dance/gymnastic skill types (e.g. simple and complex static balances) using correct terminology Explains how control, extension and technique affect the quality of a balance or capoeira sequence Disciplinary literacy: technique, skill types, evaluation	Execute — demonstrates complex static balances and capoeira sequences with good coordination and control Activity — can sustain balance and muscular strength for longer static holds Recap — reflects on own performance and identifies one area for improvement TRACK — can demonstrate school TRACK value of knowledge (understands and can explain what is being performed)

Table Tennis

Unit Progress Criteria
Knowledge	Skills
Table tennis tactics such as shot placement, depth and basic spin awareness Names and describes skill types in table tennis (e.g. closed skill of serving vs open skill of a rally shot) Table tennis scoring and match rules applied in competitive rallies Disciplinary literacy: technique, skill types, positioning, evaluation	Head — can describe tactical shot selection to move an opponent out of position Head — can explain rules and regulations of table tennis with increasing accuracy Execute — demonstrates top-spin forehand, backhand and slice technique with good control Execute — applies technique consistently within rallies and competitive points Recap — provides helpful peer feedback using basic criteria and reflects on own performance TRACK — can demonstrate school TRACK value of respect

Volleyball

Unit Progress Criteria
Knowledge	Skills
Volleyball tactics such as court positioning, communication and setting up an attack Names and describes skill types in volleyball (e.g. closed skill of serving vs open skill of digging under pressure) Volleyball rotation and rules applied within competitive rallies Disciplinary literacy: aerobic endurance, technique, skill types, positioning, evaluation	Head — can describe tactical positioning to set up a successful attack Head — can explain rules and regulations of volleyball with increasing accuracy Execute — demonstrates serve, dig, set and volley technique with good control Execute — applies technique consistently within small-sided rallies Activity — can build aerobic endurance appropriate to the demands of volleyball Recap — provides helpful peer feedback using basic criteria and reflects on own performance TRACK — can demonstrate school TRACK value of teamwork

Basketball

Unit Progress Criteria
Knowledge	Skills
Basketball tactics such as spacing, basic offensive plays and man-to-man defensive positioning Names and describes skill types in basketball (e.g. closed skill of a free-throw vs open skill of a lay-up under pressure) Basketball rules around fouls, violations and shot clock basics applied in game context Disciplinary literacy: aerobic endurance, technique, skill types, positioning, evaluation	Head — can describe tactical positioning and decision-making in attack and defence Head — can explain rules and regulations of basketball with increasing accuracy Execute — demonstrates passing, dribbling, lay-up and shooting technique with good control Execute — applies technique consistently within small-sided game contexts Activity — can build aerobic endurance appropriate to the demands of basketball Recap — provides helpful peer feedback using basic criteria and reflects on own performance TRACK — can demonstrate school TRACK value of ambition TRACK — can demonstrate school TRACK value of community (involved in lesson, extra-curricular sport, club or school teams)

Softball

Unit Progress Criteria
Knowledge	Skills
Softball tactics such as fielding positioning, backing up throws and basic base-running decisions Names and describes skill types in softball (e.g. closed skill of pitching vs open skill of fielding a live ball) Softball rules around outs, tagging and fielding applied in competitive game situations Disciplinary literacy: technique, skill types, positioning, evaluation	Head — can describe fielding positioning and decision-making to prevent runs Head — can explain rules and regulations of softball with increasing accuracy Execute — demonstrates catching, throwing, batting and bowling technique with good control Execute — applies technique consistently within small-sided game contexts Recap — provides helpful peer feedback using basic criteria and reflects on own performance TRACK — can demonstrate school TRACK value of respect

OAA - Team building and Orienteering

Unit Progress Criteria
Knowledge	Skills
Describes different navigation skill types (e.g. closed skill of following a set route vs open skill of adapting to terrain) Explains how effective communication and role allocation improve team problem-solving Understands how to plan and follow a compass bearing over a short course with growing independence Disciplinary literacy: aerobic endurance, positioning, evaluation	Head — can describe tactical decision-making when planning a route or solving a team challenge Head — can explain rules of orienteering and team-building tasks with increasing accuracy Execute — demonstrates navigation technique with good control and reduced reliance on adult support Activity — can build aerobic endurance appropriate to the demands of a sustained course Recap — reflects on team performance and identifies one area for improvement TRACK — can demonstrate school TRACK value of teamwork TRACK — can demonstrate school TRACK value of community (involved in lesson, extra-curricular sport, club or school teams)

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