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WS03 - Respectful relationships

Health and Physical Education, Years 7 and 8

By the end of Year 8, students analyse factors that influence identities, emotions and responses to change, and describe strategies to respond to these influences. They analyse how stereotypes, respect, empathy and valuing diversity influence relationships. Students analyse the effectiveness of assertive communication strategies, protective behaviours and help-seeking strategies applied online and offline. They analyse health information and messages to propose strategies that enhance their own and others’ health, safety, relationships and wellbeing. Students apply and transfer movement skills and movement concepts across a range of situations. They implement and evaluate the effectiveness of movement strategies on movement outcomes. Students propose and evaluate strategies designed to achieve personal health, fitness and wellbeing outcomes. They select, use and refine strategies to support inclusion, fair play and collaboration across a range of movement contexts. 

Personal, social and community health| Identities and change

AC9HP8P02

analyse the impact of changes and transitions, and devise strategies to support themselves and others through these changes

Personal, social and community health | Interacting with others

AC9HP8P04

examine the roles of respect, empathy, power and coercion in developing respectful relationships

Personal, social and community health | Interacting with others

AC9HP8P06

analyse factors that influence emotional responses and devise strategies to self-manage emotions

Annotations

 

1. Describes a range of personal qualities. See also annotation 3 and annotation 5. 

 

2. Provides reasons why the personal qualities described are important to respectful relationships. See also annotation 4.

 

3. Describes a range of personal qualities. See also annotation 1 and annotation 5.

 

4. Provides reasons why the personal qualities described are important to respectful relationships. See also annotation 2. 

 

5. Describes a range of personal qualities. See also annotation 1 and annotation 3.

 

6. Assesses their qualities and skills as a friend.

 

7. Describes a range of character strengths that support good friendships. See also annotation 8 and annotation 9.

 

8. Describes a range of character strengths that support good friendships. See also annotation 7 and annotation 9. 

 

9. Describes a range of character strengths that support good friendships. See also annotation 7 and annotation 8.

10. Evaluates factors that may influence the way they interact with others and the potential impact of those factors.

 

11. Evaluates environmental and external factors that may influence their emotional responses and the way they interact with others. See also annotation 12, annotation 13 and annotation 14.

 

12. Evaluates environmental and external factors that may influence their emotional responses and the way they interact with others. See also annotation 11, annotation 13 and annotation 14.

 

13. Evaluates environmental and external factors that may influence their emotional responses and the way they interact with others. See also annotation 11, annotation 12 and annotation 14.

 

14.  Evaluates environmental and external factors that may influence their emotional responses and the way they interact with others. See also annotation 11, annotation 12 and annotation 13. 

 

15. Explains the importance of respectful and inclusive relationships to wellbeing.  

16. Identifies appropriate people and/or services to access for help or advice.

 

17. Provides a range of examples of how to support a friend during a difficult situation.