The Physical Education and Health program at Bayswater reflects our belief that each student has the right to develop skills and behaviors needed for a happy and healthy future that allows for lifelong physical activity.

This is done by offering a wide range of physical and theoretical activates in a safe and inclusive environment that challenges students whilst fostering pathways for personal interest. We aspire students to:

  • Build a strong understanding of their physical, social and emotional self
  • Be resilient to lives many challenges
  • Embrace an active lifestyle
  • Discover new and interesting knowledge and ideas to build on their growing ‘life skills’

Why is it important to study HPE at Bayswater?

  • Builds students social reasoning and awareness
  • Develops students physical capabilities which encourages them to embrace some of lives was rewarding social, emotional and environmental experiences
  • Assists students’ academic performance
  • Allows students to express themselves in a physical sense
  • Provides various rewarding ways for students to achieve
  • Understand their own and other peoples physical bodies
  • Opens up pathways to numerous physical and socially demanding jobs
  • Builds a strong base to work in one of the biggest and most crucial fields in the future

What teaching content is special

Community interaction and use of natural resources around the college:
Dandenong creek trail, 1000 steps national park, HE parker tennis club, Bayswater Football/Cricket ground, Leaps and bounds ropes course, Heathmont driving range, Knox leisure works etc.

Student will build a strong understanding of their physical, social and emotional self


Provide Practical and theoretical leadership opportunities

Practical: Students assist in convening Knox district cross country, various primary school sporting carnivals and interschool sports, senior and sport leaders train and coach junior and intermediate college teams to compete in the SSV secondary competition as well assisting PE lessons.
Theoretical: Internal and external leadership programs such as those run by Hawthorn FC and Cricket Victoria.

Year 7

In year 7, students begin by focusing on gaining a greater understanding of themselves physically, socially and emotionally. Students begin to comprehend the national nutritional guidelines through the healthy eating model and what that looks like for them in the real world. They gather and analyse health information, identifying a variety of resources and support networks. Students demonstrate skills to work collaboratively and play fairly in a variety of different sporting and game simulations.

Year 8

Students evaluate the benefits of relationships on wellbeing and respecting diversity through commencing the Respectful Relationships Program. They analyse factors that influence emotional responses. They investigate strategies that enhance their own and others’ health, safety and wellbeing. They consolidate and apply movement concepts and strategies to achieve movement and fitness outcomes. They begin to look at specific training programs to increase these fitness outcomes. They continue to take different coaching and officiating roles within classes. Students analyse the influences on their own and community food choices. They analyse the challenges and barriers for healthy eating in the modern world.

Year 9

In year 9, students apply and transfer their learned movement concepts and strategies to new and challenging movement situations. They apply criteria to make judgments about and refine their own and others’ specialised movement skills and movement performances. Students develop their leadership abilities through analysing peer movement patterns giving personalised feedback to improve overall performance. Students continue the Respectful Relationships program focusing on the power connection in regard to gender, respect and relationships. In addition to this, students look at risky behaviour and create various harm minimisation strategies to maintain and healthy lifestyle

Year 10

In year 10, students compare and contrast a range of actions that could be undertaken to enhance their own and others’ health, safety and wellbeing. They complete the Respectful Relationships Program they have worked through over the past 2 years. They work collaboratively to design training programs that will improve areas of their own fitness. They analyse the impact of attitudes and beliefs about diversity on community connection and wellbeing by taking part in the advance program and seeking out community placements. Students take on leading roles as they pass on their knowledge to their peers on various aspects of staying healthy.