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HEALTH AND PHYSICAL EDUCATION
HEALTH AND PHYSICAL EDUCATION - Learning Leader: Mr Tim Kupke
YEAR 10 H&PE STAGE 1 PHYSICAL EDUCATION* STAGE 2 PHYSICAL EDUCATION*
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STAGE 1 OUTDOOR EDUCATION (Studied in Year 10) STAGE 2 OUTDOOR EDUCATION*
STAGE 1 HEALTH AND WELLBEING* STAGE 2 HEALTH AND WELLBEING*
Year 10 Health and Physical Education
Length of Course: 2 semesters (compulsory)
Aims: • To learn, develop and demonstrate movement patterns and physical skills. • To participate in activities which require communication and collaboration. • To determine areas for improvement within practical performance and develop ways to do this. • To gain knowledge and experience in coaching and various coaching styles. • To develop knowledge and understanding of how to train the body effectively. • To analyse and evaluate the effectiveness of training. • To explore values, and empower students to make informed, safe, responsible, and healthy decisions through relationships education. * Studied at Year 11 or Year 12
Content: Individual Sports • Golf • Badminton • Training Team Sports • Team Handball • Gridiron • Volleyball
Health Education • Sports Coaching – Coaching Styles, Experience in coaching younger children. • Training and Fitness – Fitness Factors, Fitness
Testing, How to train effectively. • Respectful Relationships - Sexual Health,
Consent, Mental Health and Wellbeing, Decision
Making. • Sport Analysis – Analysis of both amateur and elite Team Handball games.
Year 10 Stage 1 Outdoor Education
Length of Course: 1 semester (10 credits)
This course is a SACE Stage 1 unit studied in Year 10.
Outdoor Education provides students with fun, challenging and rewarding learning experiences inside and outside the classroom. When choosing this course, keep in mind the outdoor nature of the subject and ensure students are prepared to undertake a 3-day and a 2-day camping expedition (5 days total).
Aims: • To develop and demonstrate practical skills in various outdoor activities. • To develop and apply knowledge and understanding relevant to camping expeditions. • To interact constructively and actively with a range of people in a variety of contexts. • To develop and demonstrate effective interpersonal skills, leadership and self-reliance. • To develop and demonstrate an appreciation for our natural environment.
Learning Activities: Practical • Group Dynamics Activities • Map and Compass Work • Orienteering • Basic Camping Skills – Cooking, Setting up a
Tent, Minimal Impact Camping • 3 Day Camping Expedition (Rock Climbing,
Bushwalking, Mountain Biking) – compulsory • 2 Day Base Camp (Surfing + Kayaking) – compulsory Theoretical • Group Development and Group Roles • Group Expedition Planning and Reflection • Coastal Sustainability • Personal Growth
NOTE: The significant practical learning activities will mean that a cost component of approximately $500 needs to be factored into choosing this course of study. The exact cost will be determined once final class numbers are complete. The 3-day and 2-day camping expeditions make up part of the assessment for the semester and therefore are compulsory components of the course. Please note that if these components of the course are not completed, the SACE credits will not be awarded. Stage 1 Physical Education
Length of Course: 1 or 2 semesters (10 or 20 credits)
Prerequisites: Satisfactory grade and recommendation in Year 10 Health and Physical Education.
Content: Students undertake two key topics in each semester:
Physical Education A Volleyball • Modified games to improve participation and performance in Volleyball • Communication and collaboration skills that make an effective Volleyball team • Barriers and enablers to participation in
Volleyball
Netball • What makes an effective / elite Netball player? • How do I train to improve my Netball performance?
Physical Education B Badminton • How can I improve my technique/s in
Badminton? • Biomechanical analysis of Badminton technique/s Team Handball • The impact of single gender Physical Education classes vs. mixed gender • Communication and collaboration skills that make an effective Team Handball team
Assessment Performance Improvement • Each semester, students will complete one
‘Performance Improvement’ task where they focus on improving a certain aspect of their performance in a sport. Physical Activity Investigation • Each semester, students will complete one
‘Physical Activity Investigation’ which requires them to look deeply into an aspect which enhances or prevents people from being involved in physical activity.
Stage 2 Outdoor Education
Length of Course: 1 year (20 credits)
This course is a SACE Stage 2 subject studied in Year 11 or 12.
Prerequisites: It is recommended that Stage 1 Outdoor Education is completed satisfactorily. Outside of this prerequisite, an interview with the Health and Physical Education Learning Leader is required.
Outdoor Education provides students with fun, challenging, and rewarding learning experiences inside and outside of the classroom. When choosing this course, keep in mind the outdoor nature of the subject and ensure students are prepared to undertake 3 x 3-day camping expeditions (9 days total).
Aims: • To develop and demonstrate practical skills in various outdoor activities. • To develop and apply knowledge and understanding relevant to camping expeditions. • To interact constructively and actively with a range of people in a variety of contexts. • To develop and demonstrate effective interpersonal skills, leadership and self-reliance. • To develop and demonstrate an appreciation for our natural environment.
Learning Activities: Practical • Self-Reliant Camping Skills – Cooking,
Navigation, Packing, Planning • 3-day Base Camp (Bushwalking) – compulsory • 3-day Camping Expedition (Kayaking/Canoeing) – compulsory • 3-day Self-Reliant Camping Expedition (Kayaking/Canoeing) – compulsory Theoretical • Importance of the Environment and Nature for
Human Wellbeing (20%) • Personal Growth, Group Collaboration and
Leadership Skills (30%) • Planning for and Reflecting on a Camping
Expedition (20%) • Your Connection to the Environment Investigation – choice study (30%)
NOTE: The significant practical learning activities will mean that a cost component of approximately $600 needs to be factored into choosing this course of study. The exact cost will be determined once final class numbers are complete. The 3 x 3-day camping expeditions make up part of the assessment for the semester and therefore are compulsory components of the course. Please note that if these components of the course are not completed, the SACE credits will not be awarded.
Stage 2 Physical Education
Length of Course: 2 semesters (20 credits)
Prerequisites: It is recommended that both units of Stage 1 Physical Education are completed satisfactorily; however, completion of one Stage 1 Physical Education unit will prepare the students adequately. Outside of these prerequisites, an interview with the Health and Physical Education Learning Leader is required.
Content: Students will be required to undertake four key tasks throughout the year. Three of these tasks are school assessed, with the Group Dynamics Task being externally assessed: Diagnostics Task 1 (15%) ‘The Learning Journey’ • Students collect skill-based data and compare it to elite performance. • Students apply their knowledge of Stages of
Learning, the Information Processing Model,
Signal Detection and Selective Attention to their performance in a team sport during class (e.g. Touch Football, Ultimate Frisbee, Team
Handball). Diagnostics Task 2 (15%) Energy Systems • Students collect data and analyse and explain the ‘Interplay of Energy Systems’ in relation to performance and recovery in a team sport during class (e.g. Touch Football, Ultimate Frisbee,
Team Handball). Improvement Analysis Task (40%) • Students identify an individual skill and fitness area for improvement within a chosen class team sport (or a sport of your choice) and design and implement strategies to improve in this area. Group Dynamics Task (30%) Volleyball • Students participate in a class team of Volleyball, preparing themselves for an interschool competition. • Students take on the role of participant, plus any of: Fitness Coach, Technical Coach, Tactical
Coach or Motivational Coach and analyse the impact they have on the participation and/or performance of team members. Alternatively, students select a competition or sport where they can coach a team (Vista/SACSA/Knockout Sport, another PE class at a younger year level).
Stage 1 Health and Wellbeing
Length of Course: 1 or 2 semesters (10 or 20 credits)
Prerequisites: Nil
Aim: To increase students’ understanding of the key issues and impacts of the health and wellbeing of a population at both global and local levels.
Content: Students will investigate the importance of health and wellbeing to individuals and communities and the key factors that impact health and wellbeing. There is opportunity to consider current issues and trends at local, national and global levels, and complete practical tasks that aim at advocating for change to improve health and wellbeing outcomes for individuals and communities. Topics: A range of units of study will be defined based on student interest that connect to the following key concepts: • Health Promotion • Health Determinants • Social Equity • Health Literacy • Assessment: Practical Actions Tasks • Individual Action • An Event • A Program Issues Inquiry Task • In -depth investigation of a health/wellbeing issue (negotiated with teacher) including the impact of digital technology on the chosen issue.
Stage 2 Health and Wellbeing
Length of Course: 2 semesters (20 credits)
Prerequisites: Preferably, successful completion of one semester of Stage 1 Health and Wellbeing
Aim: To develop the knowledge, skills, and understandings required to explore and analyse influences and make informed decisions regarding health and wellbeing.
Content: Students evaluate current trends and issues that impact health and wellbeing. They reflect on personal and community actions to promote and improve sustainable outcomes for individuals and global society. An awareness and analysis of the health and wellbeing status of individuals, communities, and global societies incorporates health determinants, inequities, barriers, and strategies. Students explore principles, frameworks, models, and theories relating to health and wellbeing. Topics: A range of units of study will be defined based on student interest that connect to the following key concepts: • Health Promotion • Health Determinants • Social Equity • Health Literacy • Assessment: Two Initiative tasks (40%) One group and one individual health promotion task Two Folio tasks (30%) Critical thinking tasks about health and wellbeing issues One Inquiry task (30%) Investigate and analyse a current health and wellbeing issue
