HEALTH & PHYSICAL EDUCATION
ONE SEMESTER
Health and Physical Education:
In Year 10, Physical Education students explore health-related and skill-related physical activity through a combination of theoretical and practical units. Students learn to apply more specialised movement skills and strategies in a variety of different environments.
Through practical participation in a broad scope of physical activities, students learn the importance of cooperation, leadership and fair play. Students learn of actions that could be undertaken to enhance their own and other’s health and physical activity, as well as how participation in physical activity and sport influences an individual’s identity.
The curriculum works to develop invaluable personal and social skills in students by allowing them opportunities to demonstrate leadership, teamwork and resilience through physical education.
About Health and Physical Education:
Physical education:
● Encourages students to participate in physical activity that they can use for life
● Teaches students of the physiological benefits of engaging in physical activity
● Allows students to explore ways of engaging in physical activity that they like
● Helps students understand how physical activity is crucial in promoting lifelong health and skills
● Educates the values of respect, resilience and teamwork to prepare them students for life
Health and Physical Education focuses on students develop the knowledge, understanding and skills to strengthen their sense of self, and build and manage satisfying relationships. The curriculum helps them to be resilient, and to make decisions and take actions to promote their health, safety and physical activity participation.
Integral to Health and Physical Education is the acquisition of movement skills, concepts and strategies to enable students to confidently, competently and creatively participate in a range of physical activities. As a foundation for lifelong physical activity participation and enhanced performance, students develop proficiency in movement skills, physical activities and movement concepts and acquire an understanding of the science behind how the body moves.
Movement is a powerful medium for learning, through which students can acquire, practice and refine personal, behavioural, social and cognitive skills. The Health and Physical Education curriculum addresses how contextual factors influence the health, safety, wellbeing, and physical activity patterns of individuals, groups and communities. It provides opportunities for students to develop skills, self-efficacy, and dispositions to advocate for, and positively influence, their own and others’ health and wellbeing.
Pathways
Year 10 Health and Physical Education does not guarantee a pathway into Unit 1 Physical Education and Health and Human Development. If students wish to pursue the following VCE PE and VCE HD VCE subjects, we encourage them to select Sport Science and Health Education.
Unit Focus Area
Practical Units
• Topic 1: Volleyball
• Topic 2: European Handball
• Topic 3: Weight Training, including pre and post testing
Theoretical Units
• Topic 1: The Body Systems: Cardiovascular, Respiratory, Muscular and Skeletal systems
• Topic 2: Physical Activity, Fitness and Health
Assessment
WRITTEN TEST: Skeletal, Muscular, Cardiovascular, and Respiratory Systems
PRACTICAL SKILLS: Volleyball and European Handball movement skills
ASSIGNMENT: Develop a resistance training program, including pre and post testing
Examination
Outdoor
OUTDOOR AND ENVIRONMENTAL STUDIES ONE SEMESTER
Year 10 students must select Outdoor Environmental Studies for entry into VCE Outdoor Environmental Studies
Outdoor and Environmental Studies is a pre-requisite subject and therefore, must be selected for students intending on studying VCE Outdoor Environmental Studies Units 1 & 2.
Students are required to have an excellent competency in swimming to study this course
Approval to study this course will be required
and Environmental Studies
This subject is aimed at providing students with an individual challenge designed to encourage young people to develop into mature, active citizens who will positively contribute towards society.
Within the study, students will engage in experiences within a range of outdoor environments, with the emphasis on students participating in challenging adventure–based activities. Activities undertaken could include, bushwalking, surfing, snorkelling, rock-climbing, sea kayaking, caving, and rafting. Due to the nature of participating in a large range of water-based environments, it is important that students have an excellent competency of swimming when deciding to elect Year 10 Outdoor and Environmental Studies
The curriculum is focused on providing students with the necessary knowledge and skills to be well prepared for the excursions undertaken, and the theory also allows for students to be well prepared for the camp experiences within the study. Students may participate in a range of assessment tasks including film analysis, practical and theoretical first aid, a research task, structured questions, and a semester exam.
The curriculum also encompasses learning activities that provide students with the opportunity to pursue VCE Units 1/2 Outdoor and Environmental Studies
The curriculum centers around a multidimensional approach presenting students with an array of topics which include:
• Camp Planning and Preparation
• Sustainability and Minimal Impact – Environmental Care
• Snorkelling and Beach Awareness (Safety)
• First Aid – including practical skills of first aid management
• Risk Management – including safety and safe procedures
• Route Planning, Navigation & Weather
• Technology in Outdoor Experiences
• Team Building and Leadership
Pathways
Outdoor and Environmental Studies is recognised as a valuable educational program that offers students the opportunity to engage in meaningful and challenging experiences. By setting realistic and attainable goals, students are encouraged to push their boundaries and achieve personal growth. This program is instrumental in fostering essential life skills and attributes that are highly beneficial for both professional and personal development. Students participating in Outdoor and Environmental Studies gain resilience, enhanced problem-solving abilities, teamwork skills, effective communication techniques, and a strong sense of motivation and accomplishment Students who participate in this subject are encouraged to continue their interest in the VCE subject Outdoor and Environmental Studies.
Unit Focus Areas
Camp planning and preparation: This area of study includes a focus on students acquiring the skills necessary to ensure that their camping experience is safe and fun. Students research the appropriate clothing and equipment required for hiking/camping. Practically, students engage in the safe use of the Trangia (cooking stove), tent set up and shelter. Ideas of appropriate food are discussed. Groups are formed to plan their menu.
Sustainability and Minimal Impact: Students explore and examine the concept of Sustainability, and Sustainable Development – and the level of impact that society is having on Outdoor Environments. ‘Leave No Trace’ and ‘Minimal Impact’ will also be discussed within this sub-topic. The idea is that we appreciate the environment we visit but have minimal impact on the local surroundings. Students also undertake a research task on an environmental issue that can impact on community – whether that is a local, or state issue. Students research the concept of Biodiversity and the interrelationships of humans, flora and fauna.
Snorkelling and Beach Awareness (Safety): Students will learn the skills involved in safely participating in a range of water-based activities – within a range of environments (coastal, bay, inland waters, etc). Students will begin to learn in the classroom the skills of using a mask and snorkel and will learn the safety signals expected within participation (for surf and snorkel activities). Students will be educated on the types of beaches, marine life, and safety expectations around the water. Students learning will also center around safely participating in open water environments, to prepare for their Snorkelling Excursions (within Port Phillip Bay), and Surfing Day at Phillip Island.
First Aid: Students research a number of first aid scenarios that may arise when out in the community, especially whilst hiking/camping. These include snake bites, bleeding, seizures, soft tissue injuries, fractures, and CPR. Role plays are undertaken to reinforce concepts and an evaluation is undertaken with an emphasis on management of the victim.
Risk Management: Students explore a range of risks associated with the excursions undertaken within the study, and begin to discuss the creation of Risk Assessments when being involved in Outdoor Excursions and Camps. Scenarios are presented and students are asked to identify the related risks.
Route Planning, Navigation, and Weather: Students become competent in the use of the compass. Maps are used to create cross sections. Topographic maps are referenced to show students where they will be hiking, the terrain, local landmarks, and features. Students will also discuss weather planning, and will participate in reading and understanding clouds and their formations.
Technology in Outdoor Experiences: Students will engage in learning about a range of technologies that support participation in Outdoor Environments. This discussion will also look into the impacts of technology (both direct and indirect), and will look at how technology ultimately supports participation within the outdoors.
Team building and leadership: Students engage in a range of initiatives that aim to develop teamwork, collaboration, and communication. Different types of leadership are discussed and how this can influence the outcome of the activity.
Assessment
• STRUCTURED QUESTIONS – to include topics taught over the Semester.
• RESEARCH TASK: Environmental issue.
• MEDIA ANALYSIS
• Examination
SPORTS SCIENCE ONE SEMESTER
SPORTS SCIENCE IS AN ADVANCED
PE SUBJECT
Year 10 students must select Sports Science for entry into VCE Physical Education
Sports Science is a pre-requisite subject and therefore, must be selected for students intending on studying VCE Physical Education Units 1 & 2 This is an advanced PE subject. Approval to study this course will be required
Sports Science
Sports Science is designed to engage students in the core notion of lifelong physical activity. It explores the subject in the many possible contexts found in the lives of individuals and in Australian society in general. Research in fields such as sociology, physiology, nutrition, biomechanics and psychology inform what we understand about healthy, safe and active choices.
The Sports Science curriculum creates a direct pathway into VCE Physical Education and provides students with the knowledge of content covered in VCE Physical Education. In Sports Science students develop an understanding of foundations of physical activity, physical activity and sport in society and enhancing participation and performance.
In Year 10 Sports Science, students participate in a range of assessment including Practical Activities, Laboratory Reports, Case studies, Structured Questions and an Examination.
About Sports Science
The Sports Science curriculum investigates exercise physiology, body systems, biomechanics, motor control and physical activity patterns of individuals, groups and communities. Reflecting contemporary approaches to Health and Physical Education, Sports Science demonstrates that regular physical activity is essential to improving health status and quality of life. Healthy, active living includes promoting physical fitness, healthy body weight, psychological wellbeing, cognitive capabilities and learning.
Sports Science promotes the concept of learning through movement. It facilitates a range of learning experiences that provide a positive interaction with others, in both collaborative and competitive contexts. As a foundation for lifelong physical activity participation and enhanced performance, students develop proficiency in movement skills, physical activities and movement concepts and acquire an understanding of the science behind how the body moves.
Sports Science is a multidisciplinary field concerned with the understanding and enhancement of human performance. It includes the knowledge, methods and applications of sub-disciplines of human movement studies. Sports scientists are trained experts who assist sportspeople to achieve the best possible sporting performance. They ensure that athletes are up to date with current training protocols, testing, and preparation by evaluating, researching, assessing and advising on coaching, training, competition and recovery practices in all areas and levels of sport.
• It is important to note that there will be one practical class a cycle
Pathways
Year 10 students must select Sports science for entry into VCE Physical Education. Sports Science is a pre-requisite subject for students intending on studying VCE Physical Education in Units 1 and 2.
Unit Focus Area
Topic 1: Body Systems and Acute Responses
● Structure, role and function of the musculoskeletal system
● Structure, role and function of the cardiorespiratory system
● Acute Reponses to physical activity
Topic 2: Energy Systems
● ATP-PC, Anaerobic and Aerobic Glycolysis
● Food, fuel & recovery
● Energy System Interplay
Topic 3: Biomechanics
● Movement skills and performance
● Technique and form
● Enhancing performances
Assessment
• REFLECTIVE FOLIO: Acute Response
• GAMES ANALYSIS: Interplay in Sport
• STRUCTURED QUESTIONS: Body Systems and Acute Responses
• Examination
HEALTH EDUCATION ONE SEMESTER
Year 10 students must select Health Education for entry into VCE Health & Human Development
Health Education is a pre-requisite subject and therefore must be selected for students intending on studying VCE Health & Human Development Units 1 & 2
Health Education
Year 10 Health Education takes a broad and multidimensional approach to defining and understanding health and wellbeing. Health Education is an introduction to VCE Health and Human Development and explores concepts covered in the VCE curriculum to develop student’s health literacy and knowledge prior to their VCE Journey.
In Year 10 Health Education, students participate in a range of assessment including structured questions, research tasks, multimedia presentations, extended responses and data analysis.
About Health Education
Health Education provides students with broad understandings of health and wellbeing that reach far beyond the individual. Students learn how important health and wellbeing is to themselves and to families, communities, nations and global society. Students explore the complex interplay of sociocultural factors that support and improve health and wellbeing and those that put it at risk. The study provides opportunities for students to view health and wellbeing, and development, holistically – across the lifespan and the globe, and through a lens of social equity and justice.
Health Education is designed to foster health literacy. As individuals and as citizens, students develop their ability to navigate information, to recognise and enact supportive behaviours, and to evaluate healthcare initiatives and interventions. Students take this capacity with them as they leave school and apply their learning in positive and resilient ways through future changes and challenges.
Pathways
It is a pre-requisite that students study Health Education in Year 10 before commencing Health and Human Development Units 1 and 2. Health Education provides students with a pre-knowledge of aspects covered in Unit 1 Understanding Health and Wellbeing.
Learning Focus:
Topic 1: Health and Wellbeing
• Students examine definitions of health and critique their effectiveness. They explore the five dimensions of health and wellbeing, physical, mental, social, emotional and spiritual, and evaluate how they contribute to an individual’s overall health and wellbeing.
Topic 2: Mental Illness
• Students explore in depth mental and emotional health and wellbeing and build an understanding of how these dimensions of health and different and interrelated. Students examine mental health issues relevant to young people and consider the importance of family and friends in supporting their mental health and emotional health needs.
Topic 3: Health Status of Youth
• Students learn to use simple health data to identify the major causes of illness, injury and death in Australia. Students will explore the health status indicators of life expectancy, mortality, morbidity and burden of disease.
Topic 4: Sociocultural Health
• Students describe social and cultural factors, such as family, access to healthcare and socioeconomic status and undertaking risk taking behaviours such as drink driving and alcohol abuse. Students explore the importance of dietary practice for everyday life and learn to analyse the links between diet and current community health issues.
Assessment
• STRUCTURED QUESTIONS: Dimensions of health and wellbeing
• MULTIMEDIA PRESENTATION: Mental Illness and the difference between mental and emotional health and wellbeing
• EXTENDED RESPONSE: Health Status of Youth
• Examination