VCE Health, Physical & Outdoor Education

Health and Human Development

Course Description

VCE Health and Human Development provides students with deep understandings of health and wellbeing in a variety of contexts. Students learn how important health and wellbeing is to individuals and to families, communities, nations and global society. Students explore the various factors (biological, sociocultural and environmental) that promote health and wellbeing and/or potentially put it at risk. This course provides opportunities for students to view health and wellbeing, and development, both individually across the lifespan (Units 1&2) and within communities around the globe (Units 3&4). Students build on their health related skills and knowledge to equip them to make informed choices now and into their future to lead long and healthy lifestyles.

VCE Health and Human Development offers students a range of pathways including further formal study in areas such as health promotion, community health research and policy development, humanitarian aid work, allied health practices, education, and the health profession.

Unit 1 – Understanding health and wellbeing

In this unit, students look at the concepts of health and wellbeing, and explore factors such as age, sex, socioeconomic status and culture that influence health-related perceptions, choices and beliefs. Students gain an insight to the five dimensions of health and wellbeing, how they influence each other and the indicators used to measure and evaluate health status such as life expectancy, burden of disease and morbidity and mortality rates. Students investigate the role of nutrition in promoting or limiting health related outcomes, with a focus on marketing strategies and food selection models. Students cover a range of youth health issues, as they are related to their current stage of life and investigate one youth health focus area to demonstrate their understanding of the implications to health and wellbeing both in the short and long term.

Unit 2 – Managing health and development 

This unit investigates transitions in health and wellbeing, and development across the lifespan from an individual persepective (from conception to adulthood). Students look at developmental changes and expectations that are part of the progression from youth to adulthood. Students explore the social changes experienced during this transitional period and consider various milestones including building respectful relationships and the considerations required for transitioning into parenthood. Students have the opportunity to look after the virtual baby overnight. Various aspects of the health system in Australia including Medicare, private health insurance and the Pharmaceutical Benefits Scheme are covered in relation to their ability to promote health and wellbeing within the community. Consumer rights and responsibilities when accessing services and issues such as ethics, privacy and equity relating to health technologies are also explored.

Unit 3 – Australia's health in a globalised world 

This unit looks at health, wellbeing and illness as dynamic and subjective concepts. Students refine their understanding of the dimensions of health and wellbeing covered in Unit 1 and look at the basic requirements according to the World Health Organisation that are needed for improved health outcomes. Protective and risk factors relating to health and wellbeing and health status are used to explain variations experienced among various population groups within Australia including low socioeconomic groups and Indigenous populations. Students also focus on health promotion in Australia and make links to improvements in population health over time, through various models of health (old public health, biomedical model, social model of health - including the Ottawa Charter) and aspects of Australia’s health care system such as Medicare, the Pharmaceutical Benefits Scheme and the NDIS. Students cover 3 main areas for health promotion including: Road Safety initiatives, Indigenous health promotion programs and Food selection models to reduce dietary risk factors for disease.

Unit 4 – Health and human development in a global context 

This unit looks at health and wellbeing and human development in a global context. Students gain an understanding of variations in health status and burden of disease experienced across the globe in high, middle and low-income countries. Through examining key characteristics experienced within each income category, students gain an understanding of the level of human development experienced by populations. Implications (both positive and negative) of worldwide trends relating to climate change, tourism, digital technologies, world trade and the mass migration and conflict are analysed to determine if current processes are equitable and sustainable. Global actions including the UN’s Sustainable Development Goals (SDGs), the World Health Organization (WHO) and Australia’s aid programs are explored to evaluate the effectiveness of programs implemented to improve health and wellbeing and human development on a global scale.

For further information: https://www.vcaa.vic.edu.au/curriculum/vce/vce-study-designs/health-human-development/Pages/Index.aspx 

Physical Education

Course Description

VCE Physical Education explores the complex interrelationships between anatomical, biomechanical, physiological and skill acquisition principles to understand their role in producing and refining movement, and examines behavioural, psychological, environmental and sociocultural influences on performance and participation in physical activity.

The assimilation of theoretical understanding and practice is central to the study of VCE Physical Education. Students participate in practical activities to examine the core concepts that underpin movement and that influence performance and participation in physical activity, sport and exercise. Through undertaking a range of physical, written, oral and digital learning experiences, students apply theoretical concepts and reflect critically on factors that affect all levels of performance and participation in sport, exercise and physical activity.

This VCE study is suitable for students with a wide range of aspirations, including those who wish to pursue further formal study at tertiary level or in vocational education and training settings. The study prepares students for such fields as the health sciences, exercise science and education, as well as providing valuable knowledge and skills for participating in their own sporting and physical activity pursuits to develop as critical practitioners and lifelong learners.

Unit 1 - The Human Body in Motion 

In this unit, students explore how the musculoskeletal and cardiorespiratory systems work together to produce movement. Through practical activities students explore the relationships between the body systems and physical activity, sport and exercise, and how the systems adapt and adjust to the demands of the activity. Students investigate the role and function of the main structures in each system and how they respond to physical activity, sport and exercise. They explore how the capacity and functioning of each system acts as an enabler or barrier to movement and participation in physical activity. 

Using a contemporary approach, students evaluate the social, cultural and environmental in sequences on movement. They consider the implications of the use of legal and illegal practices to improve the performance of the musculoskeletal and cardiorespiratory systems, evaluating perceived benefits and describing potential harms. They also recommend and implement strategies to minimise the risk of illness or injury to each system. 

Unit 2 - Physical Activity, Sport and Society

This unit develops students’ understanding of physical activity, sport and society from a participatory perspective. Students are introduced to types of physical activity and the role participation in physical activity and sedentary behaviour plays in their own health and wellbeing as well as in other people’s lives in different population groups. 

They explore a range of factors that in influence and facilitate participation in regular physical activity. They collect data to determine perceived enablers of and barriers to physical activity and the ways in which opportunities for participation in physical activity can be extended in various communities, social, cultural and environmental contexts. 

Students apply various methods to assess physical activity and sedentary behaviour levels at the individual and population level and analyse the data in relation to physical activity and sedentary behaviour guidelines. Students study and apply the social-ecological model and/or the Youth Physical Activity Promotion Model to critique a range of individual- and settings-based strategies that are effective in promoting participation in some form of regular physical activity. 

Unit 3 Details - Movement Skills and Energy for Physical Activity

This unit introduces students to the biomechanical and skill acquisition principles used to analyse human movement skills and energy production from a physiological perspective. Students use a variety of tools and techniques to analyse movement skills and apply biomechanical and skill acquisition principles to improve and re ne movement in physical activity, sport and exercise. They use practical activities to demonstrate how correct application of these principles can lead to improved performance in physical activity and sport. 

Students investigate the relative contribution and interplay of the three energy systems to performance in physical activity, sport and exercise. In particular, they investigate the characteristics of each system and the interplay of the systems during physical activity. Students explore the causes of fatigue and consider different strategies used to postpone fatigue and promote recovery. 

Unit 4 – Training to Improve Performance

In this unit, students explore how to improve performance by using a knowledge of the fitness component and training program principles. Students will undertake an activity analysis of an activity or sport to determine the most important physiological aspects, so that they can be improved upon. 

Students will explore a variety of fitness testing to determine the strengths and weaknesses of a subject related to the activity analysis completed, so that they are able to develop a specific training program to improve performance within the sport or activity. An understanding of the chronic adaptations that are made in relation to specific training will allow the students to apply their knowledge to the real world and better understand the requirements of their own sports/activities, and improve their own performance through identifying the desirable adaptations.

Students will explore a variety of psychological strategies that can be used to improve motivation and performance, and how these strategies can be impacted by a range of sociocultural factors.

For further information: https://www.vcaa.vic.edu.au/curriculum/vce/vce-study-designs/physicaleducation/Pages/Index.aspx 

Outdoor Environmental Studies

Course Description

VCE Outdoor and Environmental Studies provides students with the skills and knowledge to safely participate in activities in outdoor environments and to respect and value diverse environments. The blend of direct practical experience in outdoor environments with theory-based study enables students to form positive relationships with outdoor environments. Outdoor and Environmental Studies enables students to critically analyse these different relationships, effects and issues, providing the knowledge and skills to participate in and contribute to society.   Units 3 & 4 link directly to responsible land use, conservation & management strategies and the sustainable developments throughout many landscapes linking to local and global issues including climate change, renewable energy and water management as well as a range of strategies to ensure ongoing future use of these environments for social, environmental and economic use. Students undertake investigations in outdoor environments and engage in a range of activities that could include multi day camps in outdoor environments, bike riding, kayaking, visiting local Landcare and conservation group and investigating local government and policies designed to improve the health of outdoor environments in Victoria and their local area.  Outdoor and Environmental Studies would suit a wide range of students with future aspirations in the following pathways.  Outdoor recreation, environmental science, land management, nature-based tourism, environmental research and policy making, education and agriculture. 

Unit 3 - Relationships with Outdoor Environments 

  The focus of this Unit 3 is the ecological, historical, and social relationships (perceptions, interactions, and impacts) between humans and outdoor environments in Australia.  Students will study the changing nature of relationships between humans and a specific area. Through practical experiences such as camps and field work students can reflect upon outdoor environments, as well as to develop theoretical knowledge and skills about specific natural environments. Students examine the unique nature of Australian outdoor environments and investigate a range of human relationships with outdoor environments, from various Indigenous cultural experiences through to major historical events including the role of environmental movements and their influence on policies. Students examine several ways outdoor conflicts are managed, the role of political parties and the influence social debates on outdoor environments.  

Unit 4 - Sustainable Outdoor Environments

In this unit, students explore the sustainable use and management of outdoor environments.  Students will assess the health of outdoor environments and consider the importance of healthy environments for future use of the Australian population. Students examine the importance of sustainability and the urgent need to balance human needs and the needs of outdoor environments. Students investigate acts and conventions as well as management strategies for achieving and maintaining healthy outdoor environments.  As global citizens, students investigate how individuals and community members take action towards promoting sustainable and healthy outdoor environments and describe possible solutions to threats facing outdoor environments and their sustainability.  Students engage in multiple related experiences in the outdoor environments, including an ongoing investigation into the health and care of these locations.  They learn to apply the practical skills and knowledge required to sustain healthy outdoor environments and evaluate the strategies and actions they employ.   

Additional Information: 

• This subject is available for all year 11 and 12 student to select. Year 11 students do require an acceleration application. 
• Subject to a materials charge. Please refer to the Materials Charges document for more information.

For further information: https://www.vcaa.vic.edu.au/curriculum/vce/vce-study-designs/outdoor-and-environmentalstudies/Pages/Index.aspx