VCE: Health & PE

Health and Human Development

Unit 1: Understanding health and wellbeing

In this unit, students explore health and wellbeing as a concept with varied and evolving perspectives and definitions. They come to understand that it occurs in many contexts and is subject to a wide range of interpretations, with different meanings for different people. As a foundation to their understanding of health, students investigate the World Health Organization’s (WHO) definition and other interpretations. They also explore the fundamental conditions required for health as stated by the WHO, which provide a social justice lens for exploring health inequities.

In this unit, students identify perspectives relating to health and wellbeing, and inquire into factors that influence health attitudes, beliefs, and practices, including among Aboriginal and Torres Strait Islander Peoples. Students look at multiple dimensions of health and wellbeing, the complex interplay of influences on health outcomes and the indicators used to measure and evaluate health status. With a focus on youth, the unit equips students to consider their own health as individuals and as a cohort. They build health literacy by interpreting and using data in a research investigation into one youth health focus area, and by investigating the role of food.

Areas of Study:

• Concepts of health
• Youth health and wellbeing
• Health and wellbeing

Unit 2: Managing health and development

In this unit, students investigate transitions in health and wellbeing, and human development, from lifespan and societal perspectives. They explore the changes and expectations that are integral to the progression from youth to adulthood. Students apply health literacy skills through an examination of adulthood as a time of increasing independence and responsibility, involving the establishment of long-term relationships, possible considerations of parenthood and management of health-related milestones and changes.

Students explore health literacy through an investigation of the Australian healthcare system from the perspective of youth and analyse health information. They investigate the challenges and opportunities presented by digital media and consider issues surrounding the use of health data and access to quality health care.

Areas of Study:

• Developmental transitions
• Youth Health Literacy

Unit 1 & 2 Assessments (suitable tasks may include):

• Written report
• Oral presentation
• Visual presentation
• Structured questions

Unit 3: Australia’s health in a globalised world

In this unit, students look at health and wellbeing, disease, and illness as being multidimensional, dynamic, and subject to different interpretations and contexts. They explore health and wellbeing as a global concept and take a broader approach to inquiry. Students consider the benefits of optimal health and wellbeing and its importance as an individual and a collective resource. They extend this to health as a universal right, analysing and evaluating variations in the health status of Australians.

Students focus on health promotion and improvements in population health over time. Through researching health improvements and evaluating successful programs, they explore various public health approaches and the interdependence of different models. While the emphasis is on the Australian health system, the progression of change in public health approaches should be seen within a global context.

Areas of Study:

• Understanding health and wellbeing
• Promoting health in Australia

Unit 4: Health and human development in a global context

This unit examines health and human development in a global context. Students use data to investigate health status and human development in different countries, explore factors that contribute to health inequalities between and within countries, including the physical, social, and economic conditions in which people live. Students build their understanding of health in a global context through examining changes in health status over time and studying the key concept of sustainability. They consider the health implications of increased globalisation and worldwide trends relating to climate change, digital technologies, world trade, tourism, conflict, and the mass movement of people.

Students consider global action to improve health and human development, focusing on the United Nations’ (UN’s) Sustainable Development Goals (SDGs) and the priorities of the World Health Organization (WHO). They also investigate the role of non-government organisations and Australia’s overseas aid program. Students evaluate the effectiveness of health initiatives and programs in a global context and reflect on their own capacity to act.

Areas of Study:

• Global health and human development
• Health and the Sustainable Development Goals

Unit 3 & 4 Assessments (suitable tasks may include):

• Written report
• Visual presentation
• Structured questions

External Assessment

The level of achievement for Units 3 & 4 is also assessed by an end-of-year examination, contributing 50% of the final assessment.

Physical Education

Unit 1: The human body in motion

In this unit, students explore how the musculoskeletal and cardiorespiratory systems work together to produce movement. Students investigate the role and function of the main structures in each system and how they respond to movement. Through participation in practical activities, students explore and analyse the relationships between the body systems and movement and how these systems interact and respond at various intensities. Students investigate possible conditions and injuries associated with the musculoskeletal system and recommend and implement strategies to minimise and manage such injuries and conditions. They consider the ethical implications of using permitted and prohibited practices to improve the performance of the body systems, evaluating perceived physiological benefits, and describing potential harms.

Areas of Study:

• How does the musculoskeletal system work to produce movement?
• What does the cardiorespiratory system play in movement?

Unit 2: Physical activity, sport, exercise and society

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

Through a series of practical activities, students experience and explore different types of physical activity promoted within and beyond their community. They gain an appreciation of the movement required for health benefits and the consequences of physical inactivity and sedentary behaviour. Using various methods to assess physical activity and sedentary behaviour, students analyse data to investigate perceived barriers and enablers, and explore opportunities to enhance participation in physical activity. Students explore and apply the social-ecological model to critique a range of individual- and settings-based strategies that are effective in promoting participation in regular physical activity. They create and participate in a personal plan with movement strategies that optimise adherence to physical activity and sedentary behaviour guidelines.

By investigating a range of contemporary issues associated with physical activity, sport and exercise, students explore factors that affect access, inclusion, participation, and performance. Students then select one issue at the local, national, or global level and analyse key concepts within the issue, including investigating, participating in, and prescribing movement experiences that highlight the issue.

Students develop an understanding of the historical and current perspectives on the issue and consider the future implications on participation and performance.

Areas of Study:

• How do physical activity, sport and exercise contribute to healthy lifestyles?
• What are the contemporary issues associated with physical activity and sport?

Unit 1 & 2 Assessments (suitable tasks may include):

• practical laboratory report
• case study analysis
• data analysis
• extended-response questions
• visual presentation such as an annotated poster
• multimedia presentation
• an oral presentation such as a podcast or debate

Unit 3: Movement skills and energy for physical activity, sport and exercise

In this area of study, students examine the biomechanical and skill-acquisition principles that can be applied when analysing and improving movement skills for participation and performance. Students will analyse primary data collected from participation in physical activity, sport, and exercise to develop and refine movement skills from an individual and coaching perspective, by applying biomechanical and skill-acquisition principles.

Areas of Study:

• How are movement skills improved?
• How does the body produce energy?

Unit 4: Training to improve performance

In this unit, students’ participation and involvement in physical activity will form the foundations of understanding how to improve performance from a physiological perspective. Students analyse movement skills and fitness requirements and apply relevant training principles and methods to improve performance at various levels (individual, club, and elite). Students assess fitness and use collected data to justify the selection of fitness tests based on the physiological requirements of an activity, including muscles used, energy systems and fitness components. Students then consider all physiological data, training principles and methods to design a training program. The effectiveness of programs is evaluated according to the needs of the individual and chronic adaptations to training.

Areas of Study:

• What are the foundations of an effective training program?
• How is training implemented effectively to improve fitness?
• Integrated movement experiences

Unit 3 & 4 Assessments (suitable tasks may include):

• Written reports
• Laboratory report
• Reflective folio
• Data analysis or case study
• Structured questions

External Assessment

The level of achievement for Units 3 & 4 is also assessed by an end-of-year examination, contributing 50% of the final assessment.

Sport and Recreation 

(VET subject: run at Norwood Secondary College)

The VET/VCE Sport and Recreation program gives students the opportunity to gain both theoretical knowledge and practical skills. It allows them to demonstrate competency in a range of areas and prepares them to work in various settings within the sport and recreation industry. The program is drawn from a national training package and offers portable qualifications which are recognised throughout Australia. These qualifications provide students with the opportunity to acquire and develop the skills, knowledge, and confidence to work in the areas of sport and outdoor recreation related industries. Leadership, organisational and specialist activity skills will be developed through the units of competency undertaken in the selected program.

Units 1 & 2 

In Units 1 & 2, students complete the core units of competency listed below and also complete a range of electives chosen to create an engaging and educational program including sport specific activities, conducting events, outdoor recreation, and fitness programs.

Areas of Study / Units of Competency (core units):

• Organise personal work priorities and development
• Provide first aid
• Participate in workplace health and safety
• Use social media tools for collaboration and engagement
• Conduct non-instructional sport, fitness or recreation sessions
• Provide quality service
• Respond to emergency situations

Elective units:

• Provide equipment for activities
• Maintain equipment for activities

Assessment:

• Practical skills and application
• Structured questions
• Group projects and oral presentations
• Peer coaching activities

Units 3 & 4 

Similar to Units 1 & 2, students complete the core units of competency listed below and also complete a range of practical activities, including sport specific activities, conducting events, outdoor recreation, and fitness programs.

Areas of Study / Units of Competency (core units):

• Plan and conduct programs
• Facilitate groups
• Educate user groups
• Participate in WHS hazard identification, risk assessment and risk control
• Conduct sport coaching with foundation level participants

Assessment:

The VET/VCE Sport and Recreation program offers scored assessment and students receive an ATAR contribution for this study. This consists of three coursework tasks, worth 66% of the overall study score, and an end-of-year examination, which is worth 34% of the overall study score.

• Portfolio (collection of smaller tasks including structured questions)
• Simulated work performance coaching activities/case studies/instructional sessions

External Assessment

The level of achievement for Units 3 & 4 is also assessed by an end-of-year examination, contributing 34% of the final assessment.

*Note: Camps and outdoor adventure activities, that complement this course incur an additional cost.

The level of achievement for Units 3 & 4 is also assessed by an end-of-year examination.