YEARS 11 AND 12 ACADEMIC INFORMATION HANDBOOK

HEALTH & PHYSICAL EDUCATION LEARNING AREA

PHYSICAL EDUCATION STUDIES – ATAR COURSE 

Study of the Physical Education Studies ATAR course contributes to the development of the whole person. It promotes the physical, social and emotional growth of students. Throughout the course, emphasis is placed on understanding and improving performance in physical activities. The integration of theory and practice is central to studies in this course.

 

The Physical Education Studies ATAR course focuses on the complex interrelationships between motor learning and psychological, biomechanical and physiological factors that influence individual and team performance. Students engage as performers, leaders, coaches, analysts and planners of physical activity. Physical activity serves both as a source of content and data and as a medium for learning. Learning in the Physical Education Studies ATAR course cannot be separated from active participation in physical activities, and involves students in closely integrated written, oral and physical learning experiences, based upon the study of selected physical activities.

 

The course appeals to students with varying backgrounds, physical activity knowledge and dispositions. Students analyse the performance of themselves and others, apply theoretical principles and plan programs to enhance performance. Physical activity and sport are used to develop skills and performance along with an understanding of physiological, anatomical, psychological, biomechanical and skill learning applications.

 

The course prepares students for a variety of post-school pathways, including immediate employment or tertiary studies. It provides students with an increasingly diverse range of employment opportunities in the sport, leisure and recreation industries, education, sport development, youth work, and health and medical fields linked to physical activity and sport. The course also equips students to take on volunteer and leadership roles in community activities.

 

The course content is divided into six interrelated content areas:

  • Developing physical skills and tactics
  • Motor learning and coaching
  • Functional anatomy
  • Biomechanics
  • Exercise physiology
  • Sport psychology.

 

Year 11

The Year 11 syllabus is divided into two units which are delivered concurrently. ]

Unit 1

The focus of this unit is functional anatomy and exercise physiology concepts and how students apply these to their own and others’ performance.

Unit 2

The focus of this unit is biomechanical, psychological and motor learning and coaching concepts and how students apply these to their own and others’ performance.

 

Year 12

The Year 12 Syllabus is divided into two units which are delivered concurrently. 

Unit 3

The focus of this unit is to extend student understanding of acquired functional anatomy and exercise physiology.

Unit 4

The focus of this unit is to extend student understanding of acquired biomechanical, psychological and motor learning and coaching concepts to evaluate their own and others’ performance.

 

Prescribed list of sports for practical (performance) assessment

  • AFL
  • Badminton
  • Basketball
  • Cricket
  • Hockey
  • Netball
  • Football
  • Tennis
  • Touch
  • Volleyball

Students will be assessed in both the theory and practical aspects of the course with the weighting being 70% theory, 30% practical.

PHYSICAL EDUCATION STUDENTS - GENERAL COURSE (YEAR 12)

The Physical Education Studies General course contributes to the development of the whole person. It promotes the physical, social and emotional growth of students. Throughout the course, emphasis is placed on understanding and improving performance in physical activities. The integration of theory and practice is central to studies in this course.

 

The Physical Education Studies General course focuses on the complex interrelationships between motor learning and psychological, biomechanical and physiological factors that influence individual and team performance. Students engage as performers, leaders, coaches, analysts and planners of physical activity. Physical activity serves both as a source of content and data and as a medium for learning. Learning in the Physical Education Studies General course cannot be separated from active participation in physical activities and involves students in closely integrated written, oral and physical learning experiences based upon the study of selected physical activities.

The course appeals to students, with varying backgrounds, physical activity knowledge and dispositions. Students analyse the performance of themselves and others, apply theoretical principles and plan programs to enhance performance. Physical activity and sport are used to develop skills and performance, along with an understanding of physiological, anatomical, psychological, biomechanical and skill learning applications.

The course prepares students for a variety of post-school pathways, including immediate employment or tertiary studies. It provides students with an increasingly diverse range of employment opportunities in the sport, leisure and recreation industries, education, sport development, youth work and health and medical fields linked to physical activity and sport. The course also equips students to take on volunteer and leadership roles in community activities.

 

The Year 12 syllabus is divided into two units which are delivered as a pair.

Unit 3

The focus of this unit is simple movement, biomechanical, physiological, psychological, functional anatomy and motor leaning concepts. The understanding of the relationship between skill, movement production and fitness will be further enhanced as students develop and improve.

Unit 4

The focus of this unit is for students to assess their own and others’ movement competency and identify areas for improvement. They will build on their knowledge of training principles, nutrition and goal setting concepts to enhance their own and others’ performance in physical activity.

 

This course is assessed as 50% practical and 50% theory.

HEALTH STUDIES - GENERAL COURSE

Throughout this course, students explore health as a dynamic quality of life. They will consider the way in which beliefs and attitudes influence health decisions and learn how to plan and take action that will promote their own and the health of others. They examine the impact of social and environmental factors on health and use inquiry skills to investigate and respond to relevant issues. The course also provides students with opportunities to develop skills that will enable them to pursue careers in health promotion, research, or community health care.

 

Using an inquiry process, students draw on their knowledge and understandings of health concepts and investigate health issues of interest. Through this process, they develop research skills that can be applied to a range of health issues or concerns.

This course will prepare students for career and employment pathways in a range of health and community service industries. Students will have the opportunity to develop key employability and life skills, including communication, leadership, initiative and enterprise. Inquiry skills will equip students to adapt to current and future studies and work environments.

 

Year 11 

Unit 1

This unit focuses on personal health and wellbeing and what it means to be healthy. Students explore factors which influence their health, and design action plans to improve health and achieve set goals. Key consumer health skills and concepts, and the relationship between beliefs, attitudes, values and health behaviour, and the impact of social and cultural norms, are introduced. Key self-management and interpersonal skills required to build effective relationships are explored. Health inquiry skills are developed and applied to investigate and report on health issues.

 

Unit 2

This unit focuses on personal health and introduces the many factors which influence health. The notion of prevention is central to this unit, and students explore actions, skills and strategies to cope with health influences and improve health. In addition to health determinants, the influence of cognitive dissonance on decision making and the role of communities in shaping norms and expectations are explored. Self-management and cooperative skills are examined and students continue to develop and apply health inquiry skills.

 

Year 12

Unit 3

This unit focuses on building students’ knowledge and understandings of health determinants and their interaction and contribution to personal and community health. Students define and consolidate understandings of health promotion and are introduced to key health literacy skills. Students expand on their understanding of the impact of beliefs on health behaviour and continue to develop personal and interpersonal skills which support health. Inquiry skills are consolidated and applied, including the ability to identify trends and patterns in data.

Unit 4

This unit focuses on the impact of health determinants on personal and community health. The concept of community development and the importance of participation and empowerment is introduced. Students learn about how chronic conditions are defined in the National Strategic Framework. The use of social marketing in health is explored and students are introduced to emotional intelligence as a mechanism for perceiving, controlling, and evaluating emotions. Students continue to refine inquiry skills as they address relevant issues and produce insightful and well-researched reports.

Incursions for Year 11/12 Health Studies include the Cancer Council WA, Diabetes WA and the Child and Adolescent Health Service Research Education Program and the P.A.R.T.Y program at Fiona Stanley Hospital

CERTIFICATE II - SPORT AND RECREATION  (YEAR 11) combined with PHYSICAL EDUCATION STUDIES GENERAL (YEAR  12)

This is a combined course with two qualifications. The Certificate II course will be completed in Year 11 with the Physical Education Studies General course in Year 12. Students who are passionate about sports and wanting to persue any sporting pathway would benefit from this double offering. Please note even though this course is offering 2 qualifications it only fills one option space when selecting courses.

 

SIS20122 Certificate II in Sport and Recreation (Year 11)

This qualification reflects the role of individuals who assist with the delivery of sport and recreation activities and who complete a range of fundamental customer contact and maintenance duties. IVET’s program for the new Certificate II in Sport and Recreation has a focus on practical involvement in the sport, fitness and recreation industry.

Completing the selected units is a great foundation for students wanting to contribute to their community sports club or start in an assistant-level role in a sport, fitness or recreation organisation.

 

Learning opportunities for students are hands-on, with the added benefit of keeping a range of future career options open.

 

Please see the VETis Handbook for further information regarding this course.

OUTDOOR EDUCATION - GENERAL COURSE

Through interaction with the natural world, the Outdoor Education General course aims to develop an understanding of our relationships with the environment, others and ourselves. The ultimate goal of the course is to contribute towards a sustainable world.

 

The Outdoor Education General course is based on the experiential learning cycle. This cycle is made up of three stages: plan, do and review. Students plan for outdoor experiences, participate in these experiences and reflect on their involvement.

 

The course lends itself to an integrated approach between practical experiences, the environment and conceptual understandings. Students develop self-awareness by engaging in a range of challenging outdoor activities. They enhance personal and group skills and build confidence, empathy and self-understanding. Working with others enables students to better understand group dynamics, and enhance their leadership qualities and decision-making abilities, while showing respect for self, others and the environment.

 

Students plan and participate in a range of outdoor activities and develop knowledge and skills for participating safely in these activities. They learn to assess risk, and identify and apply appropriate management strategies and emergency response procedures.

 

Due to swimming that occurs within this unit, students must be able to competently swim 400 meters and tread water for 5 minutes. 

 

A consumables charge of approximately $180 per student will be applied to this course. This will be charged in addition to Tuition Fee. 

 

Year 11

Students will participate in units in Roping, Abseiling, Navigation, Orienteering and Whitewater Kayaking. Please be aware that these units are subject to change.

 

Unit 1: Experiencing the Outdoors

Students are encouraged to engage in outdoor adventure activities. An experiential approach is used to discover what being active in the environment is all about. Students are introduced to outdoor adventure activities where they can develop and improve technical skills and apply appropriate practices to ensure safe participation. They understand basic planning and organisational requirements necessary for them to participate in safe, short-duration excursions/expeditions in selected outdoor activities. They begin developing skills in roping and navigation. Students are introduced to personal skills and interpersonal skills, including self-awareness, communication and leadership. Features of natural environments and examples of local environmental management and ‘Leave No Trace’ principles are introduced.

 

Unit 2: Facing Challenges in the Outdoors

This unit offers the opportunity to engage in a range of outdoor adventure activities that pose challenges and encourage students to step outside their comfort zone. Students consider planning and resource requirements related to extended excursions/short-duration expeditions. They are introduced to simple risk assessment models to assist in decision making and apply safe practices to cope with challenging situations and environments. They develop time management and goal setting skills to work with others and explore strategies for building group relationships. They understand the main styles of leadership and how to use strategies to promote effective groups. Features of natural environments and components of weather are introduced. Conservation, biodiversity and environmental management plans are also introduced.

 

 

 

Year 12

Students will participate in Bush Walking and Mountain Biking units where a variety of skills including expeditioning, navigation, Leave No Trace, leaderships and decision making will be taught. Please be aware that these units can be subject to change depending on skill level within each group.

 

Due to swimming that occurs within this unit, students must be able to competently swim 400 meters and tread water for 5 minutes. 

 

A consumables charge of approximately $180 per student will be applied to this course. This will be charged in addition to Tuition Fee.

 

Unit 3: Building confidence in the outdoors

Students understand planning and organisational requirements necessary for them to participate in safe, short-duration excursions/expeditions. Students participate in outdoor adventure activities where they develop and improve their technical skills, apply appropriate practices to ensure safe participation, and begin to develop survival skills. Students develop personal skills related to flexibility in coping and adapting to change and in monitoring such things as the elements in an environment, or the participation of individuals in activities and expeditions. Features and relationships in natural environments are examined. Weather components, patterns and forecasting are introduced. Students develop a greater understanding of human interactions with nature, past and present. Sustainability is introduced and local issues are examined.

 

Unit 4: Outdoor leadership

Students consider planning and organisational requirements necessary for them to participate in positive and safe, short-duration excursions/expeditions in selected outdoor activities. Students engage in outdoor activities where they develop and improve their technical skills and apply appropriate practices to ensure safe participation. They continue to develop navigational skills and respond to an emergency in the outdoors. Students focus on developing commitment, tolerance, resilience and conflict resolution skills. Students lead briefing and debriefing sessions and appraise their own and others’ leadership skills. Students continue to forecast weather and apply strategies to minimise human impact on natural environments. They explore sustainability projects and understand human responsibility for the environment.

 

 

Students will work towards completing two expeditions in Year 12: Cape to Cape Hike  (Unit 3) and a Mountain Bike Riding Expedition (Unit 4).