YEARS 11 AND 12 ACADEMIC INFORMATION HANDBOOK

HEALTH & PHYSICAL EDUCATION LEARNING AREA

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.

 

A consumable charge applies to this course.  This will be charged separately to Tuition fees.

 

Year 11

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

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.

 

Throughout 2018, students conducted units in Roping, Abseiling, Navigation, Orienteering, Kayaking and Mountain Biking. Please be aware that these units are subject to change.

PHYSICAL EDUCATION STUDIES – GENERAL COURSE changes for Year 11 2020

A Certificate II in Sport Coaching will replace Year 11 Physical Education Studies General in 2020, and will be completed over two years. The course will enable students to have access to a course that involves some practical activity during Year 11 and 12, whilst working towards a Certificate to add to their achievements whilst at the College.

 

The Certificate II in Sport Coaching will help students to develop many ‘soft skills’ such as organisation, time management, communication, project management and working with teams and others, such as students in the Junior School.

 

Please see theVETis Handbook for further information regarding this course.

PHYSICAL EDUCATION STUDIES – GENERAL COURSE (YEAR 12 ONLY)

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. The notional time for the pair of units is 110 class contact hours.

 

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.

 

Organisation of Content

The course content is divided into six interrelated content areas:

  • Developing Physical Skills and Tactics: Students explore the practical and theoretical components required to improve the performance of themselves and others in skills and tactics related to physical activities. They examine basic and advanced movement patterns, apply tactical awareness, and understand the analysis of movement, in order to improve the quality of skill performance.
  • Motor Learning and Coaching Functional Anatomy: Biomechanics: Exercise Physiology: Sport Psychology

Practical Component

  • Over the past two years, sports such as Basketball, Badminton, Volleyball and Golf have been completed.

Lesson Allocation per Week

  • Two theoretical periods and two practical periods per week.

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.

 

Year 11

The Year 11 syllabus is divided into two units, each of one semester duration, which are delivered concurrently. The notional time for each unit is 55 class contact hours.

 

Unit 1

The focus of this unit is to explore anatomical and biomechanical concepts, the body’s responses to physical activity, and stress management processes, to improve the performance of themselves and others in physical activity.

 

Unit 2

The focus of this unit is to identify the relationship between skill, strategy and the body in order to improve the effectiveness and efficiency of performance.

 

Organisation of Content

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.

 

Practical Component

  • Basketball and Badminton.
  • The sports conducted are subject to class numbers and may be subject to change.

Lesson Allocation per Week

  • Three - four theoretical periods and one practical period per week.

Year 12

The Year 12 Syllabus is divided into two units which are delivered concurrently. The notional time for each unit is 55 class contact hours.

 

Unit 3

The focus of this unit is to provide opportunities for students to build upon their acquired physical skills and biomechanical, physiological and psychological understandings to improve the performance of themselves and others in physical activity. 

 

Unit 4

The focus of this unit is to extend the understanding by students of complex biomechanical, psychological and physiological concepts to evaluate their own and others' performance. 

 

Organisation of Content

The course content is divided into six interrelated content areas: Developing Physical Skills and Tactics, Motor Learning and Coaching; Functional Anatomy: Biomechanics; Excercise Physiology: Sport Psychology.

 

Practical Component

  • Basketball or Badminton (TBC).
  • The sport conducted is subject to class numbers and may be subject to change.

Lesson Allocation per Week

  • Three - four theoretical periods and one practical period per week (Terms 2 and 3 only).

Prescribed list of sports for practical (performance) WACE examination

  • AFL, Badminton, Basketball, Cricket, Hockey, Netball, Soccer, Tennis, Touch, Volleyball.