Health and Physical Education 

Contact:       Mr Paul Donaldson, Head of Health and Physical Education

Outdoor Education: ATAR

Outdoor Education: General

Physical Education Studies: ATAR

Course Overview:

Through interaction with the natural world, the Outdoor Education ATAR and General courses aim to develop an understanding of our relationships with the environment, others and ourselves. The course is based on the experiential learning cycle where students plan for outdoor experiences, participate in these experiences and then reflect on their involvement. 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

Outdoor Education: ATAR

Prerequisite: Competency in Year 10 Certificate II Outdoor Recreation (recommended, not compulsory). C grade or higher in the Biology component of Year 10 Science, Geography component of Year 10 HASS and English. A love and interest in all things outdoors.  Please note that the expedition component of the Outdoor Education course is a requirement to complete the course in both Year Eleven and Year Twelve.

Year 11 Course Outline

Unit 1

The focus of this unit is being responsible in the outdoors. Students are exposed to a broad range of responsibilities involved in undertaking outdoor expeditions. They further develop problem solving, outdoor leadership skills and strategies for working in effective group relationships. They are also able to conduct risk management and emergency response processes.  Students develop weather forecasting skills and investigate the role of technology in human relationships with nature.  Practical activities include first aid and rescue, as well as abseiling and climbing with application during a search and rescue camp.

Unit 2

The focus for this unit is attaining independence in the outdoors. Students develop their performance and competence at increasing levels of self-sufficiency and technical understanding to deal with a range of risks and challenges. They are involved in planning for participation in an extended expedition on a river, and become more proficient in canoeing and leadership skills. They deliver briefings, participate in debriefing, and experience shared leadership opportunities. Students become more aware of the natural environment and are introduced to sustainability and local environmental management strategies, as well as historical, cultural and Indigenous heritage.  Activities include an introduction to mountain biking, white-water canoeing and an extended expedition.

Assessment for the Outdoor Education: ATAR course in Year Eleven

Year 12 Course Outline

Prerequisite: Successful completion of Year 11 Outdoor Education: ATAR with ‘C’ grade or higher.

The Year 12 syllabus is divided into two units, which are delivered concurrently throughout the year.

Unit 3

The focus for this unit is outdoor expedition development. This provides the opportunity for students to address planning considerations, including risk management, emergency response and logistics. Students have the opportunity to plan and then participate in a self-led extended expedition. They develop and apply theoretical understandings in experiential learning and debriefing, while recognising and drawing on their knowledge of conflict resolution. They develop a deeper understanding of the environment through examination and involvement in environmental interpretation. Includes a class designed and led expedition in the Walpole area. Previous trips have included independent canoeing, coastal hiking and mountain biking expeditions.

Unit 4

The focus for this unit is developing and facilitating outdoor experiences. Students draw from their previous experiences and knowledge to develop, instruct and facilitate an outdoor experience for others. Students use instructional strategies to deliver an outdoor activity for a group of novices and assist them to develop a positive relationship with nature. They understand concepts related to outdoor leadership and program development in order to provide meaningful experiences for people to explore values related to self, others, and the environment. They also examine how human relationships with the environment have changed over time. Includes a class designed activity day/ camp for younger students. This camp is facilitated entirely by the Year 12 ATAR students.

Assessment for the Outdoor Education: ATAR course in Year Twelve

Outdoor Education: General

Prerequisite: Successful completion of HPE and Outdoor Education in Year Seven to Ten is desirable but not required, willingness to participate in expeditions.

PLEASE NOTE: Undertaking Outdoor Education courses will require a commitment to participate in compulsory camps and expeditions. Failure to attend camps may compromise student capacity to complete the course and therefore achieve grades and unit points towards their WACE. 

Year Eleven Course Outline 

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 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 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 the weather are introduced. Conservation, biodiversity and environmental management plans are also introduced.

Expedition

An expedition is defined as at least two days and one night with a non-motorised mode of travel used to move from one campsite to the next. Self-sufficiency refers to the students’ ability to meet their own needs as required, without aid, support or interaction with others outside of their expedition group. 

To establish optimal teaching, learning and assessment situations for this course, it is required that students participate in at least one expedition, that is a minimum of three days and two nights in a natural environment, be self-sufficient, and include at least one mode of travel.

Assessment for the Outdoor Education: General course in Year Eleven

Year Twelve Course Outline 

Prerequisites: Successful completion of the Year Eleven Outdoor Education: General course.

Through interaction with the natural world, Outdoor Education aims to develop an understanding of our relationships with the environment, others and ourselves.  The Outdoor Education General course focuses on outdoor activities in a range of environments, including bushwalking, sailing, climbing and orienteering.  The environmental surrounds of Great Southern Grammar allow for additional water-based activities including snorkelling, surfing and canoeing. It provides students with an opportunity to develop essential life skills and physical activity skills, and an opportunity to develop a comprehensive understanding of the environment and develop a positive relationship with nature.  The course also provides students with opportunities to develop skills that will enable them to pursue personal interests and careers in outdoor pursuits, environmental management, or eco-tourism.

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.

The course facilitates the development of a sense of place because of a greater understanding and appreciation of the local natural environment.  It assists students to develop a relationship with nature and empowers them to work toward achieving an ecologically sustainable world.

The opportunity to explore environmental management strategies related to activities in the outdoors is provided. Students learn skills that encourage them to minimise their impact on the environment and understand why this is so important.

The course will prepare students for career and employment pathways in areas, such as outdoor leadership, environmental interpretation, environmental planning, facilities management, eco‐tourism, military service, outdoor education and the many unforeseen areas evolving in the outdoors industry.

Please note: Undertaking Outdoor Education courses will require a commitment to participate in compulsory camps and expeditions.

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.

Expedition 

An expedition is defined as at least two days and one night with a non-motorised mode of travel used to move from one campsite to the next. Self-sufficiency refers to the students’ ability to meet their own needs as required, without aid, support or interaction with others outside of their expedition group. To establish optimal teaching, learning and assessment situations for this course, it is required that students participate in at least one expedition that is a minimum of four days and three nights in a natural environment, be self-sufficient, and include at least one mode of travel.

Assessment for the Outdoor Education: General course in Year Twelve

Physical Education Studies: ATAR

Prerequisites: Successful completion of the Year Nine and Year Ten Sports Science Course (desired - not compulsory); C Grade Year Ten Mathematics and English (desired), B-grade or higher in Year Ten Physical Education (desired – not compulsory) / specialist skills in at least one sport.

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.

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 their own performance and that of 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.

Assessment for the Physical Education Studies: ATAR course in Year Eleven

The Western Australian Certificate of Education (WACE) Manual contains essential information on principles, policies and procedures for school‐based assessment that needs to be read in conjunction with this syllabus.  Teachers design school‐based assessment tasks to meet the needs of students. The table below provides details of the assessment types for the Physical Education Studies ATAR Year Eleven syllabus and the weighting for each assessment type.

Year Twelve ATAR Course Outline 

Prerequisites: C grade or better in Physical Education Studies in Year Eleven

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. 

Assessment for the Physical Education Studies: ATAR course in Year Twelve