VCE Health and Physical Education

HEALTH AND HUMAN DEVELOPMENT 

Successful completion of Year 10 Health Education is required for enrolment in Health and Human Development Units 1 & 2. Successful completion of Units 1 & 2 is required for enrolment in Units 3 & 4. 

Units 1, 2, 3 & 4 

Course Description:   

Unit 1: Understanding Health and wellbeing  

This unit looks at health and wellbeing as a concept with varied and evolving perspectives and definitions. It takes the view that health and wellbeing are subject to a wide range of contexts and interpretations, with different meanings for different people. As a foundation to the understanding of health, students should investigate the World Health Organization’s (WHO) definition and explore other interpretations. 

Unit 2: Managing Health and Development  

This unit investigates transitions in health and wellbeing, and development, from lifespan and societal perspectives. Students look at changes and expectations that are part of the progression from youth to adulthood. This unit promotes the application of health literacy skills through an examination of adulthood as a time of increasing independence and responsibility, involving the establishment of long-term relationships, considerations of parenthood and management of health-related milestones and changes. 

Unit 3:  Australia’s Health in a globalised world 

This unit looks at health, wellbeing and illness as multidimensional, dynamic and subject to different interpretations and contexts. Students begin to explore health and wellbeing as a global concept and to take a broader approach to inquiry. As they consider the benefits of optimal health and wellbeing and its importance as an individual and a collective resource, their thinking extends to health as a universal right. Students look at the fundamental conditions required for health improvement, as stated by the World Health Organization (WHO). 

Unit 4: Health and Human Development in a global context 

This unit examines health and wellbeing, and human development in a global context. Students use data to investigate health status and burden of disease in different countries, exploring 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 burden of disease over time and studying the key concepts of sustainability and human development. They consider the health implications of increased globalisation and worldwide trends relating to climate change, digital technologies, world trade and the mass movement of people.  

Assessment:                      

A variety of activities are used including case study analyses, data analyses, visual presentations, multimedia presentations, oral presentations, blogs, tests and written responses. 

View Powerpoint Presentation here: 

View VCAA VCE Health & Human Development Study Design here:

PHYSICAL EDUCATION 

Year 10 Physical Education and/or Sport Education are recommended for Unit 1 and successful completion of Units 1 & 2 Physical Education is expected for Unit 3. 

Units 1, 2, 3 & 4  

Course Description:   

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. 

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. 

Unit 3: 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 refine movement in physical activity, sport and exercise.  

Unit 4: Training to improve performance 

In this unit, students analyse movement skills from a physiological, psychological and sociocultural perspective, and apply relevant training principles and methods to improve performance within physical activity at an individual, club and elite level. Improvements in performance, in particular fitness, depend on the ability of the individual and/ or coach to gain, apply and evaluate knowledge and understanding of training. Students analyse skill frequencies, movement patterns, heart rates and work to rest ratios to determine the requirements of an activity. Students consider the physiological, psychological and sociological requirements of training to design and evaluate an effective training program. 

Assessment:                      

This course will use the following methods of Assessment: 

• Practical and Laboratory Reports 
• Research Assignments 
• Outcome Tests 
• Examinations 
• Case Studies 

Expected Skills:                

Students should be aware that elements of the course require strong scientific skills and knowledge.  

Special Course Commitments: 

Several excursions related to the topics studied throughout the course. 

View Powerpoint Presentation here: 

View VCAA VCE Physical Education Study Design here: