HEALTH AND PHYSICAL EDUCATION FACULTY
Do you not know that your body is a temple of the Holy Spirit, who is in you, whom you have received from God?
1 Corinthians 6: 19
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Health and Human Development
Outdoor and Environmental Studies
Physical Education
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HEALTH AND HUMAN DEVELOPMENT
UNIT 1 & 2
In Unit 1 students identify personal perspectives and priorities relating to health and wellbeing, and enquire into factors that influence health attitudes, beliefs and practices, including among Aboriginal and Torres Strait Islanders. Students look at multiple dimensions of health and wellbeing, the complex interplay of influences on health and wellbeing and the indicators used to measure and evaluate health status. With a focus on youth, students consider their own health as individuals and as a cohort. They build health literacy through interpreting and using data, through investigating the role of food, and through extended inquiry into one youth health focus area.
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In Unit 2 students examine the developmental transitions from youth to adulthood, with a focus on expected changes, significant decisions, and protective factors, including behaviours. Students consider perceptions of what it means to be a youth and an adult and investigate the expected physical and social changes. They inquire into factors that influence both the transition from youth to adulthood and later health status. They consider the characteristics of respectful, healthy relationships. Students examine parenthood as a potential transition in life. With a focus on the influence of parents/carers and families, students investigate factors that contribute to development, health and wellbeing during the prenatal, infancy and early childhood stages of the lifespan. Health and wellbeing is considered as an intergenerational concept (that is, the health and wellbeing of one generation affects the next).
HEALTH AND HUMAN DEVELOPMENT
UNIT 3 & 4
In Unit 3 students look 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. Students look at the fundamental conditions required for health improvement, as stated by the World Health Organization (WHO). They use this knowledge as background to their analysis and evaluation of variations in the health status of Australians.
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In Unit 4 students examine 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. Students build their understanding of health in a global context through examining the key concepts of sustainability and human development. Area of Study 2 looks at global action, focusing on the United Nations’ (UN’s) Sustainable Development Goals (SDGs) and the work of the World Health Organization (WHO). Students 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 capacity to take action.
OUTDOOR AND ENVIRONMENTAL STUDIES
UNIT 1Â & 2
In Unit 1 students examine ways in which humans understand and relate to nature through experiences of outdoor environments. Students are provided with the opportunity to explore the many ways in which nature is understood and perceived. Students develop an understanding of the range of motivations for interacting with outdoor environments and the factors that affect an individual’s access to outdoor experiences. Through outdoor experiences, students develop practical skills and knowledge to help them live sustainably in outdoor environments.
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In Unit 2 students focus on the characteristics of outdoor environments, as well as the human impacts on outdoor environments. Students study nature’s impact on humans, as well as the ecological, social and economic implications of human impact on outdoor environments. Students examine a number of case studies of specific outdoor environments, including areas where there is evidence of human intervention. They develop the practical skills required to minimise human impact. Practical experiences form the basis for comparison between outdoor environments and reflection to develop theoretical knowledge.
OUTDOOR AND ENVIRONMENTAL STUDIES
UNIT 3 & 4
In Unit 3 students focus on the ecological, historical and social contexts of relationships between humans and outdoor environments in Australia. Case studies of impacts on outdoor environments are examined in the context of the changing nature of human versus nature relationships in Australia. Students consider factors that influence contemporary relationships with outdoor environments. They also examine the dynamic nature of relationships between humans and their environment. Students are involved in outdoor experiences including in areas where there is evidence of human interaction.
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In Unit 4 students explore the sustainable use and management of outdoor environments. They examine the contemporary state of environments in Australia, consider the importance of healthy outdoor environments, and examine the issues in relation to the capacity of outdoor environments to support the future needs of the Australian population. Students investigate current acts and conventions as well as management strategies for achieving and maintaining healthy and sustainable environments. Students engage in practical experiences in outdoor environments. They learn and apply the practical skills and knowledge required to sustain healthy outdoor environments.
PHYSICAL EDUCATION
UNIT 1Â & 2
In Unit 1 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. They explore how the capacity and functioning of each system acts as an enabler or barrier to movement and participation in physical activity.
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In Unit 2 students develop their understanding of physical activity, sport and society from a participatory perspective and variations across the lifespan. 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. They explore a range of factors that influence and facilitate participation in regular physical activity and determine perceived enablers of and barriers to physical activity and the ways in which opportunities for participation in physical activity can be extended. Students create and participate in an activity plan that meets the physical activity and sedentary behaviour guidelines.
PHYSICAL EDUCATION
UNIT 3 & 4
In Unit 3 students examine the biomechanical and skill acquisition principles that are applied when analysing and improving movement. Students analyse movements to develop an understanding of how the correct application of biomechanical and skill acquisition principles leads to improved movements skills. Students explore the various systems and mechanisms associated with the production of energy required for human movement. They examine the way in which energy for activity is produced by the three energy systems and the associated fuels used for activities of varying intensity and duration.
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In Unit 4 students focus on the information required to form the foundation of an effective training program. They use data from an activity analysis and determine the fitness requirements of a selected physical activity. They also use data collected from participating in a series of fitness tests to inform the design of the training program. Students focus on the implementation and evaluation of training principles and methods from a practical and theoretical perspective. They consider the manner in which fitness can be improved through the application of appropriate training principles and methods. Students identify and consider components of an exercise training session, they monitor, record and adjust training. Students explain the chronic adaptations to the cardiovascular, respiratory and muscular systems.