Health
(Home economics)
Overview
What is Health and Physical Education?
Health and Physical Education teaches students how to enhance their own and others’ health, safety, wellbeing and physical activity participation in varied and changing contexts. The Health and Physical Education learning area has strong foundations in scientific fields such as physiology, nutrition, biomechanics and psychology which inform what we understand about healthy, safe and active choices.
The Australian Curriculum: Health and Physical Education (F–10) is informed by these sciences and offers students an experiential curriculum that is contemporary, relevant, challenging, enjoyable and physically active.
In Health and Physical Education, students develop the knowledge, understanding and skills to strengthen their sense of self, and build and manage satisfying relationships. The curriculum helps them to be resilient, and to make decisions and take actions to promote their health, safety and physical activity participation. As students mature, they develop and use critical inquiry skills to research and analyse the knowledge of the field and to understand the influences on their own and others’ health, safety and wellbeing. They also learn to use resources for the benefit of themselves and for the communities with which they identify and to which they belong.
Integral to Health and Physical Education is the acquisition of movement skills, concepts and strategies to enable students to confidently, competently and creatively participate in a range of physical activities. As a foundation for lifelong physical activity participation and enhanced performance, students develop proficiency in movement skills, physical activities and movement concepts and acquire an understanding of the science behind how the body moves. In doing so, they develop an appreciation of the significance of physical activity, outdoor recreation and sport both in Australian society and globally. Movement is a powerful medium for learning, through which students can acquire, practise and refine personal, behavioural, social and cognitive skills.
Health and Physical Education addresses how contextual factors influence the health, safety, wellbeing, and physical activity patterns of individuals, groups and communities. It provides opportunities for students to develop skills, self-efficacy and dispositions to advocate for, and positively influence, their own and others’ health and wellbeing.
Healthy, active living benefits individuals and society in many ways. This includes promoting physical fitness, healthy body weight, psychological wellbeing, cognitive capabilities and learning. A healthy, active population improves productivity and personal satisfaction, promotes pro-social behaviour and reduces the occurrence of chronic disease. Health and Physical Education teaches students how to enhance their health, safety and wellbeing and contribute to building healthy, safe and active communities.
Health and Physical Education teaches students how to enhance their own and others’ health, safety, wellbeing and physical activity participation in varied and changing contexts. The Health and Physical Education learning area has strong foundations in scientific fields such as physiology, nutrition, biomechanics and psychology which inform what we understand about healthy, safe and active choices.
The Australian Curriculum: Health and Physical Education (F–10) is informed by these sciences and offers students an experiential curriculum that is contemporary, relevant, challenging, enjoyable and physically active.
In Health and Physical Education, students develop the knowledge, understanding and skills to strengthen their sense of self, and build and manage satisfying relationships. The curriculum helps them to be resilient, and to make decisions and take actions to promote their health, safety and physical activity participation. As students mature, they develop and use critical inquiry skills to research and analyse the knowledge of the field and to understand the influences on their own and others’ health, safety and wellbeing. They also learn to use resources for the benefit of themselves and for the communities with which they identify and to which they belong.
Integral to Health and Physical Education is the acquisition of movement skills, concepts and strategies to enable students to confidently, competently and creatively participate in a range of physical activities. As a foundation for lifelong physical activity participation and enhanced performance, students develop proficiency in movement skills, physical activities and movement concepts and acquire an understanding of the science behind how the body moves. In doing so, they develop an appreciation of the significance of physical activity, outdoor recreation and sport both in Australian society and globally. Movement is a powerful medium for learning, through which students can acquire, practise and refine personal, behavioural, social and cognitive skills.
Health and Physical Education addresses how contextual factors influence the health, safety, wellbeing, and physical activity patterns of individuals, groups and communities. It provides opportunities for students to develop skills, self-efficacy and dispositions to advocate for, and positively influence, their own and others’ health and wellbeing.
Healthy, active living benefits individuals and society in many ways. This includes promoting physical fitness, healthy body weight, psychological wellbeing, cognitive capabilities and learning. A healthy, active population improves productivity and personal satisfaction, promotes pro-social behaviour and reduces the occurrence of chronic disease. Health and Physical Education teaches students how to enhance their health, safety and wellbeing and contribute to building healthy, safe and active communities.
Year 8 - Home Economics
CODE: 8HEC1
SEMESTER 1
Structure and Organisation:
Students undertake studies in each of the three strands
SEMESTER 1
Structure and Organisation:
Students undertake studies in each of the three strands
- Practical activity and participation
- Personal and social development
- Health of individuals and communities
Year 9 - Home Economics
CODE: 9HEC1
SEMESTER 1
Structure and Organisation:
Includes a health component and is compulsory for all students. The aim of the unit is to help students understand and be able to respond to the living needs of individuals.
Topics studied include:
Students begin to refine the skills they have developed, specifically in the area of independent living.
These skills include:
SEMESTER 1
Structure and Organisation:
Includes a health component and is compulsory for all students. The aim of the unit is to help students understand and be able to respond to the living needs of individuals.
Topics studied include:
- Food and You,
- Nutritional needs: Safety, efficiency and hygiene in the kitchen;
- Food and lifestyle;
- Eating habits;
- Textiles;
- Managing sewing equipment;
- Creativity using textiles;
- Emotional and physical needs.
Students begin to refine the skills they have developed, specifically in the area of independent living.
These skills include:
- management,
- economics,
- protection
- relationships.
Year 10 - Home Economics
CODE: 0HEC1, 0HEC2
SEMESTERS 1 and 2
:
Structure and Organisation:
One or both units may be taken. The aim of the units is to help students understand and be able to respond to the different living needs of an individual. Students undertake studies in each of the three strands
Students are required to participate in both individual and collaborative activities as well as develop recognition of the need for protective practices in a range of contexts. The ability to work cooperatively and to understand the importance of communication develops the skills and knowledge that enhance and support personal growth and social development. Students explore initiatives that promote safe behaviours.
Topics studied include:
SEMESTERS 1 and 2
:
Structure and Organisation:
One or both units may be taken. The aim of the units is to help students understand and be able to respond to the different living needs of an individual. Students undertake studies in each of the three strands
- Activity and participation
- Personal and social development
- Health of individuals and communities
Students are required to participate in both individual and collaborative activities as well as develop recognition of the need for protective practices in a range of contexts. The ability to work cooperatively and to understand the importance of communication develops the skills and knowledge that enhance and support personal growth and social development. Students explore initiatives that promote safe behaviours.
Topics studied include:
- Care for Kids,
- Focus on Food.
Stage 1 - Food & Hospitality
CODE: 1FOH103, 1FOH104
SEMESTERS 1 and 2
CREDITS 10 or 20
Advice to Students:
In Food and Hospitality, students focus on the dynamic nature of the food and hospitality industry in Australian society. They develop an understanding of contemporary approaches and issues related to food and hospitality.
In Food and Hospitality, the emphasis is on the capabilities of communication, learning, and work. Students develop their capability for communication through collaborative activities. Learning is demonstrated through the application of knowledge and skills in practical activities and through investigation and analysis of issues related to food and hospitality. The development and demonstration of capabilities for work are reflected in the learning requirements.
In Food and Hospitality, students have opportunities to develop the following literacy and numeracy skills.
Students are expected to:
There are no prerequisites for the study of Food and Hospitality, but previous home economics experience would be an advantage.
Food and Hospitality provides a pathway to a range of tertiary courses and careers in areas such as:
Structure and Organisation:
One or both units may be taken.
The following assessment types enable students to demonstrate their learning
SEMESTERS 1 and 2
CREDITS 10 or 20
Advice to Students:
In Food and Hospitality, students focus on the dynamic nature of the food and hospitality industry in Australian society. They develop an understanding of contemporary approaches and issues related to food and hospitality.
In Food and Hospitality, the emphasis is on the capabilities of communication, learning, and work. Students develop their capability for communication through collaborative activities. Learning is demonstrated through the application of knowledge and skills in practical activities and through investigation and analysis of issues related to food and hospitality. The development and demonstration of capabilities for work are reflected in the learning requirements.
In Food and Hospitality, students have opportunities to develop the following literacy and numeracy skills.
Students are expected to:
- apply knowledge and problem-solving skills to practical activities in food and hospitality and to reflect on processes and outcomes
- develop and implement practical skills, including management skills, in an individual or a collaborative context
- make informed decisions about, and reflect on, contemporary issues related to the food and hospitality industry
- select and use appropriate technology to prepare and serve food, applying safe food-handling practices
- investigate contemporary issues related to the food and hospitality industry or to food and hospitality in family and community settings
- work individually and collaboratively to prepare and present activities that support healthy eating practices
- reflect on the impact of new and emerging technologies on food and hospitality.
There are no prerequisites for the study of Food and Hospitality, but previous home economics experience would be an advantage.
Food and Hospitality provides a pathway to a range of tertiary courses and careers in areas such as:
- social work,
- education,
- child care,
- arts,
- economics,
- marketing,
- management,
- nursing,
- food technology,
- health sciences,
- human movement,
- dietetics.
Structure and Organisation:
One or both units may be taken.
The following assessment types enable students to demonstrate their learning
- Assessment Type 1: Practical Activity
- Assessment Type 2: Group Activity
- Assessment Type 3: Investigation
Stage 1 - FinCats
CODE: 1FOH101, 1FOH102
SEMESTER 1 and 2
CREDITS 10 or 20
Structure and Organisation:
Both units should be taken.
This course examines the dynamic nature of hospitality.
SEMESTER 1 and 2
CREDITS 10 or 20
Structure and Organisation:
Both units should be taken.
This course examines the dynamic nature of hospitality.
Stage 1 - CHild Studies
CODE: 1CDS10
SEMESTER 1
CREDITS 10
Advice to Students
Students investigate contemporary issues and current trends in relation to children and their development.
Students have opportunities to build their understanding of the range of attitudes, values, and beliefs of people in the wider community in relation to children and child rearing practices.
There are no prerequisites for the study of Child studies 1, but previous home economics experience would be an advantage.
Structure and Organisation:
In stage 1 Child Studies, students examine the period of childhood from conception to 8 years, and issues related to the growth, health and well-being of children. Students have the opportunity to develop knowledge and understanding of young children through individual, collaborative and practical learning.
They explore concepts such as the development, needs, and rights of children, the value of play, concepts of childhood and families, and the roles of parents and caregivers.
They also consider the importance of behaviour management, child nutrition, and the health and well-being of children, also the occupational health and safety requirements for working with young children.
FOOD & HOSPITALITY STAGE 2
SEMESTER 1
CREDITS 10
Advice to Students
Students investigate contemporary issues and current trends in relation to children and their development.
Students have opportunities to build their understanding of the range of attitudes, values, and beliefs of people in the wider community in relation to children and child rearing practices.
There are no prerequisites for the study of Child studies 1, but previous home economics experience would be an advantage.
Structure and Organisation:
In stage 1 Child Studies, students examine the period of childhood from conception to 8 years, and issues related to the growth, health and well-being of children. Students have the opportunity to develop knowledge and understanding of young children through individual, collaborative and practical learning.
They explore concepts such as the development, needs, and rights of children, the value of play, concepts of childhood and families, and the roles of parents and caregivers.
They also consider the importance of behaviour management, child nutrition, and the health and well-being of children, also the occupational health and safety requirements for working with young children.
FOOD & HOSPITALITY STAGE 2
Stage 1 - Nutrition
CODE: 1NUT10,
SEMESTERS 1
CREDITS 10
Advice to Students:
Students investigate up-to-date scientific information on the role of nutrients in the body as well as social and environmental issues in nutrition. They explore the links between food, health, and diet-related diseases, and have the opportunity to examine factors that influence food choices and reflect on local, national, Indigenous, and global concerns and associated issues.
Students investigate methods of food production and distribution that affect the quantity and quality of food, and consider the ways in which these methods and associated technologies influence the health of individuals and communities. The study of nutrition assists students to reinforce or modify their own diets and lifestyle habits to maximise their health outcomes.
SEMESTERS 1
CREDITS 10
Advice to Students:
Students investigate up-to-date scientific information on the role of nutrients in the body as well as social and environmental issues in nutrition. They explore the links between food, health, and diet-related diseases, and have the opportunity to examine factors that influence food choices and reflect on local, national, Indigenous, and global concerns and associated issues.
Students investigate methods of food production and distribution that affect the quantity and quality of food, and consider the ways in which these methods and associated technologies influence the health of individuals and communities. The study of nutrition assists students to reinforce or modify their own diets and lifestyle habits to maximise their health outcomes.
Stage 2 - Food & Hospitality
CODE: 2FOH20
SEMESTERS 1 and 2
CREDITS 20
Recommended Previous Studies:
At least one of 1FOH101, 1FOH102, 1FOH103, 1FOH104
Advice to Students:
Stage 2 Food and Hospitality focuses on the contemporary and changing nature of the food and hospitality industry. Students critically examine attitudes and values about the food and hospitality industry and the influences of economic, environmental, legal, political, sociocultural, and technological factors at local, national, and global levels. Students develop relevant knowledge and skills as consumers and/or industry workers.
Students may be required to participate in activities outside school hours, both within the school and in the wider community.
In this subject, students are expected to:
There are no prerequisites for the study of Food and Hospitality at Stage 1 or Stage 2, but previous home economics experience would be an advantage.
Food and Hospitality provides a pathway to a range of tertiary courses and careers in areas such as social work, education, child care, arts, economics, marketing, management, nursing, food technology, health sciences, human movement, and dietetics.
Structure and Organisation:
The following assessment types enable students to demonstrate their learning.
School-based Assessment (70%)
External Assessment (30%)
For this subject, the assessment design criteria are:
SEMESTERS 1 and 2
CREDITS 20
Recommended Previous Studies:
At least one of 1FOH101, 1FOH102, 1FOH103, 1FOH104
Advice to Students:
Stage 2 Food and Hospitality focuses on the contemporary and changing nature of the food and hospitality industry. Students critically examine attitudes and values about the food and hospitality industry and the influences of economic, environmental, legal, political, sociocultural, and technological factors at local, national, and global levels. Students develop relevant knowledge and skills as consumers and/or industry workers.
Students may be required to participate in activities outside school hours, both within the school and in the wider community.
In this subject, students are expected to:
- apply knowledge and problem-solving skills to practical activities in food and hospitality and to evaluate the processes and outcomes
- apply management, organisational, and problem-solving skills that demonstrate an understanding of contemporary issues in the food and hospitality industry
- make informed decisions about and evaluate contemporary issues affecting the food and hospitality industry in different contexts
- select and use appropriate technology to prepare and serve food, applying safe food-handling practices
- investigate and critically analyse contemporary trends and/or issues related to food and hospitality
- work individually and collaboratively to prepare and present activities that support healthy eating practices
- evaluate the impact of new and emerging technologies, and/or sustainable practices or globalisation, on the food and hospitality industry.
There are no prerequisites for the study of Food and Hospitality at Stage 1 or Stage 2, but previous home economics experience would be an advantage.
Food and Hospitality provides a pathway to a range of tertiary courses and careers in areas such as social work, education, child care, arts, economics, marketing, management, nursing, food technology, health sciences, human movement, and dietetics.
Structure and Organisation:
The following assessment types enable students to demonstrate their learning.
School-based Assessment (70%)
- Assessment Type 1: Practical Activity (50%)
- Assessment Type 2: Group Activity (20%
External Assessment (30%)
- Assessment Type 3: Investigation (30%).
For this subject, the assessment design criteria are:
- investigation and critical analysis
- problem-solving
- practical application
- collaboration
- evaluation
Stage 2 - Child Studies
CODE: 2CDS20
SEMESTER 1 and 2
CREDITS 20
Structure and Organisation:
Stage 2 Child Studies focuses on children’s growth and development from conception to 8 years. Students critically examine attitudes and values about parenting/caregiving and gain an understanding of the growth and development of children. This subject enables students to develop a variety of research, management, and practical skills.
Childhood is a unique, intense period of growth and development. Children’s lives are affected by their relationships with others; their intellectual, emotional, social, and physical growth; cultural, familial, and socio-economic circumstances; geographic location; and educational opportunities.
There are five areas of study in Stage 2 Child Studies.
The assessment types enable students to demonstrate their learning in Stage 2 Child Studies:
School Assessment (70%)
Students provide evidence of their learning through seven assessments, including the external assessment component. Students undertake:
There are no prerequisites for the study of Child Studies 2, but previous home economics experience and the study of Child Studies 1 would be an advantage.
SEMESTER 1 and 2
CREDITS 20
Structure and Organisation:
Stage 2 Child Studies focuses on children’s growth and development from conception to 8 years. Students critically examine attitudes and values about parenting/caregiving and gain an understanding of the growth and development of children. This subject enables students to develop a variety of research, management, and practical skills.
Childhood is a unique, intense period of growth and development. Children’s lives are affected by their relationships with others; their intellectual, emotional, social, and physical growth; cultural, familial, and socio-economic circumstances; geographic location; and educational opportunities.
There are five areas of study in Stage 2 Child Studies.
- Area of Study 1: Contemporary and Future Issues
- Area of Study 2: Economic and Environmental Influences
- Area of Study 3: Political and Legal Influences
- Area of Study 4: Sociocultural Influences
- Area of Study 5: Technological Influences
The assessment types enable students to demonstrate their learning in Stage 2 Child Studies:
School Assessment (70%)
- Assessment Type 1: Practical Activity (50%)
- Assessment Type 2: Group Activity (20%)
- Assessment Type 3: Investigation (30%).
Students provide evidence of their learning through seven assessments, including the external assessment component. Students undertake:
- • at four practical activities
- • at two group activity
- • one investigation.
There are no prerequisites for the study of Child Studies 2, but previous home economics experience and the study of Child Studies 1 would be an advantage.
Physical Education
Overview
What is Health and Physical Education?
Health and Physical Education teaches students how to enhance their own and others’ health, safety, wellbeing and physical activity participation in varied and changing contexts. The Health and Physical Education learning area has strong foundations in scientific fields such as physiology, nutrition, biomechanics and psychology which inform what we understand about healthy, safe and active choices.
The Australian Curriculum: Health and Physical Education (F–10) is informed by these sciences and offers students an experiential curriculum that is contemporary, relevant, challenging, enjoyable and physically active.
In Health and Physical Education, students develop the knowledge, understanding and skills to strengthen their sense of self, and build and manage satisfying relationships. The curriculum helps them to be resilient, and to make decisions and take actions to promote their health, safety and physical activity participation. As students mature, they develop and use critical inquiry skills to research and analyse the knowledge of the field and to understand the influences on their own and others’ health, safety and wellbeing. They also learn to use resources for the benefit of themselves and for the communities with which they identify and to which they belong.
Integral to Health and Physical Education is the acquisition of movement skills, concepts and strategies to enable students to confidently, competently and creatively participate in a range of physical activities. As a foundation for lifelong physical activity participation and enhanced performance, students develop proficiency in movement skills, physical activities and movement concepts and acquire an understanding of the science behind how the body moves. In doing so, they develop an appreciation of the significance of physical activity, outdoor recreation and sport both in Australian society and globally. Movement is a powerful medium for learning, through which students can acquire, practise and refine personal, behavioural, social and cognitive skills.
Health and Physical Education addresses how contextual factors influence the health, safety, wellbeing, and physical activity patterns of individuals, groups and communities. It provides opportunities for students to develop skills, self-efficacy and dispositions to advocate for, and positively influence, their own and others’ health and wellbeing.
Healthy, active living benefits individuals and society in many ways. This includes promoting physical fitness, healthy body weight, psychological wellbeing, cognitive capabilities and learning. A healthy, active population improves productivity and personal satisfaction, promotes pro-social behaviour and reduces the occurrence of chronic disease. Health and Physical Education teaches students how to enhance their health, safety and wellbeing and contribute to building healthy, safe and active communities.
Health and Physical Education teaches students how to enhance their own and others’ health, safety, wellbeing and physical activity participation in varied and changing contexts. The Health and Physical Education learning area has strong foundations in scientific fields such as physiology, nutrition, biomechanics and psychology which inform what we understand about healthy, safe and active choices.
The Australian Curriculum: Health and Physical Education (F–10) is informed by these sciences and offers students an experiential curriculum that is contemporary, relevant, challenging, enjoyable and physically active.
In Health and Physical Education, students develop the knowledge, understanding and skills to strengthen their sense of self, and build and manage satisfying relationships. The curriculum helps them to be resilient, and to make decisions and take actions to promote their health, safety and physical activity participation. As students mature, they develop and use critical inquiry skills to research and analyse the knowledge of the field and to understand the influences on their own and others’ health, safety and wellbeing. They also learn to use resources for the benefit of themselves and for the communities with which they identify and to which they belong.
Integral to Health and Physical Education is the acquisition of movement skills, concepts and strategies to enable students to confidently, competently and creatively participate in a range of physical activities. As a foundation for lifelong physical activity participation and enhanced performance, students develop proficiency in movement skills, physical activities and movement concepts and acquire an understanding of the science behind how the body moves. In doing so, they develop an appreciation of the significance of physical activity, outdoor recreation and sport both in Australian society and globally. Movement is a powerful medium for learning, through which students can acquire, practise and refine personal, behavioural, social and cognitive skills.
Health and Physical Education addresses how contextual factors influence the health, safety, wellbeing, and physical activity patterns of individuals, groups and communities. It provides opportunities for students to develop skills, self-efficacy and dispositions to advocate for, and positively influence, their own and others’ health and wellbeing.
Healthy, active living benefits individuals and society in many ways. This includes promoting physical fitness, healthy body weight, psychological wellbeing, cognitive capabilities and learning. A healthy, active population improves productivity and personal satisfaction, promotes pro-social behaviour and reduces the occurrence of chronic disease. Health and Physical Education teaches students how to enhance their health, safety and wellbeing and contribute to building healthy, safe and active communities.
Year 8 - Physical Education
CODE: 8PQP1
SEMESTER 1 and 2
Structure and Organisation:
This unit includes a health component focused around the SHINE curriculum Students undertake studies in each of the strands
SEMESTER 1 and 2
Structure and Organisation:
This unit includes a health component focused around the SHINE curriculum Students undertake studies in each of the strands
- Personal, social and community health
- Movement and physical activity
YEAR 9 - PHYSICAL EDUCATION
CODE: 9PQP1
SEMESTER 1
Structure and Organisation:
This unit includes a health component focused around the SHINE curriculum Students undertake studies in each of the strands
SEMESTER 1
Structure and Organisation:
This unit includes a health component focused around the SHINE curriculum Students undertake studies in each of the strands
- Personal, social and community health
- Movement and physical activity.
YEAR 10 - PHYSICAL EDUCATION
CODE: 0PQP1, 0PQP2
SEMESTER 1 and 2
Structure and Organisation:
This unit includes a health component focused around the SHINE curriculum Students undertake studies in each of the strands
SEMESTER 1 and 2
Structure and Organisation:
This unit includes a health component focused around the SHINE curriculum Students undertake studies in each of the strands
- Personal, social and community health
- Movement and physical activity.
YEAR 10 - PHYSICAL EDUCATION (elective)
Stage 1 - PHYSICAL EDUCATION
CODE: 1PHE10A, 1PHE10B
SEMESTER 1 and 2
Structure and Organisation:
One or both units may be taken.
The following assessment types enable students to demonstrate their learning
The learning program will provide the students with an opportunity to participate in a range of physical activities, which will lead them to an understanding and appreciation of the theoretical concepts undertaken in such activities. The promotion of self-resilience, confidence, self-esteem, initiative and leadership will be put forward to the students in their participation in theory and practical activities.
The focus of the learning program relates to the areas of study, which include 3 practical topics with the weighting of 60% of the final grade and a folio covering 2 theoretical components, exercise physiology and an independent ‘Issues in physical activity’ with the weighting of 40% of the final grade. The specific practical and theoretical components have been chosen as they give insight to those students who wish to complete Stage 2 Physical Education.
Students will participate in a variety of physical activities to improve their practical skills, ability to communicate with other people as well as emotional and social development. In relation to the theory component students will use a variety of sources (newspaper, TV, internet, film and video) to investigate an issue, which relates to physical activity. Students have the option to present their learning in a range of formats
SEMESTER 1 and 2
Structure and Organisation:
One or both units may be taken.
The following assessment types enable students to demonstrate their learning
- Assessment Type 1: Practical
- Assessment Type 2: Folio
The learning program will provide the students with an opportunity to participate in a range of physical activities, which will lead them to an understanding and appreciation of the theoretical concepts undertaken in such activities. The promotion of self-resilience, confidence, self-esteem, initiative and leadership will be put forward to the students in their participation in theory and practical activities.
The focus of the learning program relates to the areas of study, which include 3 practical topics with the weighting of 60% of the final grade and a folio covering 2 theoretical components, exercise physiology and an independent ‘Issues in physical activity’ with the weighting of 40% of the final grade. The specific practical and theoretical components have been chosen as they give insight to those students who wish to complete Stage 2 Physical Education.
Students will participate in a variety of physical activities to improve their practical skills, ability to communicate with other people as well as emotional and social development. In relation to the theory component students will use a variety of sources (newspaper, TV, internet, film and video) to investigate an issue, which relates to physical activity. Students have the option to present their learning in a range of formats
Stage 2 - PHYSICAL EDUCATION
CODE: 1PHE10A, 1PHE10B
SEMESTER 1 and 2
ALTERNATIVE:
Structure and Organisation:
One or both units may be taken.
The following assessment types enable students to demonstrate their learning
Assessment in Stage 2 Physical Education consists of the following components, weighted as shown:
School-based Assessment (70%)
Assessment Component 1: Practical Work (50%)
Assessment Component 2: Course Work (20%)
For these modules a variety of assessment activities and items will be used such as tests, written or research assignments, case studies and so on. A variety of formative tasks will be undertaken throughout the course as well. Students are expected to complete 3 – 4 hours of homework per week, which includes formative tasks, reading texts and notes.
Assessment Component 3: Examination (30%)
Performance Standards
The Physical Education Subject Outline includes performance standards, which describe five levels of achievement that are reported with grades A to E at the student’s completion of the subject.
The school-based assessments and the external assessment will be marked with reference to the performance standards
SEMESTER 1 and 2
ALTERNATIVE:
Structure and Organisation:
One or both units may be taken.
The following assessment types enable students to demonstrate their learning
Assessment in Stage 2 Physical Education consists of the following components, weighted as shown:
School-based Assessment (70%)
- Practical (50%)
- Folio (20%)
- Examination (30%)
Assessment Component 1: Practical Work (50%)
- Practicals are all 18-hour modules and registered practicals, in which students are required to perform practical skills with a reasonable degree of technical efficiency and apply skills effectively in competition.
Assessment Component 2: Course Work (20%)
- The Acquisition of Skills and the Biomechanics of Movement; covering the four concepts of; skill acquisition, specific factors affecting learning, the effects of psychology of learning on the performance of physical skills, the ways in which biomechanics improve skilled performance.
- Exercise Physiology and Physical Activity; will also cover four concepts, which include; the sources of energy affecting physical performance, the effects of training and evaluation on physical performance, the specific physiological factors affecting performance.
- Issue Analysis; Students undertake a task or tasks related to the topic studied and to the learning outcomes. A variety of assessment activities and items could be used, including: essays, written reports, oral report and multimedia. A written issue analysis should be up to a maximum of 1000 words. Criteria for judging performance – Understanding of the issue, research, analysis and communication.
For these modules a variety of assessment activities and items will be used such as tests, written or research assignments, case studies and so on. A variety of formative tasks will be undertaken throughout the course as well. Students are expected to complete 3 – 4 hours of homework per week, which includes formative tasks, reading texts and notes.
Assessment Component 3: Examination (30%)
- Students will undertake a 2–hour external examination,
- The examination will cover the content of the “Exercise Physiology and Physical Activity” and “The Acquisition of Skills and the Biomechanics of Movement” modules.
- The examination will be set by SACE
Performance Standards
The Physical Education Subject Outline includes performance standards, which describe five levels of achievement that are reported with grades A to E at the student’s completion of the subject.
The school-based assessments and the external assessment will be marked with reference to the performance standards