VCE | PE, Health & Human Development

 
 
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Physical Education | Units 1+2

OVERVIEW

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.

Unit 2:

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. Through a series of practical activities, students experience and explore different types of physical activity promoted in their own and different population groups. They gain an appreciation of the level of physical activity required for health benefits.

Students investigate how participation in physical activity varies across the lifespan. They explore a range of factors that influence and facilitate participation in regular physical activity.

UNIT prerequisites

N/A

AREAS OF STUDY

Unit 1

How does the musculoskeletal system work to produce movement?

  • Musculoskeletal system

  • Sports injuries

  • Social, cultural and environmental influences on movement.

  • Legal and illegal substances and practices

How does the cardiorespiratory system function at rest and during physical activity?

  • Cardiorespiratory system

  • Factors affecting the cardiorespiratory system.

  • Legal and illegal methods that enhance performance

Unit 2

What are the relationships between physical activity, sport, health and society?

  • Physical activity concepts

  • Prevalence and trends in physical activity

  • Promotion of physical activity

What are the contemporary issues associated with physical activity and sport?

Contemporary issues associated with physical activity and sport.

UNIT ASSESSMENT

A combination of:

  • a practical laboratory report linking key knowledge and key skills to a practical activity or practical activities

  • a case study analysis

  • a data analysis

  • a critically reflective folio/diary of participation in practical activities

  • a visual presentation such as a graphic organiser, concept/mind map, annotated poster, presentation file

  • a multimedia presentation, including two or more data types (for example, text, still and moving images, sound) and involving some form of interaction or simulation

  • a physical simulation or model

  • an oral presentation such as podcast, debate

  • a written report

  • structured questions

PATHWAYS

Physiotherapy, Sports Coach, Sports Trainer, Sports Psychology, Biomechanist, Sports Scientist, Paramedic, Health Promotion, Health Sciences, Exercise Physiologist

 
 

 
 
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Physical Education | Units 3+4

OVERVIEW

Unit 3

This unit introduces students to the biomechanical and skill acquisition principles used to analyse human movement skills and energy production from a physiological perspective. They use practical activities to demonstrate how correct application of these principles can lead to improved performance.

Students investigate the characteristics of each system and the interplay of the systems during physical activity, as well as exploring the causes of fatigue and considering different strategies used to postpone fatigue and promote recovery.

Unit 4

Students will 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.

Students participate in a variety of training sessions designed to improve or maintain fitness and evaluate the effectiveness of different training methods. They also evaluate the chronic adaptations to training from a theoretical perspective.

UNIT PREREQUISITES

VCE Unit 1 & 2 Physical Education

AREAS OF STUDY

Unit 3

How are movement skills improved?

  • Biomechanics

  • Skill acquisition

  • Activity/movement analysis

How does the body produce energy?

Energy systems

Acute Responses of body systems

Fatigue and Recovery

Unit 4

What are the foundations of an effective training program?

  • Activity analysis

  • Fitness Components

  • Assessment of fitness

How is training implemented effectively to improve fitness?

  • Training principles

  • Training methods

  • Training programs

  • Chronic Adaptations

UNIT ASSESSMENT

  • Unit 3 school assessed coursework (SACs) 25%

  • Unit 4 school assessed coursework (SACs) 25%

  • Units 3 & 4 examination 50%

Physical Education Units 3 and 4 use a variety of SAC formats to assess students understanding. Practical lessons will involve the collection of primary data, which will be used and referenced in assessment tasks. SAC formats include written report, laboratory report and structured questions.

PATHWAYS

Physiotherapy, Sports Coach, Sports Trainer, Sports Psychology, Biomechanist, Sports Scientist, Paramedic, Health Promotion, Health Sciences, Exercise Physiologist

 
 

 
 
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Health and Human Development | Units 1+2

OVERVIEW

Unit 1: Understanding health and wellbeing

On completion of this unit the student should be able to explain the complex, dynamic and global nature of youth health and wellbeing, interpret and apply Australia’s health status data and analyse variations in health status.

Health and nutrition

On completion of this unit the student should be able to apply nutrition knowledge and tools to the selection of food and the evaluation of nutrition information.

Youth health and wellbeing

On completion of this unit the student should be able to interpret data to identify key areas for improving youth health and wellbeing, and plan for action by analysing one particular area in detail.

Unit 2: Managing health and development

On completion of this unit the student should be able to explain developmental changes in the transition from youth to adulthood, analyse factors that contribute to healthy development during prenatal and early childhood stages of the lifespan and explain health and wellbeing as an intergenerational concept.

On completion of this unit the student should be able to describe how to access Australia’ss health system, explain how it promotes health and wellbeing in their local community, and analyse a range of issues associated with the use of new and emerging health procedures and technologies.

PREREQUISITES

N/A

 

AREAS OF STUDY

  1. Health perspectives and influences

  2. Health and nutrition

  3. Youth health and wellbeing

  4. Developmental transitions

  5. Healthcare in Australia

UNIT ASSESSMENT

Assessment tasks for this unit are selected from the following:

  • a short written report, such as a media analysis, a research inquiry, a blog or a case study analysis

  • oral presentation, such as a debate or a podcast

  • a visual presentation such as a graphic organiser, a concept/mind map, an annotated poster, a digital presentation

  • structured questions, including data analysis.

 
 

 
 
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Health and Human Development | Units 3+4

OVERVIEW

Unit 3

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

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.

PREREQUISITES

N/A

AREAS OF STUDY

  1. Understanding health and wellbeing

  2. Promoting health and wellbeing

  3. Health and wellbeing in a global context

  4. Health and the sustainable development goals

UNIT ASSESSMENT

  • School assessed coursework for Unit 3 contributes 25 per cent to the study score

  • School assessed coursework for Unit 4 contributes 25 per cent to the study score

  • The level of achievement for Units 3 & 4 is assessed by an end of year examination which contributes 50 per cent to the study score

Assessment tasks will require responses in one or more of the following formats:

  • a short written report, such as a media analysis, a research inquiry, a blog or a case study analysis

  • an oral presentation, such as a debate or a podcast

  • a visual presentation such as a graphic organiser, a concept/mind map, an annotated poster, a digital presentation

  • structured questions, including data analysis.

PATHWAYS

Nursing, Nutritionist, Dietician, Health promotion