Health and Human Development
Prerequisites
Nil.
Course Description
Unit 1: Semester 1 – Understanding health and wellbeing
This unit explores the concepts of health and wellbeing, as subject to a variety of perspectives and definitions. Students will investigate the complex combination of all dimensions of health; which can be characterised as an equilibrium in which individuals feel happy, healthy, capable and engaged. Students will also consider wellbeing as an implicit element of health. They will identify personal perspectives and priorities relating to health and wellbeing. Students will also enquire into factors that influence health attitudes, beliefs and practices for a range of populations. They will 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.
ASSESSMENT
1. Structured Questions (25%)
2. Coursework (25%)
3. Examination (50%)
Unit 2: Semester 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, possible considerations of parenthood and management of health-related milestones and changes. Students enquire into the Australian healthcare system and extend their capacity to access and analyse health information. They investigate the challenges and opportunities presented by digital media and health technologies, and consider issues surrounding the use of health data and access to quality health care.
ASSESSMENT
1. Structured Questions (25%)
2. Coursework (25%)
3. Examination (50%)
Unit 3: Semester 1 – 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). They use this knowledge as background to their analysis and evaluation of variations in the health status of Australians. Area of Study 2 focuses on health promotion and improvements in population health over time. Students look at various public health approaches and the interdependence of different models as they research health improvements and evaluate successful programs. While the emphasis is on the Australian health system, the progression of change in public health approaches should be seen within a global context.
Unit 4: Semester 2 – 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. Area of Study 2 looks at global action to improve health and wellbeing and human development, 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.
ASSESSMENT
1. Coursework – Unit 3 (25%)
2. Coursework – Unit 4 (25%)
3. Examination (50%)
Physical Education
Prerequisites
Nil.
Course Description
Unit 1: Semester 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. They explore how the capacity and functioning of each system acts as an enabler or barrier to movement and participation in physical activity.
Using a contemporary approach, students evaluate the social, cultural and environmental influences on movement. They consider the implications of the use of legal and illegal practices to improve the performance of the musculoskeletal and cardiorespiratory systems, evaluating perceived benefits and describing potential harms. They also recommend and implement strategies to minimise the risk of illness or injury to each system.
ASSESSMENT
1. Structured Questions (25%)
2. Coursework (25%)
3. Examination (50%)
Unit 2: Semester 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. 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. They collect data to determine perceived enablers of and barriers to physical activity and the ways in which opportunities for participation in physical activity can be extended in various communities, social, cultural and environmental contexts. Students investigate individual and population-based consequences of physical inactivity and sedentary behaviour. They then create and participate in an activity plan that meets the physical activity and sedentary behaviour guidelines relevant to the particular population group being studied.
Students apply various methods to assess physical activity and sedentary behaviour levels at the individual and population level, and analyse the data in relation to physical activity and sedentary behaviour guidelines. Students study and apply the social-ecological model and/or the Youth Physical Activity Promotion Model to critique a range of individual- and settings-based strategies that are effective in promoting participation in some form of regular physical activity.
ASSESSMENT
1. Structured Questions (25%)
2. Coursework (25%)
3. Examination (50%)
Unit 3: Semester 1 – 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. They use practical activities to demonstrate how correct application of these principles can lead to improved performance in physical activity and sport.
Students investigate the relative contribution and interplay of the three energy systems to performance in physical activity, sport and exercise. In particular, they investigate the characteristics of each system and the interplay of the systems during physical activity. Students explore the causes of fatigue and consider different strategies used to postpone fatigue and promote recovery.
Unit 4: Semester 2 – 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.
Students participate in a variety of training sessions designed to improve or maintain fitness and evaluate the effectiveness of different training methods. Students critique the effectiveness of the implementation of training principles and methods to meet the needs of the individual, and evaluate the chronic adaptations to training from a theoretical perspective.
ASSESSMENT
1. Coursework – Unit 3 (25%)
2. Coursework – Unit 4 (25%)
3. Examination (50%)
VET Certificate III in Sport and Recreation
The VET/VCE Sport and Recreation Certificate III course aims to provide students with the knowledge skills and competency that will enhance their training and employment prospects in the sport or community recreation industries. It also enables students to gain a recognised credential and to make an informed choice of vocation or career pathways.
The VET/VCE Sport and Recreation Certificate III programme is a nationally recognised qualification. Students must achieve 15 units of competency to gain their certificate; including 9 core units of competency and 6 elective units of competency.
Year 1 – The course will explore an exciting range of sporting related units and develop a basic level of skills for instructing and officiating in a variety of games and sports.
- Students will also develop knowledge of the sporting industry and relevant workplace skills.
- Students will learn about the preparation and equipment required for sporting and recreation sessions and how to conduct these sessions.
- First aid and how to deal with clients.
- There will be a wide variety of sports covered that will be tailored to their interests.
Year 2 – The course has a focus on fitness training and instruction.
- Students will develop a knowledge of sport and recreation markets and participation patterns and go on to develop public education courses in a related area.
- Students undertaking VET sport and recreation will be involved in a variety of lesson experiences including
- providing first aid
- using social media tools for collaboration engagement
- conducting non-instructional sport fitness and recreation sessions
- responding to emergency situations
- conducting sport fitness or recreation events
- instructing fitness programs
- planning outdoor activity sessions, and
- continuously improving on officiating skills and knowledge
This qualification reflects the multi-skilled role of individuals in operational and customer support positions in the sport or community recreation industries. Pathways may include employment into various workplaces such as fitness centres, sporting grounds or complexes, leisure and aquatic centres, along with community recreation centres. Typical roles in these vocational settings include:
- recreation officers
- activity operation officers
- sport and recreation attendants
- community activities officers
- leisure service officers
The course is recommended to students who have an interest in sport, especially as it complements students who have undertaken Year 10 Sports Science or Year 10 Coaching for Performance electives. Equally, it creates the opportunity to unify the curriculum from VCE Physical Education into a workplace environment. Ultimately, the program provides students greater direction towards vocational offerings post school in the Sport and Recreation industries.