Courses

Health and Physical Education

Year 10|Health and Physical Education

Health and Physical Education

Cas Gabriels
Curriculum Leader - Health and Physical Education

Health and Physical Education

James Anthony

In Year 10, the content provides students with the opportunity to begin to focus on issues that affect the wider community. They study external influences on health decisions and evaluate their impact on personal identity and the health of the broader community. Students continue to develop and refine communication techniques to enhance interactions with others, and apply analytical skills to scrutinise health messages in a range of contexts.

In continuing to improve performance, students transfer learned specialised movement skills with increasing proficiency and success across a variety of contexts. They use feedback to improve their own and others’ performances with greater consistency, and critically evaluate movement responses based on the outcome of previous performances. Through the application of biomechanical principles to analyse movement, students broaden their understanding of optimal techniques necessary for enhanced athletic performance.

Students self-assess their own and others’ leadership styles and apply problem-solving approaches to motivate participation and contribute to effective team relationships. They are also provided with opportunities to assume direct control of physical activities in coaching, coordinating or officiating roles.

The Health and Physical Education curriculum provides opportunities for students to develop, enhance and exhibit attitudes and values that promote a healthy lifestyle.

The following Approaches to Learning (ATL) skills will be explicitly taught and will be assessed on a four-point rating scale:

  1. Social Collaboration: Take responsibility for one’s own actions
  2. Self-Management Organisation Skills: Set goals that are challenging and realistic
  3. Critical Thinking Skills: Propose and evaluate a variety of solutions
  4. Self-Management Organisation Skills: Bring necessary equipment and supplies to class

Courses

Physical Education

Assessments
  • Aquatic Rescue
    15%

    Theory – In this unit students develop the knowledge and skills to keep themselves and others safe in aquatic environments. Students learn: potential dangers in and around aquatic environments, how to call for help, the emergency care procedure, steps to using a defibrillator, priorities of rescue, types of entries, types of rescue techniques, spinal management, what to do for choking and anaphylaxis, how to administer an EpiPen and the four-step asthma first aid plan.

  • Striking and Fielding
    15%

    Practical – In this unit students will further develop their striking, pitching/bowling and fielding skills across a range of sports and activities. The focus will be on students transferring skills and tactics between the different sports and activities. Students will be assessed on their ability to perform skills and movements of increasing complexity focusing on accuracy and speed.

  • Fitness
    25%

    Theory –

    In this unit, the students develop the knowledge to be able to implement personal training programs for the purpose of either general health and wellbeing or for more highly specific physical goals, in line with the Health and Skill Related Components of Fitness. Students will be exposed to a wide variety of training modalities such as Plyometrics, High Intensity Interval Training (HIIT), F45, CrossFit, Zuu, Circuit, Fartlek, as well as both Anaerobic (Lactic Stacking) and Aerobic Interval training. Benchmark workouts will also be undertaken so that measurement of progress over time can be evaluated. Students will be assessed on their ability to apply knowledge gained over the training period to specific contextual scenarios in a written theory assessment.
  • Invasion and Evasion
    30%

    Practical – In this unit students will explore the tactical problems related to invasion games including: maintaining possession, creating and controlling space, adjusting the tempo, attacking and/or defending a goal, winning the ball and decision making and execution of skills under pressure. Following the unit students should be able to explain the biomechanical concepts of projectile motion and summation of forces and how they are utilised in sport.

  • Net and Wall
    15%

    Practical – In this unit students will develop the basic skills and knowledge required to participate in in Volleyball and Badminton. Following the initial skill development phase students will investigate strategies to set up an attack, creating space on offence and reducing space on defence.

Health Education

Assessments
  • Health Unit 1
    50%

    In this unit students:

    • provide a detailed explanation of a range of appropriate skills and strategies for how to manage situations where risk is encouraged by others.
    • explain how emotional responses may affect relationships and provides relevant examples.
    • apply critical health literacy skills to accurately evaluate a variety of health information and services in the community.
  • Health Unit 2
    50%

    In this unit students:

    • interpret and challenge society’s stereotypical view of gender.
    • describe various strategies and techniques used by the media to portray gender expectations. Elaborates, using appropriate examples, to support the connection.
    • examine appropriate social, economic and environmental factors that influence the health of individuals and groups.