Courses

Health and Physical Education

Year 9|Health and Physical Education

Health and Physical Education

Cas Gabriels
Curriculum Leader - Health and Physical Education

Health and Physical Education

James Anthony

In Year 9, the content provides for students to broaden their knowledge of the factors that shape their personal identity and the health and well-being of others. They further develop their ability to make informed decisions, taking into consideration the influence of external factors on their behaviour and their capacity to achieve a healthy lifestyle. They continue to develop knowledge, skills and understandings in relation to respectful relationships with a focus on relationship skills that promote positive interactions, and managing conflict.

Students focus on elements of speed and accuracy in different movement environments, whilst continuing to develop the efficiency of specialised movement skills. They explore ways to evaluate their own and others’ performances through analysis of skills and movement patterns using basic biomechanical concepts. They transfer previous knowledge of outcomes in movement situations to inform and refine skills, strategies and tactics to maximise success. Opportunities are provided for students to refine and consolidate skills and strategies for effective leadership and teamwork, and to consistently apply ethical behaviour across a range of movement contexts.

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. Social Collaboration: Practise empathy
  4. Social Collaboration: Give and Receive Meaningful Feedback

Courses

Physical Education

Assessments
  • Summer Fitness
    25%

    Practical – In this unit students will complete simple tests to measure flexibility, strength, balance and endurance. Students will develop an understanding of the FITT Principle, each of the Health-Related Components of Fitness and the Methods of Training that can be utilised to improve endurance Fartlek, Circuit, Interval and Continuous, and how to apply these to construct training sessions.

  • Striking & Fielding
    25%

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

  • Winter Fitness
    25%

    Practical – In this unit students will develop an understanding of the Skill-Related Components of Fitness and different Methods of Training including Plyometrics and Resistance. They will have an introduction to Cross-Fit, ZUU and Pilates/Yoga.

  • Invasion & Evasion
    25%

    Theory – 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.

Health Education

Assessments
  • Health Unit 1
    50%

    In this unit students explore and evaluate:

    • the appropriate skills needed by individuals to deal with a range of challenging or unsafe situations
    • the essential characteristics of a respectful relationship with a comprehensive justification for each
    • comprehensive, logical and effective strategies to resolve conflict
  • Health Test 2
    50%

    In this unit students identify and explain:

    • the relevant criteria and justify their suitability for determining the reliability of online health information
    • actions and strategies that promote health and well-being of individuals and groups in the community
    • how personal attitudes and behaviours can have implications on individuals and different groups in the community, and provides relevant examples