In an increasingly complex, sedentary and rapidly changing world it is critical for every young Australian to not only be able to cope with life’s challenges but also to flourish as healthy, safe and active citizens in the 21st century. This is a strong investment in the future of the Australian population.
Technology and media will continue to transform our lives and change the way we communicate. Some health issues will endure while new ones will emerge. New forms of physical activity will become available. Students need critical inquiry skills to research and analyse knowledge and to understand the influences on their own and others’ health, safety, wellbeing and physical activity participation. They also need to be resilient, to develop empathy and to be actively engaged in their own and others’ wellbeing, using health, safety and physical activity resources for the benefit of themselves and their communities.
In Health and Physical Education, students develop the skills, knowledge, and understanding to strengthen their sense of self, and build and manage satisfying, respectful relationships. They learn to build on personal and community strengths and assets to enhance safety and wellbeing. They critique and challenge assumptions and stereotypes. Students learn to navigate a range of health-related sources, services and organisations.
At the core of Health and Physical Education is the acquisition of movement skills and concepts to enable students to participate in a range of physical activities – confidently, competently and creatively. As a foundation for lifelong physical activity participation and enhanced performance, students acquire an understanding of how the body moves and develop positive attitudes towards physical activity participation. They develop an appreciation of the significance of physical activity, outdoor recreation and sport in Australian society and globally. Movement is a powerful medium for learning, through which students can practise and refine personal, behavioural, social and cognitive skills.
Health and Physical Education provides students with an experiential curriculum that is contemporary, relevant, challenging and physically active.
The Foundation Year curriculum provides the basis for developing knowledge, understanding and skills for students to lead healthy, safe and active lives. The content gives students opportunities to learn about their strengths and simple actions they can take to keep themselves and their classmates healthy and safe.
The content explores the people who are important to students and develops students’ capacity to initiate and maintain respectful relationships in different contexts, including at school, at home, in the classroom and when participating in physical activities.
The Foundation curriculum provides opportunities for students to learn through movement. The content enables students to develop and practise fundamental movement skills through active play and structured movement activities. This improves competence and confidence in their movement abilities. The content also provides opportunities for students to learn about movement as they participate in physical activity in a range of different settings.
Focus areas to be addressed in Foundation include:
• safe use of medicines (AD)
• food and nutrition (FN)
• health benefits of physical activity (HBPA)
• mental health and wellbeing (MH)
• relationships (RS)
• safety (S)
• active play and minor games (AP)
• fundamental movement skills (FMS)
rhythmic and expressive movement activities (RE).
Year 1 and 2
The curriculum for Years 1 and 2 builds on the learning from Foundation and supports students to make decisions to enhance their health, safety and participation in physical activity. The content enables students to explore their own sense of self and the factors that contribute to and influence their identities. Students learn about emotions, how to enhance their interactions with others, and the physical and social changes they go through as they grow older.
The content explores health messages and how they relate to health decisions and behaviours, and examines strategies students can use when they need help. The content also provides opportunities for students to learn through movement. It supports them in broadening the range and complexity of fundamental movement skills they are able to perform. They learn how to select, transfer and apply simple movement skills and sequences individually, in groups and in teams.
Students also further develop their knowledge, understanding and skills in relation to movement by exploring simple rule systems and safe use of equipment in a variety of physical activities and games. Through active participation, they investigate the body’s response to different types of physical activities. In addition, students develop personal and social skills such as cooperation, decision-making, problem-solving and persistence through movement settings.
Focus areas to be addressed in Years 1 and 2 include:
• safe use of medicines (AD)
• food and nutrition (FN)
• health benefits of physical activity (HBPA)
• mental health and wellbeing (MH)
• relationships (RS)
• safety (S)
• active play and minor games (AP)
• fundamental movement skills (FMS)
rhythmic and expressive movement activities (RE).
Year 3 and 4
The Year 3 and 4 curriculum further develops students’ knowledge, understanding and skills in relation to their health, wellbeing, safety and participation in physical activity. In these years, students begin to explore personal and social factors that support and contribute to their identities and emotional responses in varying situations. They also develop a further understanding of how their bodies grow and change as they get older.
The content explores knowledge, understanding and skills that supports students to build and maintain respectful relationships, make health-enhancing and safe decisions, and interpret health messages from different sources to take action to enhance their own health and wellbeing.
The curriculum in Years 3 and 4 builds on previous learning in movement to help students develop greater proficiency across the range of fundamental movement skills. Students combine movements to create more complicated movement patterns and sequences. Through participation in a variety of physical activities, students further develop their knowledge about movement and how the body moves. They do this as they explore the features of activities that meet their needs and interests and learn about the benefits of regular physical activity.
The Year 3 and 4 curriculum also gives students opportunities to develop through movement personal and social skills such as leadership, communication, collaboration, problem-solving, persistence and decision-making.
Focus areas to be addressed in Years 3 and 4 include:
• alcohol and other drugs (AD)
• food and nutrition (FN)
• health benefits of physical activity (HBPA)
• mental health and wellbeing (MH)
• relationships and sexuality (RS)
• safety (S)
• active play and minor games (AP)
• challenge and adventure activities (CA)
• fundamental movement skills (FMS)
• games and sports (GS)
• lifelong physical activities (LLPA)
rhythmic and expressive movement activities (RE).
Year 5 and 6
The Year 5 and 6 curriculum supports students to develop knowledge, understanding and skills to create opportunities and take action to enhance their own and others' health, wellbeing, safety and physical activity participation. Students develop skills to manage their emotions, understand the physical and social changes that are occurring for them and examine how the nature of their relationships changes over time.
The content provides opportunities for students to contribute to building a positive school environment that supports healthy, safe and active choices for everyone. Students also explore a range of factors and behaviours that can influence health, safety and wellbeing.
Students refine and further develop a wide range of fundamental movement skills in more complex movement patterns and situations. They also apply their understanding of movement strategies and concepts when composing and creating movement sequences and participating in games and sport. Students in Years 5 and 6 further develop their understanding about movement as they learn to monitor how their body responds to different types of physical activity. In addition, they continue to learn to apply rules fairly and behave ethically when participating in different physical activities. Students also learn to effectively communicate and problem-solve in teams or groups in movement settings.
Focus areas to be addressed in Years 5 and 6 include:
• alcohol and other drugs (AD)
• food and nutrition (FN)
• health benefits of physical activity (HBPA)
• mental health and wellbeing (MH)
• relationships and sexuality (RS)
• safety (S)
• challenge and adventure activities (CA)
• fundamental movement skills (FMS)
• games and sports (GS)
• lifelong physical activities (LLPA)
rhythmic and expressive movement activities (RE).
Year 7 and 8
The Year 7 and 8 curriculum expands students’ knowledge, understanding and skills to help them achieve successful outcomes in classroom, leisure, social, movement and online situations. Students learn how to take positive action to enhance their own and others’ health, safety and wellbeing. They do this as they examine the nature of their relationships and other factors that influence people’s beliefs, attitudes, opportunities, decisions, behaviours and actions. Students demonstrate a range of help-seeking strategies that support them to access and evaluate health and physical activity information and services.
The curriculum for Years 7 and 8 supports students to refine a range of specialised knowledge, understanding and skills in relation to their health, safety, wellbeing, and movement competence and confidence. Students develop specialised movement skills and understanding in a range of physical activity settings. They analyse how body control and coordination influence movement composition and performance and learn to transfer movement skills and concepts to a variety of physical activities. Students explore the role that games and sports, outdoor recreation, lifelong physical activities, and rhythmic and expressive movement activities play in shaping cultures and identities. They reflect on and refine personal and social skills as they participate in a range of physical activities.
Focus areas to be addressed in Years 7 and 8 include:
• alcohol and other drugs (AD)
• food and nutrition (FN)
• health benefits of physical activity (HBPA)
• mental health and wellbeing (MH)
• relationships and sexuality (RS)
• safety (S)
• challenge and adventure activities (CA)
• games and sports (GS)
• lifelong physical activities (LLPA)
rhythmic and expressive movement activities (RE).
Year 9 and 10
The Year 9 and 10 curriculum supports students to refine and apply strategies for maintaining a positive outlook and evaluating behavioural expectations in different leisure, social, movement and online situations. Students learn to critically analyse and apply health and physical activity information to devise and implement personalised plans for maintaining healthy and active habits. They also experience different roles that contribute to successful participation in physical activity, and propose strategies to support the development of preventive health practices that build and optimise community health and wellbeing.
In Years 9 and 10, students learn to apply more specialised movement skills and complex movement strategies and concepts in different movement environments. They also explore movement concepts and strategies to evaluate and refine their own and others’ movement performances. Students analyse how participation in physical activity and sport influence an individual’s identities, and explore the role participation plays in shaping cultures. The curriculum also provides opportunities for students to refine and consolidate personal and social skills in demonstrating leadership, teamwork and collaboration in a range of physical activities.
Focus areas to be addressed in Years 9 and 10 include:
• alcohol and other drugs (AD)
• food and nutrition (FN)
• health benefits of physical activity (HBPA)
• mental health and wellbeing (MH)
• relationships and sexuality (RS)
• safety (S)
• challenge and adventure activities (CA)
• games and sports (GS)
• lifelong physical activities (LLPA)
rhythmic and expressive movement activities (RE).
Year 11 and 12 Physical Education
Physical Education provides students with knowledge, understanding and skills to explore and enhance their own and others’ health and physical activity in diverse and changing contexts.
Physical Education provides a philosophical and educative framework to promote deep learning in three dimensions: about, through and in physical activity contexts. Students optimise their engagement and performance in physical activity as they develop an understanding and appreciation of the interconnectedness of these dimensions.
Students learn how body and movement concepts and the scientific bases of biophysical, sociocultural and psychological concepts and principles are relevant to their engagement and performance in physical activity. They engage in a range of activities to develop movement sequences and movement strategies.
Students learn experientially through three stages of an inquiry approach to make connections between the scientific bases and the physical activity contexts. They recognise and explain concepts and principles about and through movement, and demonstrate and apply body and movement concepts to movement sequences and movement strategies.
Through their purposeful engagement in physical activities, students gather data to analyse, synthesise and devise strategies to optimise engagement and performance. They engage in reflective decision-making as they evaluate and justify strategies to achieve a particular outcome.
The Certificate II in Health Support Services is to be delivered at our school. This course – offered as a senior subject – is being delivered with the assistance (and under the auspices) of an external Registered Training Organisation.
Benefits of Course
Working in healthcare is a rewarding experience. Certificate II in Health Support Services offers many opportunities for careers in hospitals, medical facilities and aged care. Successful completion of Certificate II in Health Support Services provides an opportunity to continue further qualifications in Certificate III courses, Diplomas and Degrees in the Healthcare environment.
Course Units (1 year)
BSBWOR202 Organise and complete daily work activities
BSBWOR203 Work effectively with others
HLTFSE001 Follow basic food safety practices
HLTHSS003 Perform general cleaning tasks in a clinical setting
BSBCUS201 Deliver a service to customers
CHCCCS012 Prepare and maintain beds
CHCCCS020 Respond effectively to behaviours of concern
CHCCCS026 Transport individuals
The Certificate III in Fitness is to be delivered at our school. This course – offered as a senior subject – is being delivered with the assistance (and under the auspices) of an external Registered Training Organisation, Binnacle Training, RTO Code: 31319 (www.binnacletraining.com.au)
• Students deliver fitness programs and services within their school community
• Personal Training adults (teachers and staff)
• Strength and conditioning for athletes and teams
• Group fitness sessions (adults and students)
• Primary school visits
• Includes Provide First Aid/CPR certificates; and coach accreditation
Benefits of Course
• SOS30321 Certificate III in Fitness (max. 8 QCE Credits)
• Provide First Aid/CPR certificates
• Direct pathway into Certificate IV in Fitness
• Students eligible for an Australian Tertiary Admission Rank (ATAR) may be able to use their completed Certificate III to contribute towards their ATAR.