2021

YEAR 7 – 12

HEALTH AND PHYSICAL

EDUCATION

Westminster School Alison Avenue, Marion SA 5043 T: +61 8 8276 0276, F: +61 8 8276 0277 ws@westminster.sa.edu.au www.westminster.sa.edu.au

YEAR 7 - 2021

HEALTH AND PHYSICAL EDUCATION – Compulsory subject This is a full year subject

STUDY DESCRIPTION

Integral to Health and Physical Education in Year 7 is the acquisition of movement skills, concepts and strategies to enable students to confidently, competently and creatively participate in a range of physical activities. Health and Physical Education teaches students how to enhance their own and others’ health, safety, wellbeing and physical activity participation in varied and changing contexts. Students experience an experiential curriculum that is contemporary, relevant, challenging, enjoyable and physically active. Besides developing movement competency, a driving focus in Physical Education is the refinement of personal and social capabilities such as leadership, collaboration and self-regulation. In Health and Physical Education, students develop the knowledge, understanding and skills to strengthen their sense of self, and build and manage satisfying relationships. The priority for the Health and Physical Education curriculum is to provide ongoing, developmentally appropriate and explicit learning about health and movement. Health literacy is a personal and community asset to be developed, evaluated, enriched and communicated. The Health curriculum supports students to refine specialized knowledge and understanding. The units of ‘Nutrition’ and ‘Benefits of Physical Activity’ allow students to investigate how their choices can impact on the health of an individual. These community and individual capabilities are further strengthened through cross curricular experiences such as, Year 7 camp, Home Economics and Year 7 Pastoral sessions. The Health and Physical Education curriculum engages students in critical inquiry processes that assist students in researching, analyzing, applying and appraising knowledge in health and movement fields.

COURSE CONTENT

• Athletics • Softball • Cricket • Game Creation • End Zone sports • AFL • Minor games • Swimming/Aquatics • Floor Movement/Gymnastics Health • Benefits of Physical Activity • Nutrition

Year 8 -2013

YEAR 7 - 2021

OUTCOMES

Students should be able to: • use feedback to improve body control and coordination when performing specialized movement skills • compose and perform movement sequences for specific purposes in a variety of contexts • demonstrate and explain how the elements of effort, space, time, objects and people can enhance

performance • participate in and investigate the cultural and historical significance of a range of physical activities • participate in physical activities that develop health-related and skill-related fitness components, and

create and monitor personal fitness plans • practice and apply personal and social skills when undertaking a range of roles in physical activities • evaluate and justify reasons for decisions and choices of action when solving movement challenges • modify rules and scoring systems to allow for fair play, safety and inclusive participation

ASSESSMENT

Assessment is based on a rubric comprised of the following performance standards: • Practical skills and Strategy • Rules and Fair Play • Initiative, leadership and collaboration • Organisation

YEAR 8 - 2021

HEALTH AND PHYSICAL EDUCATION – Compulsory subject This is a full year subject.

STUDY DESCRIPTION

Integral to Health and Physical Education in Year 8 is the acquisition of movement skills, concepts and strategies to enable students to confidently, competently and creatively participate in a range of physical activities. Health and Physical Education teaches students how to enhance their own and others’ health, safety, wellbeing and physical activity participation in varied and changing contexts. Students experience an experiential curriculum that is contemporary, relevant, challenging, enjoyable and physically active. Besides developing movement competency, a driving focus in Physical Education is the refinement of personal and social capabilities such as leadership, collaboration and self-regulation. In Health and Physical Education, students develop the knowledge, understanding and skills to strengthen their sense of self, and build and manage satisfying relationships. The priority for the Health and Physical Education curriculum is to provide ongoing, developmentally appropriate and explicit learning about health and movement. Health literacy is a personal and community asset to be developed, evaluated, enriched and communicated. The Health curriculum supports students to refine their knowledge and examine the influence relationships can have on their decision making through the units of ‘Alcohol’ and ‘Sexuality and Relationships’. These community and individual capabilities are further strengthened through cross curricular experiences such as, Year 8 camp, Home Economics and Year 8 Pastoral sessions. The Health and Physical Education curriculum engages students in critical inquiry processes that assist students in researching, analyzing, applying and appraising knowledge in health and movement fields.

COURSE CONTENT

Physical Education

• Swimming • Athletics • Racquet Sports (Badminton/Tennis/Table Tennis) • Fitness • Game Creation • Game Analysis • Invasion Games • Indigenous Games • Aquatics Health • Alcohol and Safe Choices • Sexuality and Relationships

Year 8 -2013

YEAR 8 - 2021

OUTCOMES

Students should be able to: • use feedback to improve body control and coordination when performing specialized movement skills • compose and perform movement sequences for specific purposes in a variety of contexts • demonstrate and explain how the elements of effort, space, time, objects and people can enhance

performance • participate in and investigate the cultural and historical significance of a range of physical activities • participate in physical activities that develop health-related and skill-related fitness components, and

create and monitor personal fitness plans • practice and apply personal and social skills when undertaking a range of roles in physical activities • evaluate and justify reasons for decisions and choices of action when solving movement challenges • modify rules and scoring systems to allow for fair play, safety and inclusive participation

ASSESSMENT

Assessment is based on a rubric comprised of the following performance standards: • Practical Skills and Strategy • Rules and Fair Play • Initiative, leadership and collaboration • Organisation

YEAR 9 - 2021

HEALTH AND PHYSICAL EDUCATION – Compulsory subject This is a full year subject.

STUDY DESCRIPTION

Integral to Health and Physical Education in Year 9 is the acquisition of movement skills, concepts and strategies to enable students to confidently, competently and creatively participate in a range of physical activities. Health and Physical Education teaches students how to enhance their own and others’ health, safety, well being and physical activity participation in varied and changing contexts. Students experience an experiential curriculum that is contemporary, relevant, challenging, enjoyable and physically active. In Health and Physical Education, students develop the knowledge, understanding and skills to strengthen their sense of self, and build and manage satisfying relationships. The priority for the Health and Physical Education curriculum is to provide ongoing, developmentally appropriate and explicit learning about health and movement. Besides developing movement competency, a driving focus in Physical Education is the refinement of personal and social capabilities such as leadership, collaboration and self-regulation. Students take control of their learning through the use of self and peer feedback, as well as exploration of assigned team roles in the Sports Education Module. Health and Physical literacy is a personal and community asset to be developed, evaluated, enriched and communicated. The Health curriculum supports students to refine their knowledge and examine the influence relationships can have on their decision making. These are strengthened through cross-curricular experiences such as Year 9 camp, Year 9 pastoral sessions and Home Economics. The Health and Physical Education curriculum engages students in critical enquiry processes that assist students in researching, analysing and appraising knowledge in health and movement fields. COURSE CONTENT

• Swimming • Athletics • Hockey • Softball • Cricket • Aquatics • Dance • Sports Education Module • Run Challenge • Minor Games

Health • Alcohol and Drugs • Relationships and Sexuality • Food and Nutrition • Health Benefits of Physical Activity

Year 8 -2013

YEAR 9 - 2021

OUTCOMES

Students should be able to : • Use feedback to improve body control and performance when performing specialised movement skills • Compose and perform movement sequences for specific purposes in a variety of contexts • Demonstrate and explain how the elements of effort, space, time, objects and people can enhance

performance • Participate in physical activities that develop health-related and skill-related fitness components, and

create and monitor personal fitness plans • Practice and apply personal and social skills when undertaking a range of roles in physical activities • Evaluate and justify reasons for decisions and choices of action when solving movement challenges • Modify rules and scoring systems to allow for fair play, safety and inclusive participation

ASSESSMENT

Assessment is based on a rubric comprised of the following performance standards: • Practical skills and Strategy • Rules and Fair Play • Initiative, leadership and collaboration • Organisation

YEAR 10 - 2021

HEALTH AND PHYSICAL EDUCATION – Compulsory subject This subject is a full year subject.

STUDY DESCRIPTION

Health and Physical Education is the key learning area in the curriculum that focuses explicitly on developing movement skills and concepts students require to participate in physical activities with competence and confidence. Health and Physical Education teaches students how to enhance their own and others’ health, safety, wellbeing and physical activity participation in varied and changing contexts. Students experience an experiential curriculum that is contemporary, relevant, challenging, enjoyable and physically active. In Health and Physical Education, students develop the knowledge, understanding and skills to strengthen their sense of self, and build and manage satisfying relationships. Besides refinement of movement competency, a major focus in Physical Education is the development of personal and social capabilities such as leadership, collaboration and self-regulation. Students specialize in a sporting field of their choice, which includes elements of coaching, self and peer analysis. The priority for the Health and Physical Education curriculum is to provide ongoing, developmentally appropriate and explicit learning about health and movement. Health literacy is a personal and community asset to be developed, evaluated, enriched and communicated. This is strengthened through cross-curricular experiences such as, Westventure, the Year 10 Recreational PE Program and RAVE. The Health and Physical Education curriculum engages students in critical inquiry processes that assist students in researching, analyzing, applying and appraising knowledge in health and movement fields. COURSE CONTENT

• Swimming • Athletics • Touch Football • Gaelic Football • Volleyball • Basketball • Netball • Soccer • Aquatics Community-based activities • Self-defense • Wheel Chair Basketball • Golf • Lawn bowls

Year 8 -2013

YEAR 10 - 2021

OUTCOMES

The students should be able to: • perform and refine specialised movement skills in challenging movement situations • evaluate own and others’ movement compositions, and provide and apply feedback in order to enhance

performance situations • develop, implement and evaluate movement concepts and strategies for successful outcomes • examine the role physical activity, outdoor recreation and sport play in the lives of Australians and

investigate how this has changed over time • devise, implement and refine strategies demonstrating leadership and collaboration skills when working in

groups or teams • transfer understanding from previous movement experiences to create solutions to movement challenges • reflect on how fair play and ethical behaviour can influence the outcomes of movement activities ASSESSMENT

Assessment is based on a rubric comprised of the following performance standards: • Skill Performance • Strategy Application • Team Collaboration, Initiative and Leadership

YEAR 10 - 2021

PHYSICAL EDUCATION: SPORTS SCIENCE – Elective Subject This is a one or two semester subject.

If you love sports and are interested in the science behind elite performance this is the subject for you.

Sports science applies the study of science to sporting activities. The focus of sport science is to help maximize performance in preparation for events and competitions. The science helps identify strengths and weaknesses so that a training program can be individualized.

SEMESTER 1: BODY SYSTEMS

This course will involve both a theory and practical component.

The theory component will consist of introductory units on the Skeletal System and Articular System, Muscular System, Circulatory and Respiratory System, and the introduction of Energy Systems. An Issues Analysis research task will also be a part of the theory component.

ASSESSMENT

Theory: Body system tests, Issues Analysis, Energy Systems report. Practical: Individual Conditioning Program, Laboratories.

SEMESTER 2: Sports Performance

This course will involve both a theory and practical component.

This course will involve studies into the importance of physical activity, factors influencing participation in physical activity and the benefits of physical activity. Topics such as components of fitness, fitness testing, skill learning, sports psychology, goal setting and personal reflections on student’s sporting performance. There will also be a case study on an elite performer. Students will also complete a Laboratory on an area related to Physical Education.

The practical component will consist of developing fitness components / personal profile and fitness testing.

ASSESSMENT

Theory – Tests, Case study, Fitness testing analysis, Laboratory, Practical – Developing training methods and applying principles, Skills checklist

Year 8 -2013

YEAR 11 - 2021

PHYSICAL EDUCATION Stage 1 Physical Education may be studied as a one semester course or for a full year. ASSUMED PRIOR KNOWLEDGE

Nil

STUDY DESCRIPTION

Through Physical Education, students explore the participation in and performance of human physical activities. It is an experiential subject in which students explore their physical capacities and investigate the factors that influence and improve participation and performance outcomes, which lead to greater movement confidence and competence. An integrated approach to learning in Physical Education supports an Arnoldian* educational framework that promotes deep learning ‘in, through, and about’ physical activity. The application of this framework ensures students make meaning of the cognitive and psychomotor processes fundamental to the learning of physical activity. Students apply their understanding of movement concepts to evaluate aspects of their own or others’ physical activity and reflect on strategies to improve participation and performance. Opportunities for students to reflect on their own movement experiences allow them to make greater meaning of these experiences. The use of technology is integral to the collection of data such as video footage, heart rates, fitness batteries, and game statistics. Students apply their understanding of movement concepts to evaluate the data and reflect on ways in which performance can be achieved. In this subject, students are expected to:

1. Apply knowledge and understanding of movement concepts and strategies in physical activity 2. Reflect on movement concepts and strategies in physical activity 3. Apply communication and collaborative skills in physical activity contexts 4. Explore and analyse evidence related to physical activity 5. Reflect on ways to improve participation and/or performance in physical activity 6. Communicate using subject-specific terminology in a variety of modes.

Students may elect to complete one semester of Stage 1 Physical Education, or continue for an entire year. The focus areas for each semester are, but not limited to, the following;

Semester One: Stage 1 Physical Education A

• Application of skill-acquisition concepts for improvement (the process of improved skill learning, the role of feedback and its effect on performance).

• Analysis of movement concepts and strategies (collecting valid and reliable data, understanding and applying movement concepts for improved performance/participation).

• Application of the effects of training on physical performance.

Year 8 -2013

YEAR 11 - 2021

• Social strategies to enhance equity in participation (modification of environment, task, and individual constraints).

• The effects of training on the body (fitness components, fitness testing, training methods and principles).

• Learning and refining skill (stages of learning, classification of skill). Semester Two: Stage 1 Physical Education B

• Application of energy sources affecting physical performance (contribution of energy systems and fatigue).

• Physiological barriers and enablers to participation (age, gender, body composition, fitness levels). • Personal influences on participation (cultural values and beliefs, previous experience and attitudes to

physical activity). • Social psychology (group dynamics, team building strategies, personal wellbeing). • The body’s response to physical activity (biomechanical principles, sources of nutrition, anatomic body

systems). • Application of skill-acquisition concepts for improvement (biomechanical efficiency for skilled

movement). • Analysis of movement concepts and strategies (collecting valid and reliable data).

FOCUS AREAS

Stage 1 Physical Education has three focus areas: • Focus Area 1: In movement • Focus Area 2: Through movement • Focus Area 3: About movement

The focus areas provide the narrative for the knowledge, skills, and capabilities that students develop. Learning is delivered through an integrated approach in which opportunities are provided for students to undertake, and learn through, a wide range of authentic physical activities (e.g. sports, theme-based games, laboratories, and fitness and recreational activities). Students explore movement concepts and strategies through these physical activities to promote participation and performance outcomes. These movement concepts and strategies include:

• body awareness • movement quality • spatial awareness • relationships • executing movement • creating space • interactions • making decisions.

YEAR 11 - 2021

ASSESSMENT

School Assessment (100%) there is no external assessment or examination for Stage 1 Physical Education.

The following assessment types enable students to demonstrate their learning in Stage 1 Physical Education:

• Assessment Type 1: Performance Improvement • Assessment Type 2: Physical Activity Investigation.

For a 10-credit subject (one semester), students should provide evidence of their learning through two assessments. Each assessment type should have a weighting of at least 20%. Students undertake:

• at least one performance improvement task • at least one physical activity investigation.

For a 20-credit subject (entire year), students should provide evidence of their learning through four assessments. Each assessment type should have a weighting of at least 20%. Students undertake:

• two performance improvement tasks • two physical activity investigations.

YEAR 12 - 2021

PHYSICAL EDUCATION ASSUMED PRIOR KNOWLEDGE

Nil STUDY DESCRIPTION

In Physical Education students gain an understanding of human functioning and physical activity, and an awareness of the community structures and practices that influence participation in physical activity. Students explore their own physical capacities and analyse performance, health, and lifestyle issues. The focus capabilities for this subject are communication, learning, and personal development.

In this subject, students are expected to: 1. Apply knowledge and understanding of movement concepts and strategies in physical activity using

subject-specific terminology 2. Apply feedback and implement strategies to improve participation and/or performance in physical

activity 3. Reflect on and evaluate participation and/or performance improvement 4. Apply communication and collaborative skills in physical activity contexts 5. Analyse and evaluate evidence related to physical activity 6. Evaluate implemented strategies and make recommendations for future directions.

FOCUS AREAS

Stage 2 Physical Education consists of three focus areas: • Focus Area 1: In movement • Focus Area 2: Through movement • Focus Area 3: About movement

The focus areas provide the narrative for the knowledge, skills, and capabilities that students develop. Learning is delivered through an integrated approach where opportunities are provided for students to undertake, and learn through, a wide range of authentic physical activities (e.g. sports, theme-based games, laboratories, and fitness and recreational activities). Students explore movement concepts and strategies through these physical activities to promote and improve participation and performance outcomes. These movement concepts and strategies include: • Body awareness • Movement quality • Spatial awareness • Relationships • Executing movement • Creating space • Interactions • Making decisions

Year 8 -2013

YEAR 12 - 2021

ASSESSMENT

Students demonstrate evidence of their learning through the following Assessment Types: School-based Assessment 70% • Assessment Type 1: Diagnostics (30%) • Assessment Type 2: Improvement Analysis (40%) External Assessment 30% • Assessment Type 3: Group Dynamics (30%)

Students should provide evidence of their learning through four or five assessments, including the external assessment component. Students undertake: • Two or three diagnostics tasks • One improvement analysis task • One group dynamics task. LEVY INFORMATION

This subject has a levy of $30.