Year 7 HPE
Unit 1: You Are What you Eat
Theoretical
Students to respond to short response (macro & micro nutrient breakdowns, determine how food and nutrition may impact upon emotional responses) and extended response (propose and justify an appropriate meal plan in response to provided scenarios).
Practical
Students will perform and participate in a number of indigenous and traditional sports, games and physical activity. Students will be required to research and identify a traditional sport, game or activity and plan its implementation within a lesson for their classmates. Within this plan, students will be required to detail the cultural and historical significance of their chosen physical activities and how physical activity has been used traditionally to enhance connections with the environment to enhance health and wellbeing.
Unit 2: The ABC's of Safe Relationships
Theoretical
You will investigate and evaluate your options in managing changing peer relationships, and will apply effective peer relationship skills in simulated social situations
Practical
Students will be assessed against their ability and competence when a range of rhythmical movement routines. Initial focus of unit will centre on movement sequence and timing. As term progress, students will engage in routine tasks to successfully participate in a complete performance.
Year 8 HPE
Unit 1: Healthy Communities
Theoretical
Students will analyse factors that prevent people from engaging in physical activity and make informed decisions to propose actions and strategies that make a local sporting organisation more inclusive.
Practical
Students will be assessed against ability to successfully perform individualised movement sequences and skills relevant to touch football and provide critical feedback and proposed actions to improve a peers ability to successfully engage in movement sequences
Unit 2: Lead Us Not Into Temptation
Theoretical
Students to write an analytical essay and present as a news report detailing the reasons in which young people are more susceptible to engage in the use of alcohol and drugs, and propose strategies and actions which promote and establish safe practices and understandings of drugs and alcohol amongst youth populations.
Practical
Students to will plan, create and perform a fitness routine which incorporates individual and/or group specialised movement sequences. Within the plan, students will be required to identify the relationship between an athletic event movement sequence and a particular fitness component.
Year 9 HPE
Unit 1: Health in Australia
In this unit students investigate how a healthy active lifestyle can help improve a range of mental health issues currently faced in our society.
Practical Context is Badminton.
Unit 2: Invasion Games
Students will develop their skills in a range of invasion games. They will be assessed on decision making and performance skills, while understanding the importance of ethical backgrounds. Practical Context is Tchoukball.
Unit 3: Moving more Matters
Students will gain knowledge of energy, fitness and training to develop training plans to improve performance in a performance-based sport.
Practical Context is Fitness/Strength Building.
Unit 4: On the Attack
Students will develop their skills in a range of attacking games. They will be assessed on their decision making, performance skills and game play.
Practical Context is Flagged Football.
Year 10 HPE
Unit 1: Healthy Bodies 1
Students will analyse how attitudes and beliefs about minority groups in the broader community can impact individual's mental health and wellbeing. Students will explore ways to promote inclusivity and prevent anti-social behaviours. Practical context is minor games.
Students will lead small groups in games considering how to create an inclusive environment by problem solving and taking action.
Unit 2: Healthy Bodies 2
Students will assess their volleyball performance against set criteria including their application of movement concepts (body, special and effort awareness). They will collaborate with peers to identify a specialised movement skill to improve (dig, set, spike or serve) and devise and apply a strategy. Students will present their findings (issue, strategy and result) in a multimodal presentation. Practical context is Volleyball.
Unit 3: Healthy Lives 1
Students will develop knowledge, understanding and skills that will help them to establish and manage respectful relationships, including positive practices in relation to their reproductive and sexual health and safety. In addition to this, students will explore factors that influence gender and sexual identities, and develop knowledge, understanding and skills to assess risk, make safe decision and behave in ways that protect their own safety and that of others.
Students will engage in movement that is composed and performed in response to beats and sounds, and explore the concept of physical activity which can enhance health-related fitness and wellbeing across a lifespan. Practical Context is Zumba.
Unit 4: Healthy Lives 2
Students will explore the impact drugs (including prescription drugs, bush and alternative medicines, energy drinks, caffeine, tobacco, alcohol, illegal drugs and performance-enhancing drugs) and the effect they can have on individuals, families and communities.