Personal Development
HH033 UNIT 3: AUSTRALIA’S HEALTH IN A GLOBALISED WORLD
Rationale: This unit looks at health, wellbeing and illness as multidimensional, dynamic and subject to different interpretations and contexts. Students look at the fundamental conditions required for health improvement, as stated by the World Health Organisation (WHO). They use this knowledge as background to their analysis and evaluation of variations in the health status of Australians. Students look at health promotion and improvements in population health over time. Students look at various public health approaches and models and evaluate health programs. While the emphasis is on the Australian health system, the progression of change in public health approaches should be seen within a global context.
Areas of Study
- Understanding Health and Wellbeing
- Promoting Health and Wellbeing
Outcomes
Students should be able to:
- Explain the complex, dynamic and global nature of health and wellbeing, interpret and apply Australia’s health status data and analyse variations in health status.
- Explain changes to public health approaches, analyse improvements in population health over time and evaluate health promotion strategies.
HH034 UNIT 4: HEALTH AND HUMAN DEVELOPMENT IN A GLOBAL CONTEXT
Rationale: This unit examines health and wellbeing and human development in a global context. Students investigate health status and burden of disease in different countries. Students study the concepts of sustainability and human development. They consider the health implications of increases globalisation and worldwide trends relating to climate change, digital technologies, world trade and mass movement of people. They focus on the United Nations’ Sustainable Development Goals (SDGs) and the work of the World Health Organisation (WHO). Students investigate the role of non-government organisations (NGOs) and Australia’s overseas aid program.
Areas of Study
- Health and Wellbeing in a Global Context
- Health and Sustainable Development Goals
Outcomes
Students should be able to;
- Analyse similarities and differences in health status and burden of disease globally and the factors that contribute to differences in health and wellbeing.
- Analyse relationships between the SDGs and their role in the promotion of health and human development and evaluate the effectiveness of global aid programs.
Assessment for Units 3 & 4: S or N based on the demonstrated achievement of the outcomes specified for the unit.
- Unit 3 School-Assessed Coursework: 25%.
- Unit 4 School-Assessed Coursework: 25%
- Units 3 and 4 examination: 50%
OS033 UNIT 3: RELATIONSHIPS WITH OUTDOOR ENVIRONMENTS
Rationale: This unit considers the ecological, historical and social contexts of relationships between humans and outdoor environments in Australia. It examines the impact of those relationships on the outdoor environment.
Students should experience at least 20 hours in one or more outdoor environments that have characteristics of natural environments and evidence of human intervention. The outdoor environments visited will include local natural and man-made venues for a variety of outdoor activities such as surfing, rock climbing, riding and bush walking. These experiences provide the basis for comparison and opportunities to develop knowledge and skills in classroom and practical settings.
Areas of Study
- Historical relationships with outdoor environments
- Relationships with Australian environments since 1990
Outcomes
Students should be able to:
- Explain and evaluate how relationships with Australia outdoor environments have changed over time, with reference to specific outdoor experiences.
- Analyse and evaluate the factors influencing societal relationships with outdoor environments since 1990, with reference to specific outdoor experiences.
Assessment
S or N based on demonstrated achievement in the outcomes specified for the unit.
- Unit 3 School-Assessed Coursework: 25%
- Unit 4 School-Assessed Coursework: 25%
- Units 3 and 4 examination: 50%
Assessment Tasks
- Written reports
- Practical reports
- Analysis of data
- Tests
OS034 UNIT 4: SUSTAINABLE OUTDOOR RELATIONSHIPS
Rationale: In this unit students explore the sustainable use and management of outdoor environments. They examine the contemporary state of environments in Australia, consider the importance of healthy outdoor environments and examine the issues in relation to the capacity of outdoor environments to support the future needs of the Australian population.
Students should experience at least 20 hours in one or more outdoor environments that have characteristics of natural environments and evidence of human intervention. This will involve visiting a natural environment such as Mt Hotham National Park and Alpine resort to participate in a range of Alpine based activities such as Downhill Skiing and Snowboarding. The experiences provide the basis for comparison and opportunities to develop knowledge and skills in classroom and practical settings.
Areas of Study
- Healthy Outdoor Environments
- Sustainable Outdoor Environments
Outcomes
Students should be able to:
- Evaluate the contemporary state of Australia outdoor environments and analyse the importance of healthy outdoor environments and sustainability for individuals and society, with reference to specific outdoor experiences.
- Analyse conflicts over the use of outdoor environments and evaluate practices and strategies for sustaining outdoor environments, with reference to specific outdoor experiences.
Assessment
- S or N based on demonstrated achievement in the outcomes specified for the unit.
- Unit 3 School-Assessed Coursework: 25%
- Unit 4 School-Assessed Coursework: 25%
- Units 3 and 4 examination: 50%
Assessment Tasks
- Written reports
- Practical reports
- Analysis of data
- Tests
Cost: ~ Approx. $650- $700 (price is dependent on student numbers) to cover ski camp to Mt Hotham.
PE033 UNIT 3: MOVEMENT SKILLS AND ENERGY FOR
PHYSICAL ACTIVITY
Rationale: This unit introduces students to the biomechanical and skill acquisition principles used to analyse human movement skills and energy production from a physiological perspective. Students use a variety of tools and techniques to analyse movement skills and apply biomechanical and skill acquisition principles to improve and refine movement in physical activity, sport and exercise. They use practical activities to demonstrate how correct application of these principles can lead to improved performance in physical activity and sport. Students investigate the relative contribution and interplay of the three energy systems to performance in physical activity, sport and exercise. In particular, they investigate the characteristics of each system and the interplay of the systems during physical activity. Students explore the causes of fatigue and consider different strategies used to postpone fatigue and promote recovery.
Areas of Study
- How are the Movement Skills Improved?
- How Does the Body Produce Energy?
Outcomes
On completion of this unit the student should be able to:
- Collect and analyse information from, and participate in, a variety of physical activities to develop and refine movement skills from a coaching perspective, through the application of biomechanical and skill acquisition principles.
- Use data collected in practical activities to analyse how the major body and energy systems work together to enable movements to occur, and explain the factors causing fatigue and suitable recovery strategies.
Compulsory practical participation is required for successful completion of Outcome 2.
PE034 UNIT 4: TRAINING TO IMPROVE
PERFORMANCE
Rationale: In this unit students analyse movement skills from a physiological, psychological and sociocultural perspective, and apply relevant training principles and methods to improve performance within physical activity at an individual, club and elite level. Improvements in performance, in particular fitness, depend on the ability of the individual and/ or coach to gain, apply and evaluate knowledge and understanding of training. Students analyse skill frequencies, movement patterns, heart rates and work to rest ratios to determine the requirements of an activity. Students consider the physiological, psychological and sociological requirements of training to design and evaluate an effective training program.
Students participate in a variety of training sessions designed to improve or maintain fitness and evaluate the effectiveness of different training methods. Students critique the effectiveness of the implementation of training principles and methods to meet the needs of the individual, and evaluate the chronic adaptations to training from a theoretical perspective.
Areas of Study
- What are the Foundations of an Effective Training Program?
- How is Training Implemented Effectively to Improve Fitness?
Outcomes
On completion of this unit the student should be able to:
- Analyse data from an activity analysis and fitness tests to determine and assess the fitness components and energy system requirements of the activity.
- Participate in a variety of training methods and design and evaluate training programs to enhance specific fitness components.
Compulsory practical participation is required for successful completion of Outcome 1. This involves the student completing a minimum of five different training methods, along with a selection of fitness tests.
Assessment Tasks Units 3 & 4
Written tasks
- Tests
- Laboratory report
- Structured questions
- Written report
- Data Analysis
Assessment for Units 3 & 4: S or N based on the demonstrated achievement of the outcomes specified for the unit.
Unit 3 School-Assessed Coursework: 25%.
Unit 4 School-Assessed Coursework: 25%.
Units 3 and 4 examination: 50
Certificate III in Sport & Recreation
VSR 1/2/3/4
*Follow on from Year 10 Outdoor Recreation ADVANCE, VET Programs Outdoor Recreation-Surfing
The Certificate III in Sport and Recreation will develop the skills and knowledge students require to support the operation of facilities and assist in conducting sport and recreation programs as well as develop a comprehensive understanding of the Sport and Recreation industry. Job opportunities include: pool lifeguard, sports retail, sports trainer, swim teacher, after school sports programs, recreation officer, sport and recreation attendant, leisure services officer, outdoor leader.
The completion of this certificate and an exam, allows students the accreditation of a VCAA ATAR Score for VCE.
Units of Competency
- Organise personal work priorities
- Provide first aid
- Participate in workplace health and safety
- Participate in WHS hazard identification, risk assessment and risk control
- Conduct sport coaching with foundation level participants
- Use social media tools for collaboration
- Conduct non-instruct sport/fit sessions
- Provide quality service
- Respond to emergency situations
- Develop and update officiating knowledge
- Conduct sport/fitness/recreation events
- Surf small waves using basic manoeuvres
- Continuously improve officiating skills and knowledge
- Plan and conduct programs
- Facilitate groups
- Educate user groups
This program is delivered by WSC on behalf of Registered Training Organisation (RTO), IVET.
