This document provides the syllabus for the Personal Development, Health and Physical Education Stage 6 course. It outlines the course structure, content, objectives and assessment. The course aims to foster students' intellectual, social, emotional, physical and spiritual development by teaching ways to maintain active, healthy lifestyles and improve health status. It also covers understandings of movement and how to enhance movement potential. The course focuses on individual and community health and the factors influencing physical activity and skill levels.
This document provides an internship report submitted by Saurabh A. Chauhan detailing his internship from July-August 2014 at DP World Nhava Sheva (Mumbai). The report includes sections on ship planning, yard planning, documentation, control tower operations, inland container depots, and gate operations. It provides overviews and details of the processes involved in each area that the intern observed and learned about during the course of the internship.
Characteristics Every Seafarer Must Havectsiaccount
As part of an aspiring seafarer’s maritime training in the Philippines, you are educated to know the basics of each aspect of the maritime profession. It helps you prepare for what lies ahead in your career.
Aside from the technical skills, trainings should also develop the characteristics you need to survive and flourish in the maritime industry. Below are the traits (partly based on the characteristics laid out by APL’s Head of Global Marine Operations Captain Lee Chee Seong) you need to have.
O documento discute os diferentes modos de transporte e como eles influenciam o desenvolvimento econômico. A modernização dos transportes levou a uma redução no tempo e custo de viagens, aumentando a acessibilidade. Cada modo de transporte tem vantagens e desvantagens dependendo da distância e carga transportada. Os transportes influenciam a economia facilitando o comércio e a mobilidade de pessoas e mercadorias.
4 a competitividade dos diferentes modos de transporte (1)InsMonteiro40
O documento discute a competitividade e complementaridade entre diferentes modos de transporte em Portugal. O transporte rodoviário é o mais utilizado, devido à sua flexibilidade e diversidade de veículos. No entanto, há esforços para equilibrar os modos de transporte e reduzir impactos ambientais através do transporte intermodal. O desenvolvimento de redes de transporte beneficia a economia, mas é necessária uma melhor distribuição espacial nas regiões.
Among the various important parts in your Mercedes, one of the least known parts is the torque converter which handles the amount of fluid passed on to the automatic transmission. However, if the torque converter malfunctions, then it could potentially cause erratic behavior like slipping and shuddering. Moreover, it is very difficult to diagnose the exact cause of the torque converter problem. Go through the slide to know the symptoms of a damaged torque converter in Mercedes.
This document summarizes the evolution of ship building from ancient times to modern day. It describes early ships from 3000-4000 BC built by Egyptians from reeds with no internal framing. During 1500 BC, Greek ships became smaller and faster with lean designs that could hold up to 50 oarsmen. Later, Polynesian ships were discovered with outriggers that could stabilize large vessels up to 180 feet long carrying 1000 people. Viking ships from 1000-1200 AD were long and narrow, up to 80 feet long used for travel, trading and colonization. Starting in the 15th century, European and Spanish ships were built for long distance travel with cannons and much larger hulls than Vikings. Modern ships can carry
Prelim PDHPE-Core 1: Better Health for IndividualsVasiti Ratusau
The document discusses different conceptions of health and factors that influence individual health. It begins by explaining early definitions of health as merely the absence of disease but notes this view is too narrow. The document then outlines four dimensions of health - physical, social, mental/emotional, and spiritual. It describes health as a dynamic process influenced by both objective and subjective factors. Key determinants of individual health are identified as including genetics, environment, socioeconomic status, culture and behaviors.
This document provides an internship report submitted by Saurabh A. Chauhan detailing his internship from July-August 2014 at DP World Nhava Sheva (Mumbai). The report includes sections on ship planning, yard planning, documentation, control tower operations, inland container depots, and gate operations. It provides overviews and details of the processes involved in each area that the intern observed and learned about during the course of the internship.
Characteristics Every Seafarer Must Havectsiaccount
As part of an aspiring seafarer’s maritime training in the Philippines, you are educated to know the basics of each aspect of the maritime profession. It helps you prepare for what lies ahead in your career.
Aside from the technical skills, trainings should also develop the characteristics you need to survive and flourish in the maritime industry. Below are the traits (partly based on the characteristics laid out by APL’s Head of Global Marine Operations Captain Lee Chee Seong) you need to have.
O documento discute os diferentes modos de transporte e como eles influenciam o desenvolvimento econômico. A modernização dos transportes levou a uma redução no tempo e custo de viagens, aumentando a acessibilidade. Cada modo de transporte tem vantagens e desvantagens dependendo da distância e carga transportada. Os transportes influenciam a economia facilitando o comércio e a mobilidade de pessoas e mercadorias.
4 a competitividade dos diferentes modos de transporte (1)InsMonteiro40
O documento discute a competitividade e complementaridade entre diferentes modos de transporte em Portugal. O transporte rodoviário é o mais utilizado, devido à sua flexibilidade e diversidade de veículos. No entanto, há esforços para equilibrar os modos de transporte e reduzir impactos ambientais através do transporte intermodal. O desenvolvimento de redes de transporte beneficia a economia, mas é necessária uma melhor distribuição espacial nas regiões.
Among the various important parts in your Mercedes, one of the least known parts is the torque converter which handles the amount of fluid passed on to the automatic transmission. However, if the torque converter malfunctions, then it could potentially cause erratic behavior like slipping and shuddering. Moreover, it is very difficult to diagnose the exact cause of the torque converter problem. Go through the slide to know the symptoms of a damaged torque converter in Mercedes.
This document summarizes the evolution of ship building from ancient times to modern day. It describes early ships from 3000-4000 BC built by Egyptians from reeds with no internal framing. During 1500 BC, Greek ships became smaller and faster with lean designs that could hold up to 50 oarsmen. Later, Polynesian ships were discovered with outriggers that could stabilize large vessels up to 180 feet long carrying 1000 people. Viking ships from 1000-1200 AD were long and narrow, up to 80 feet long used for travel, trading and colonization. Starting in the 15th century, European and Spanish ships were built for long distance travel with cannons and much larger hulls than Vikings. Modern ships can carry
Prelim PDHPE-Core 1: Better Health for IndividualsVasiti Ratusau
The document discusses different conceptions of health and factors that influence individual health. It begins by explaining early definitions of health as merely the absence of disease but notes this view is too narrow. The document then outlines four dimensions of health - physical, social, mental/emotional, and spiritual. It describes health as a dynamic process influenced by both objective and subjective factors. Key determinants of individual health are identified as including genetics, environment, socioeconomic status, culture and behaviors.
This document discusses various biomechanical principles and how they are reflected in human movement. It covers topics like motion, balance and stability, and fluid mechanics. Motion can be linear, angular, or general. Balance depends on the center of gravity and base of support. Fluid mechanics explores how forces are exerted by fluids like air and water on moving objects and bodies. Factors like flotation, center of buoyancy, and fluid resistance all impact performance in swimming, throwing, and other sports.
1) Buoyancy is the upward force exerted by a fluid that opposes the weight of an immersed object. This force is equal to the weight of the fluid displaced by the object and allows objects with lower density than the fluid to float.
2) The key factors that determine if an object will float or sink are the density of the object compared to the fluid density, the weight of fluid displaced versus the object's weight, and the object's shape.
3) Stability of floating objects depends on the location of the meta-center point, which is where the line of buoyancy force meets the axis when tilted. Stable equilibrium requires the meta-center to be above the center of gravity
There are several forms and sects of Judaism. A Jew is defined by having a Jewish mother or undergoing a formal conversion process, regardless of one's beliefs or practices. The major ancient Jewish sects were the Essenes, Sadducees, Pharisees, and Zealots. Today, the main movements are Orthodox, Conservative, Reform, and Reconstructionist. Orthodox Judaism believes Jewish law comes from God and cannot change, while the other movements believe Jewish law can evolve to varying degrees.
First aid is emergency assistance given until professional medical help arrives. It involves assessing the situation, preventing further harm, and attempting to save the person's life. The basic first aid steps (DRABCD) are: check for danger, check for response, open the airway, check for breathing, and if not breathing begin CPR with chest compressions and breaths until help arrives. Taking risks requires considering possible consequences to yourself and others, and risks can have both positive and negative influences from factors like your self-concept, gender, family, previous experiences, media, peers, culture and laws.
Preliminary Core 1 Better Health for Individualss06251
Health encompasses complete physical, mental, and social well-being, not just the absence of disease. It has multiple dimensions and is influenced by perceptions and media. Determinants of health impact an individual's overall health status.
The document outlines revisions that have been made to the Stage 6 PDHPE syllabus in New South Wales, Australia. Content has been removed or clarified in some areas. New content such as recovery strategies and training have been included. The course structure and content of core areas and options have been amended with a focus on health promotion, social justice, and positive health outcomes. Assessment tasks and criteria have also been updated.
Jewish ethics are based on the Torah and oral traditions as codified in the Talmud. They provide guidance on a wide range of social, environmental, and personal issues. On bioethics, Judaism values the preservation of human life as paramount. While abortion may be permitted to save the mother's life, euthanasia is forbidden. Sexual ethics emphasize marriage and procreation, though views on contraception vary. Divorce is acceptable according to religious guidelines.
Muscles work by contracting to pull on bones and cause movement, with an opposing muscle relaxing at the same time. Muscles can act as agonists that cause movement or antagonists that oppose it, and some act as stabilizers. The document then lists key muscles in the upper and lower body, and explains that muscles attach to bones across joints, with their origin closer to the trunk and insertion further from the body.
This compulsory module examines the scientific foundations of human movement. In this module, students explore how the body moves and why it moves in particular ways. Students focus on the relationships between anatomy, physiology, fitness, biomechanics and efficient human movement.
Homelessness in Australia is a major issue, with over 100,000 people homeless on any given night according to a 2001 census. Homelessness is defined as living on the streets, in temporary housing without security, or in unsafe family circumstances. The government provides some social services and benefits to help the homeless, and organizations like St. Vincent de Paul and the Catholic Church conduct activities to assist the homeless population. Schools in Australia also address the issue by raising funds for homeless charities and encouraging students to volunteer their time and support.
Regular exercise provides both immediate and long-term benefits to the body. In the short-term, the body experiences increased heart rate and breathing to supply oxygen to working muscles, elevated body temperature through the generation of heat, sweating to regulate temperature, and muscle fatigue from lactic acid buildup. Over time with training, the cardiovascular system becomes more efficient as the heart can deliver the same blood volume with fewer beats, the recovery rate is quicker, and the resting heart rate is lower.
The document discusses how Christianity and Judaism promote peace at both the individual and global levels. It provides passages from scripture about peace from both traditions. Christianity teaches that peace is founded on justice and is exemplified through Jesus' life and teachings of nonviolence, love and forgiveness. Judaism's teachings emphasize gemilut chasidim or loving-kindness, social justice, and avoiding hatred and violence according to the Torah and prophets. Both traditions offer individuals inner peace through practices like prayer, study, reflection and living virtuously.
Judaism originated over 3,500 years ago with Abraham, who is considered the first Patriarch. The Jewish people trace their lineage to Abraham's grandson Jacob. Traditionally, one is considered Jewish if their mother is Jewish or they have undergone a conversion ceremony. Core beliefs of Judaism include monotheism and adherence to the commandments in the Torah and oral traditions. Some key symbols and sites of Judaism include the Star of David, the Western Wall in Jerusalem, and synagogues where people gather to pray and study.
Biomechanics is the study of human movement and the forces acting on the body during motion and rest. It helps identify optimal techniques and allows skills to be broken down. The centre of gravity is the point where the body is balanced and changes based on position. The line of gravity passes through the centre of gravity to the ground. Stability depends on the line of gravity falling within the base of support, which are the contact points with the ground. Newton's laws of motion describe how forces cause and change motion. Forces must be applied optimally through large muscle groups in sequence to maximize momentum. Friction occurs between contacting surfaces and can help or hinder performance.
This document discusses buoyancy, floatation, and the equilibrium of submerged and floating bodies. It defines buoyancy as the upward force that opposes gravity when an object is immersed in a fluid. Archimedes' principle states that the buoyant force is equal to the weight of the fluid displaced by the object. The point where the buoyant force is applied is called the center of buoyancy. For a floating body to be in stable equilibrium, the metacenter must be above the center of gravity. The distance between these two points is called the metacentric height.
Year 11 biomechanics with levers, force summationryanm9
The document discusses key concepts in biomechanics including:
- Characteristics of linear, angular, and general motion.
- Centre of gravity and how it can change depending on body position.
- Line of gravity and base of support in relation to stability.
- Newton's laws of motion and how they apply to human movement.
- Force summation and how multiple body parts can work together to maximize force.
- Projectile motion principles like gravity, speed, height, and angle of release that influence how objects are thrown or projected.
This document outlines the Personal Development, Health and Physical Education Stage 6 Syllabus in New South Wales, Australia. It provides the rationale, structure, content and assessment requirements for the Preliminary and HSC courses. The aim is to develop students' capacity to think critically about key health and physical activity issues in order to make informed decisions that support healthy, active lifestyles. The course structure includes core modules and options components. Key topics covered include health priorities, factors affecting performance, sports medicine, and equity and health. Assessment focuses on students' knowledge, understanding, values and skills for researching, planning and reflecting on health and movement issues.
This document provides the syllabus for the Personal Development, Health and Physical Education Stage 6 courses in New South Wales, Australia. It has been updated multiple times between 2001 and 2012. The syllabus outlines the rationale, aims, objectives, content, course requirements and assessment of the Stage 6 Preliminary and HSC courses. It explains that the courses focus on developing students' intellectual, social, emotional, physical and spiritual growth through maintaining active healthy lifestyles. Content covers topics like health priorities, factors affecting performance, sports in society and improving health and physical performance.
This document provides the syllabus for the Society and Culture Stage 6 course in New South Wales, Australia. It outlines the course structure, content, objectives, and assessment requirements. The course aims to develop students' social and cultural literacy by teaching them about societies, cultures, concepts, research methods, and promoting positive values. It covers topics such as identity, power, authority, gender, technology, and globalization. The objectives are for students to gain knowledge and understanding of these concepts, develop research and communication skills, and form responsible attitudes toward issues like social justice and citizenship.
The document discusses the significance and organization of a science club. It outlines the objectives of establishing a science club, which include stimulating interest in science, providing opportunities for hands-on learning, and developing skills like critical thinking. An effective science club requires proper structure and organization by teachers and students. The club allows students freedom to explore science beyond the classroom through various activities that make learning joyful while developing skills. These include experiments, field trips, discussions, and crafting useful products. Overall, a well-run science club is a valuable supplement to classroom science learning.
This document discusses various biomechanical principles and how they are reflected in human movement. It covers topics like motion, balance and stability, and fluid mechanics. Motion can be linear, angular, or general. Balance depends on the center of gravity and base of support. Fluid mechanics explores how forces are exerted by fluids like air and water on moving objects and bodies. Factors like flotation, center of buoyancy, and fluid resistance all impact performance in swimming, throwing, and other sports.
1) Buoyancy is the upward force exerted by a fluid that opposes the weight of an immersed object. This force is equal to the weight of the fluid displaced by the object and allows objects with lower density than the fluid to float.
2) The key factors that determine if an object will float or sink are the density of the object compared to the fluid density, the weight of fluid displaced versus the object's weight, and the object's shape.
3) Stability of floating objects depends on the location of the meta-center point, which is where the line of buoyancy force meets the axis when tilted. Stable equilibrium requires the meta-center to be above the center of gravity
There are several forms and sects of Judaism. A Jew is defined by having a Jewish mother or undergoing a formal conversion process, regardless of one's beliefs or practices. The major ancient Jewish sects were the Essenes, Sadducees, Pharisees, and Zealots. Today, the main movements are Orthodox, Conservative, Reform, and Reconstructionist. Orthodox Judaism believes Jewish law comes from God and cannot change, while the other movements believe Jewish law can evolve to varying degrees.
First aid is emergency assistance given until professional medical help arrives. It involves assessing the situation, preventing further harm, and attempting to save the person's life. The basic first aid steps (DRABCD) are: check for danger, check for response, open the airway, check for breathing, and if not breathing begin CPR with chest compressions and breaths until help arrives. Taking risks requires considering possible consequences to yourself and others, and risks can have both positive and negative influences from factors like your self-concept, gender, family, previous experiences, media, peers, culture and laws.
Preliminary Core 1 Better Health for Individualss06251
Health encompasses complete physical, mental, and social well-being, not just the absence of disease. It has multiple dimensions and is influenced by perceptions and media. Determinants of health impact an individual's overall health status.
The document outlines revisions that have been made to the Stage 6 PDHPE syllabus in New South Wales, Australia. Content has been removed or clarified in some areas. New content such as recovery strategies and training have been included. The course structure and content of core areas and options have been amended with a focus on health promotion, social justice, and positive health outcomes. Assessment tasks and criteria have also been updated.
Jewish ethics are based on the Torah and oral traditions as codified in the Talmud. They provide guidance on a wide range of social, environmental, and personal issues. On bioethics, Judaism values the preservation of human life as paramount. While abortion may be permitted to save the mother's life, euthanasia is forbidden. Sexual ethics emphasize marriage and procreation, though views on contraception vary. Divorce is acceptable according to religious guidelines.
Muscles work by contracting to pull on bones and cause movement, with an opposing muscle relaxing at the same time. Muscles can act as agonists that cause movement or antagonists that oppose it, and some act as stabilizers. The document then lists key muscles in the upper and lower body, and explains that muscles attach to bones across joints, with their origin closer to the trunk and insertion further from the body.
This compulsory module examines the scientific foundations of human movement. In this module, students explore how the body moves and why it moves in particular ways. Students focus on the relationships between anatomy, physiology, fitness, biomechanics and efficient human movement.
Homelessness in Australia is a major issue, with over 100,000 people homeless on any given night according to a 2001 census. Homelessness is defined as living on the streets, in temporary housing without security, or in unsafe family circumstances. The government provides some social services and benefits to help the homeless, and organizations like St. Vincent de Paul and the Catholic Church conduct activities to assist the homeless population. Schools in Australia also address the issue by raising funds for homeless charities and encouraging students to volunteer their time and support.
Regular exercise provides both immediate and long-term benefits to the body. In the short-term, the body experiences increased heart rate and breathing to supply oxygen to working muscles, elevated body temperature through the generation of heat, sweating to regulate temperature, and muscle fatigue from lactic acid buildup. Over time with training, the cardiovascular system becomes more efficient as the heart can deliver the same blood volume with fewer beats, the recovery rate is quicker, and the resting heart rate is lower.
The document discusses how Christianity and Judaism promote peace at both the individual and global levels. It provides passages from scripture about peace from both traditions. Christianity teaches that peace is founded on justice and is exemplified through Jesus' life and teachings of nonviolence, love and forgiveness. Judaism's teachings emphasize gemilut chasidim or loving-kindness, social justice, and avoiding hatred and violence according to the Torah and prophets. Both traditions offer individuals inner peace through practices like prayer, study, reflection and living virtuously.
Judaism originated over 3,500 years ago with Abraham, who is considered the first Patriarch. The Jewish people trace their lineage to Abraham's grandson Jacob. Traditionally, one is considered Jewish if their mother is Jewish or they have undergone a conversion ceremony. Core beliefs of Judaism include monotheism and adherence to the commandments in the Torah and oral traditions. Some key symbols and sites of Judaism include the Star of David, the Western Wall in Jerusalem, and synagogues where people gather to pray and study.
Biomechanics is the study of human movement and the forces acting on the body during motion and rest. It helps identify optimal techniques and allows skills to be broken down. The centre of gravity is the point where the body is balanced and changes based on position. The line of gravity passes through the centre of gravity to the ground. Stability depends on the line of gravity falling within the base of support, which are the contact points with the ground. Newton's laws of motion describe how forces cause and change motion. Forces must be applied optimally through large muscle groups in sequence to maximize momentum. Friction occurs between contacting surfaces and can help or hinder performance.
This document discusses buoyancy, floatation, and the equilibrium of submerged and floating bodies. It defines buoyancy as the upward force that opposes gravity when an object is immersed in a fluid. Archimedes' principle states that the buoyant force is equal to the weight of the fluid displaced by the object. The point where the buoyant force is applied is called the center of buoyancy. For a floating body to be in stable equilibrium, the metacenter must be above the center of gravity. The distance between these two points is called the metacentric height.
Year 11 biomechanics with levers, force summationryanm9
The document discusses key concepts in biomechanics including:
- Characteristics of linear, angular, and general motion.
- Centre of gravity and how it can change depending on body position.
- Line of gravity and base of support in relation to stability.
- Newton's laws of motion and how they apply to human movement.
- Force summation and how multiple body parts can work together to maximize force.
- Projectile motion principles like gravity, speed, height, and angle of release that influence how objects are thrown or projected.
This document outlines the Personal Development, Health and Physical Education Stage 6 Syllabus in New South Wales, Australia. It provides the rationale, structure, content and assessment requirements for the Preliminary and HSC courses. The aim is to develop students' capacity to think critically about key health and physical activity issues in order to make informed decisions that support healthy, active lifestyles. The course structure includes core modules and options components. Key topics covered include health priorities, factors affecting performance, sports medicine, and equity and health. Assessment focuses on students' knowledge, understanding, values and skills for researching, planning and reflecting on health and movement issues.
This document provides the syllabus for the Personal Development, Health and Physical Education Stage 6 courses in New South Wales, Australia. It has been updated multiple times between 2001 and 2012. The syllabus outlines the rationale, aims, objectives, content, course requirements and assessment of the Stage 6 Preliminary and HSC courses. It explains that the courses focus on developing students' intellectual, social, emotional, physical and spiritual growth through maintaining active healthy lifestyles. Content covers topics like health priorities, factors affecting performance, sports in society and improving health and physical performance.
This document provides the syllabus for the Society and Culture Stage 6 course in New South Wales, Australia. It outlines the course structure, content, objectives, and assessment requirements. The course aims to develop students' social and cultural literacy by teaching them about societies, cultures, concepts, research methods, and promoting positive values. It covers topics such as identity, power, authority, gender, technology, and globalization. The objectives are for students to gain knowledge and understanding of these concepts, develop research and communication skills, and form responsible attitudes toward issues like social justice and citizenship.
The document discusses the significance and organization of a science club. It outlines the objectives of establishing a science club, which include stimulating interest in science, providing opportunities for hands-on learning, and developing skills like critical thinking. An effective science club requires proper structure and organization by teachers and students. The club allows students freedom to explore science beyond the classroom through various activities that make learning joyful while developing skills. These include experiments, field trips, discussions, and crafting useful products. Overall, a well-run science club is a valuable supplement to classroom science learning.
This document discusses the significance and organization of a science club. It begins by introducing the need for science clubs to supplement classroom learning and foster scientific skills like experimentation. It then outlines the objectives of a science club, which include developing interests in science, encouraging collaboration and problem-solving skills. Next, the importance of properly organizing a science club is described, with sections on functional, structural and preliminary organization. Key aspects highlighted are establishing roles for executive members, planning activities, and arranging speakers to engage members. Overall, the document provides an overview of how science clubs can enhance science education outside the classroom.
This document discusses the significance and organization of a science club. It begins by introducing the need for science clubs to supplement classroom learning and foster scientific skills like experimentation. It then outlines the objectives of a science club, which include developing interests in science, encouraging collaboration and problem-solving skills. Next, the importance of properly organizing a science club is described, with sections on functional, structural and preliminary organization. Key roles like the president, secretary and treasurer are mentioned. Overall, the document emphasizes that science clubs can enhance science education by providing hands-on learning opportunities outside of the classroom.
This document discusses the significance and organization of a science club. It begins by introducing the need for science clubs to supplement classroom learning and foster scientific skills like experimentation. It then outlines the objectives of a science club, which include developing interests in science, encouraging collaboration and problem-solving skills. The document emphasizes the importance of the science teacher in organizing the club and dividing roles among student members. Key activities of the science club that can develop skills are mentioned, such as publishing a science magazine, preparing products, and arranging lectures. Overall, the science club aims to make learning science more hands-on and enjoyable for students.
This document discusses the significance and organization of a science club. It begins by introducing the need for science clubs to supplement classroom learning and foster scientific skills like experimentation. It then outlines the objectives of a science club, which include developing interests in science, encouraging collaboration and problem-solving skills. Next, the importance of properly organizing a science club is described, with sections on functional, structural and preliminary organization. Key aspects highlighted are establishing roles for executive members, planning activities, and arranging speakers to engage members. Overall, the document provides an overview of how science clubs can enhance science education outside the classroom.
Here are the responses to the activity:
A. List 3 examples of health career provided/ available in your school/ community/country for each health career pathways. Use the table below for your answers.
Health Career Pathways Health Career
1. Disease Prevention and Control - Community Health Worker
- Health Educator
- Epidemiologist
2. Personal Healthcare - Nursing Assistant
- Home Health Aide
- Physical Therapy Aide
3. Maternal and Child Care - Midwife
- Lactation Consultant
- Pediatric Nurse
4. Mental Healthcare - Psychologist
- Psychiatrist
- Social Worker
5. Community Healthcare - Barangay Health Worker
- Sanitary Inspector
The document outlines the Physical Fitness Test protocol used in Philippine schools. It was developed to assess students' physical fitness levels based on health-related and skill-related components. The test consists of various stations that measure attributes like body composition, flexibility, cardiovascular endurance, muscular strength, speed, power, agility, reaction time, coordination, and balance. Schools administer the test to students in grades 4-10 at the beginning and end of each school year to track fitness levels and inform physical activity planning.
This document maps the alignment of course content and learning outcomes to program standards for an early childhood education program. It shows how various courses (Earl 106, Earl 107, etc.) address skills and competencies across six program standards related to child development, families and communities, assessment, developmentally appropriate practices, curriculum, and becoming a professional. These standards are also aligned to outcomes for English language learners. Notes define key terms and concepts addressed in the standards such as culture, evidence-based practice, and inclusion.
This document maps the alignment of course content and learning outcomes to program standards for an early childhood education program. It shows how various courses (Earl 106, Earl 107, etc.) cover skills and competencies across six program standards related to child development, families/communities, assessment, developmentally appropriate practices, curriculum, and becoming a professional. Courses include content lectures, observations, and a 150-hour internship. The document also maps alignment to English Language Learner outcomes and includes notes defining key terms.
This document provides background information on a proposed recess readiness program. It discusses issues with current recess such as lack of physical activity and bullying. The proposed program aims to address these by incorporating learning material into modified physical activities during recess. Over 8 weeks, students will participate in planned activities focusing on instruction, participation, and maximizing play time. The program allows teachers to gauge academic retention and provides supervision to curb bullying. Research supports that physical activity provides health benefits and recess interventions can increase physiological, cognitive and social benefits for students.
This document outlines the syllabus for a public and community health course at Salem State University. The course will introduce students to issues in public and community health education. It will be taught on Mondays, Wednesdays, and Fridays from 10am to 11:15am in room 213 of the Keefe Center. The instructor is Dr. Brian Witkov and students will learn about planning, implementing, and assessing health promotion programs while covering national and global health topics. Assignments include tests, presentations, and a group health promotion program. The goal is for students to gain skills for careers in public and community health education.
This document introduces action research as a method for teachers to engage in professional learning and development. It describes action research as a cyclical process where teachers identify issues in their practice, develop and implement plans to address these issues, collect data on the results, reflect on what happened, and either modify their plans or identify new issues to address. The document provides an overview of each step in the action research cycle and includes templates to guide teachers through planning and documenting their own action research projects to improve student outcomes. The overall aim is to help teachers build their capacities and continuously improve teaching quality in Papua New Guinea classrooms.
Technology and physical activity power pointklt9184
This document discusses ways to incorporate technology and physical activity in the classroom. It believes technology is essential for all ages when used appropriately. Examples of technology that can promote physical activity are listed, including computers, iPads, smart boards, and fitness trackers. The benefits of physical activity for young children are outlined, such as developing motor skills and forming healthy habits. Specific apps and websites that provide educational fitness resources for the classroom are described. Finally, examples are given of activities combining technology and movement, like following exercise videos, tracking heart rate, using pedometers, and playing dance games.
This document introduces a learner's material for a Grade 10 Physical Education module that focuses on active recreation through street and hip-hop dances. It provides an overview of the module, which aims to help students understand how dances can revitalize the body and mind while sustaining fitness. The module also emphasizes maintaining an active lifestyle through dance and healthy eating habits in order to influence society and promote lifelong fitness.
This document provides a physics syllabus guide for NCQF Level 4. It includes an introduction, rationale, and outlines several modules covering topics in physics measurements, mechanics, magnetism, electricity, electronics, and atomic and nuclear physics. For each module, it lists learning outcomes and provides resources, suggested learning tasks, and assessments. The guide is intended to supplement the physics syllabus and provide direction for effective delivery of instructional activities in an outcome-based approach.
NASM Essentials Sports Performance Training - Study Guide Accompany.pdfArmandoBetanzos3
This document provides an introduction and study guide for NASM's Essentials of Sports Performance Training home-study course. It outlines how to use the study guide to help master the concepts from the course. It includes tips for effective studying such as pacing yourself, scheduling study time, reading and re-reading materials, and doing exercises. It also provides a 16-week student planner to help students stay on track and ensure they complete the course before the 120-day deadline. The planner lists the chapters and study materials to review each week along with related assignments.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
3. Contents
1 The Higher School Certificate Program of Study ............................................. 5
2 Rationale for PDHPE in the Stage 6 Curriculum .............................................. 6
3 Continuum of Learning for PDHPE Stage 6 Students...................................... 8
4 Aim................................................................................................................... 9
5 Objectives ........................................................................................................ 9
6 Course Structure............................................................................................ 10
6.1 Overview of Course............................................................................. 10
6.2 Module Structure ................................................................................. 11
6.3 Important Aspects of Course Methodology.......................................... 12
7 Objectives and Outcomes.............................................................................. 14
7.1 Table of Objectives and Outcomes...................................................... 14
7.2 Key Competencies .............................................................................. 17
8 Content: PDHPE Stage 6 Preliminary Course .............................................. 18
8.1 Better Health for Individuals ................................................................ 18
8.2 The Body in Motion.............................................................................. 22
8.3 First Aid ............................................................................................... 26
8.4 Composition and Performance ............................................................ 29
8.5 Fitness Choices................................................................................... 32
8.6 Outdoor Recreation ............................................................................. 35
9 Content: PDHPE Stage 6 HSC Course......................................................... 39
9.1 Health Priorities in Australia ................................................................ 39
9.2 Factors Affecting Performance ............................................................ 43
9.3 The Health of Young People ............................................................... 47
9.4 Sport and Physical Activity in Australian Society................................. 50
9.5 Sports Medicine................................................................................... 54
9.6 Improving Performance ....................................................................... 58
9.7 Equity and Health ................................................................................ 62
10 Course Requirements .................................................................................... 65
11 Post-school Opportunities.............................................................................. 66
11.1 Recognition of Student Achievement in Vocational Education
and Training (VET) .............................................................................. 66
12 Assessment and Reporting ........................................................................... 67
13 Glossary......................................................................................................... 68
4.
5. Personal Development, Health and Physical Education Stage 6 Syllabus
1 The Higher School Certificate Program of Study
The purpose of the Higher School Certificate program of study is to:
• provide a curriculum structure which encourages students to complete secondary
education;
• foster the intellectual, social and moral development of students, in particular
developing their:
knowledge, skills, understanding and attitudes in the fields of study they
choose
capacity to manage their own learning
desire to continue learning in formal or informal settings after school
capacity to work together with others
respect for the cultural diversity of Australian society;
• provide a flexible structure within which students can prepare for:
further education and training
employment
full and active participation as citizens;
• provide formal assessment and certification of students’ achievements;
• provide a context within which schools also have the opportunity to foster
students’ physical and spiritual development.
5
6. Personal Development, Health and Physical Education Stage 6 Syllabus
2 Rationale for PDHPE in the Stage 6 Curriculum
Personal Development, Health and Physical Education (PDHPE) is an integrated
area of study that provides for the intellectual, social, emotional, physical and spiritual
development of students. It involves students learning about and practising ways of
maintaining active, healthy lifestyles and improving their health status. It is also
concerned with social and scientific understandings about movement, which lead to
enhanced movement potential and appreciation of movement in their lives.
Young people are growing up in a world of rapid change. Expanding technologies,
new social structures, shifting community values and emerging environmental issues
are complex interrelated factors that affect the way individuals live their lives. At a
time when there is tremendous opportunity for good health there are numerous
conflicting influences on lifestyle.
It should be a goal of every individual to lead a fulfilled life that is active and healthy.
Furthermore, it is desirable to be a part of a society that promotes this as a key value
and supports its members in leading healthy lifestyles.
In order for students to enhance personal growth and to make a significant
contribution to the wellbeing of others, this syllabus focuses on the health of
individuals and communities and the factors that influence movement skill and
physical activity levels.
This syllabus focuses on a social view of health where the principles of diversity,
social justice and supportive environments are fundamental aspects of health. The
examination of individual, family and community values and beliefs and the
sociocultural and physical environments in which we live provides an explanation for
health status and sustainable solutions for better health.
The Ottawa Charter for Health Promotion is introduced as an important concept for
exploring health issues. It provides a framework where enabling, mediating and
advocating for health is acted upon through the key strategies of:
• building healthy public policy
• strengthening community action
• creating supportive environments
• developing personal skills
• reorienting health services.
The health promotion model is applied to specific study of national health priority
areas and issues related to equity and health. It also enables students to investigate
areas of great relevance, including the health of young people and the analysis of
personal health.
6
7. Personal Development, Health and Physical Education Stage 6 Syllabus
This syllabus also includes a detailed study of movement and physical activity. The
emphasis is on understanding how the body moves and the sociocultural influences
that regulate movement. Scientific aspects to be studied include anatomy,
physiology, biomechanics and skill acquisition. Students also think critically about
aspects of history, economics, gender and media as they impact on patterns of
participation in physical activity and the ways that movement is valued. These areas
of study prepare students to be informed participants in movement culture, skilled,
intelligent performers and analysts of movement.
As students are confronted by particular PDHPE issues, they are challenged to
examine them in socially imaginative ways and respond in terms of individual plans,
lifestyle decisions and clarification of values. The syllabus gives emphasis to the
development of those skills that enable students to translate knowledge and
understanding and beliefs into action. This includes the ability to:
• research, inquire and question in order to facilitate transfer of learning in a
changing society
• define issues, identify and consider outcomes of possible solutions
• choose, implement and evaluate courses of action
• resolve conflict, assert rights and access social support.
The syllabus has been designed for all students in Years 11 and 12 who have an
interest in this area. While there are no formal prerequisites for this course, it is
assumed that students have undertaken a minimum 300 hour course based on the
PDHPE Years 7–10 Syllabus. The Stage 6 PDHPE syllabus builds upon this
experience by introducing students to more detailed study and higher order skills.
All aspects of PDHPE are of relevance to all young people and, as such, the syllabus
prescribes a core of study that represents the breadth of the learning area. It is
acknowledged, however, that senior students will have particular areas of interest
that they wish to pursue in greater depth. Consequently, the syllabus offers a
significant options component designed to enable students to specialise in chosen
areas.
The syllabus provides a direct link with study and vocational pathways in the areas of
recreational, paramedical, movement and health sciences. Related career
opportunities are expanding and gaining recognition throughout the community as
legitimate fields of endeavour.
The study of PDHPE also supports students as they develop into young adults. The
syllabus encourages personal growth, the enhancement of wellbeing and the
development of the individual’s capacity to take a productive role in society.
7
8. Personal Development, Health and Physical Education Stage 6 Syllabus
3 Continuum of Learning for PDHPE Stage 6 Students
Stages 1–3
PDHPE Years K–6
Stages 4–5
PDHPE Years 7–10
Stage 5
PDHPE Generic
Life Skills Course
(for students with special
education needs)
Stage 6
Stage 6 PDHPE
Life Skills Course Stage 6 PDHPE
(for students with special Years 11–12
education needs)
Workplace University TAFE Other
8
9. Personal Development, Health and Physical Education Stage 6 Syllabus
4 Aim
The aim of PDHPE at Stage 6 is to develop in each student a capacity to think
critically about key issues related to health and physical activity in order to make
informed decisions that support and contribute to healthy, active lifestyles and
communities.
5 Objectives
Through the study of PDHPE, students will develop:
• values and attitudes that promote healthy and active lifestyles and communities
• knowledge and understanding of the factors that affect health
• a capacity to exercise influence over personal and community health outcomes
• knowledge and understanding about the way the body moves
• an ability to take action to improve participation and performance in physical
activity
• an ability to apply the skills of critical thinking, research and analysis.
9
10. Personal Development, Health and Physical Education Stage 6 Syllabus
6 ourse Structure
C
6.1 Overview of Course
The PDHPE Syllabus includes two 120 hour courses.
The Preliminary course consists of two core modules representing 60% of course
time. An options component representing 40% of course time includes four options of
which students are to study two.
The HSC course consists of two core modules representing 60% of course time. An
options component representing 40% of course time includes five options of which
students are to study two.
Preliminary Course HSC Course
Core Strands (60% total) Core Strands (60% total)
• Better Health for Individuals (30%) • Health Priorities in Australia
(30%)
• The Body in Motion (30%)
• Factors Affecting
Performance (30%)
Options (40% total) Options (40% total)
Select two of the following options: Select two of the following
options:
• First Aid (20%)
• The Health of Young People
• Composition and Performance (20%)
(20%)
• Sport and Physical Activity
• Fitness Choices (20%) in Australian Society (20%)
• Outdoor Recreation (20%) • Sports Medicine (20%)
• Improving Performance
(20%)
• Equity and Health (20%)
10
11. Personal Development, Health and Physical Education Stage 6 Syllabus
6.2 Module Structure
Each module has a common format, the features of which are described below.
Core or Option Number and Title
The module title and the percentage of course time is indicated.
Description
This section provides a general overview and introduction to each module. It introduces
focus questions that give an overall direction for critical inquiry of the areas of study.
Outcomes
The course outcomes that students work towards in the context of the module are listed.
Students learn about… Students learn to…
This section details the subject matter to be This section describes what students
covered in the module. It describes what learn to do as a result of engaging
students learn about. All aspects identified in with the subject matter.
this section are to be studied.
It is expected that students will have
Focus questions indicate the critical aspects experience of all aspects identified.
to be studied and the associated subject They emphasise practical
matter describes the scope of the applications, research, critical inquiry
investigation. and movement opportunities.
Teacher note
This section clarifies the depth of coverage required for particular areas of study.
They also indicate aspects of the subject matter that require a particular emphasis.
Suggested Assessment Strategies
This section provides examples of assessment strategies appropriate for assessing the
relevant syllabus outcomes.
11
12. Personal Development, Health and Physical Education Stage 6 Syllabus
6.3 Important Aspects of Course Methodology
The process of critical inquiry and the use of practical application enhance learning,
increase relevance and support further independent investigation of topics.
Critical Inquiry
Understanding about health and movement is dynamic. Consequently, students need
to question current understanding, examine issues from a range of perspectives and
be prepared to evaluate beliefs and opinions over time.
In order to support the process of critical inquiry, the syllabus specifies focus
questions. Following is a general framework that may assist students to explore
these focus questions. Other specific examples of the critical inquiry process are
presented within modules in the section Students will learn to as follows:
• Exploring the Issue
– How important is the issue as perceived by different groups?
– Is the issue a new or emerging concern?
– Are there inequities and social justice considerations associated with
the issue?
– What are the factors that influence the issue?
– What action has been taken to date in relation to the issue?
– What are the range of approaches that could be adopted?
– Are there similar case studies from which we can learn?
• Planning for Action
– What change do you perceive as possible?
– How can this change best be put in place?
– Is change justified?
– What effect might change have on stakeholders?
– What aspects of the Ottawa Charter lend themselves to addressing
this issue?
• Reflecting on the Issue
– How do approaches to this issue stand up to ethical scrutiny?
– What is the future view of this issue?
– How does my understanding of this issue and the skills involved in dealing
with it transfer to other areas of study?
– How has the inquiry affected my actions, values and attitudes?
– What was the outcome of any plans that were implemented?
Practical Application
Learning becomes meaningful when students have the opportunity to apply their
understanding to contexts that are personally relevant. Student’s research and
investigation should focus on those issues that are of greatest interest. Where
possible, students should apply their learning to action in response to local needs.
12
13. Personal Development, Health and Physical Education Stage 6 Syllabus
Practical application enables students to acquire knowledge, understanding, values,
attitudes and skills through experiential learning. This process also provides
opportunity for translating theoretical understanding into action.
In the case of physical performances, the emphasis should be on acquiring and
demonstrating understanding. While the attainment of a high level of movement skill
is desirable, the focus of this syllabus is on the capacity to apply understanding about
movement and to acquire understanding through movement.
Within each module a range of practical applications are provided in the ‘Students
learn to’ section, including:
• gathering relevant information, which may involve surveys, interviews and
accessing computer data bases
• conducting practical laboratories to determine physiological response to exercise
and training
• presenting peer coaching workshops to examine skill acquisition processes
• maintaining personal journals or diaries in order to monitor progress towards
goals or to reflect on health issues.
13
14. Personal Development, Health and Physical Education Stage 6 Syllabus
7 Objectives and Outcomes
7.1 Table of Objectives and Outcomes
Values and Attitudes Outcomes for
Values and Attitudes Objective
Preliminary and HSC Courses
A student develops: A student:
• values and attitudes that • demonstrates a commitment to social justice
promote healthy active through valuing diversity, equity and
lifestyles and communities supportive environments
• shows responsibility and a willingness to act
for personal and community health
• shows a willingness to question issues that
impact on health and performance
• values the technical and aesthetic qualities of
and participation in physical activity
Objectives Preliminary Course Outcomes HSC Course Outcomes
A student A student: A student:
develops:
• knowledge P1 identifies and examines H1 describes the nature and
and why individuals give justifies the choice of
understanding different meanings to health Australia’s health priorities
of the factors P2 explains how a range of H2 analyses and explains the
that affect health behaviours affect an health status of Australians
health individual’s health in terms of current trends
and groups most at risk
P3 describes how an H3 analyses the determinants
individual’s health is of health and health
determined by a range of inequities
factors
• a capacity to P4 evaluates aspects of health H4 argues the case for health
exercise over which individuals can promotion based on the
influence over exert some control Ottawa Charter
personal and P5 describes factors that H5 explains the different roles
community contribute to effective and responsibilities of
health health promotion individuals, communities
outcomes and governments in
addressing Australia’s
health priorities
P6 proposes actions that can H6 demonstrates a range of
improve and maintain an personal health skills that
individual’s health enables them to promote
and maintain health
(Option 1)
14
15. Personal Development, Health and Physical Education Stage 6 Syllabus
Objectives Preliminary Course Outcomes HSC Course Outcomes
• knowledge P7 explains how body systems H7 explains the relationship
and influence the way the body between physiology and
understanding moves movement potential
about the way
P8 describes the components H8 explains how a variety of
the body
of physical fitness and training approaches and
moves
explains how they are other interventions enhance
monitored performance and safety in
physical activity
P9 describes biomechanical H9 explains how movement
factors that influence the skill is acquired and
efficiency of the body in appraised
motion
• an ability to P10 plans for participation in H10 designs and implements
take action to physical activity to satisfy a training plans to improve
improve range of individual needs performance
participation
P11 assesses and monitors H11 designs psychological
and
physical fitness levels and strategies and nutritional
performance
physical activity patterns plans in response to
in physical
individual performance
activity
needs
P12 demonstrates strategies for H12 analyses the influence of
the assessment, sociocultural factors on the
management and way people participate in
prevention of injuries in first and value physical activity
aid settings and sport
(Option 1) (Option 2)
P13 develops, refines and H13 selects and applies
performs movement strategies for the
compositions in order to management of injuries and
achieve a specific purpose the promotion of safety in
(Option 2) sport and physical activity
(Option 3)
P14 demonstrates the technical
and interpersonal skills
necessary to participate
safely in challenging
outdoor recreation activities
(Option 4)
15
16. Personal Development, Health and Physical Education Stage 6 Syllabus
Objectives Preliminary Course Outcomes HSC Course Outcomes
• an ability to P15 forms opinions about H14 argues the benefits of
apply the skills health-promoting actions health-promoting actions
of critical based on a critical and choices that promote
thinking, examination of relevant social justice
research and information
analysis
P16 uses a range of sources to H15 critically analyses key
draw conclusions about issues affecting the health
health and physical activity of Australians and
concepts proposes ways of working
towards better health for all
P17 analyses factors influencing H16 devises methods of
movement and patterns of gathering, interpreting and
participation communicating information
about health and physical
activity concepts
H17 selects appropriate options
and formulates strategies
based on a critical analysis
of the factors that affect
performance and safe
participation
16
17. Personal Development, Health and Physical Education Stage 6 Syllabus
7.2 Key Competencies
PDHPE Stage 6 provides a context within which to develop general competencies
considered essential for the acquisition of effective, higher order thinking skills
necessary for further education, work and productive functioning in daily life.
The following key competencies are embedded in the PDHPE Stage 6 Syllabus to
enhance student learning.
Collecting, analysing and organising information: this is developed through the
syllabus emphasis on critical thinking and research. Students research a range of
information sources, discerning their relevance to particular PDHPE issues. Skills of
analysis are applied to explaining the ways the body moves, interpreting a range of
data and monitoring the effectiveness of health policies and programs.
Communicating ideas and information: this competency is developed in all
aspects of the syllabus. Students develop the capacity to select appropriate means to
communicate relevant understandings. This includes the demonstration of
understandings and ideas through movement.
Planning and organising activities: this is developed in contexts such as setting
goals for improved personal health, strategic planning for safe outdoor recreation,
preventive health action, organising training programs and designing health
promotion strategies.
Working with others and in teams: there are significant opportunities for students
to work cooperatively and adopt leadership roles in the context of this syllabus. This
competency is embedded in the modules Composition and Performance and
Outdoor Recreation. Other modules integrate coaching experiences that further
develop the capacity to work with others.
Using mathematical ideas and techniques: students develop basic mathematical
concepts in the interpretation of trend data related to epidemiology. This is further
developed through measuring physical fitness and examining the physiology of the
body. As students appraise movement they are also required to use mathematics in
analysing quantitative measures of performance.
Using technology: research and investigation in this syllabus involves using
appropriate information technologies. Students also examine technologies related to
training, sports medicine, the enhancement of performance and the health of
Australians.
Solving problems: the study of contemporary health and physical activity issues
presents students with a range of challenging problems. The syllabus requires
students to examine options and consider ethical dimensions when proposing
solutions to these problems.
17
18. Personal Development, Health and Physical Education Stage 6 Syllabus
8 Content: PDHPE Stage 6 Preliminary Course
8.1 Preliminary Core 1: Better Health for Individuals
This module should occupy approximately 30% of total course time.
Module Description
This compulsory module examines the meanings of health, the perceptions
individuals have about health and the range of factors and behaviours that influence
health. Students are introduced to health promotion and investigate approaches and
strategies that can assist individuals to achieve better health.
In this module, students investigate the following critical questions:
• What does health mean to individuals?
• What influences the health of individuals?
• What strategies help promote the health of individuals?
After studying this module, students will understand and value how a wide range of
factors interact to support an individual to achieve better health. This understanding
is further developed in the HSC core module, Health Priorities in Australia.
Outcomes
A student:
P1 identifies and examines why individuals give different meanings to health
P2 explains how a range of health behaviours affect an individual’s health
P3 describes how an individual’s health is determined by a range of factors
P4 evaluates aspects of health over which individuals can exert some control
P5 describes factors that contribute to effective health promotion
P6 proposes actions that can improve and maintain an individual’s health
P15 forms opinions about health-promoting actions based on a critical examination
of relevant information
P16 uses a range of sources to draw conclusions about health and physical activity
concepts.
18
19. Personal Development, Health and Physical Education Stage 6 Syllabus
What does health mean to individuals?
Students learn about: Students learn to:
• meanings of health • examine the dynamic nature of
definitions of health health by exploring:
dimensions of health the interactions between the
relative and dynamic nature of dimensions
health the concept of good health
the health continuum
how health changes over time
how an individual’s
circumstances affect their health
• perceptions of health • examine perceptions of health by
perceptions of their health exploring questions such as:
perceptions of the health of others how healthy am I? How healthy
eg parents, the elderly, the do other people think I am?
homeless how healthy do I think other
implications of different people are?
perceptions of health why would my perceptions of
perceptions of health as social health be similar or different to
constructs others?
impact of the media, peers and how might an individual’s
family perception of health affect their
behaviour and wellbeing?
• determine the degree to which
perceptions of health are socially
constructed
Teacher Note: When studying this core, emphasis should be on drawing
from realistic contexts relevant to students. These include food habits, body
image, physical activity, drug use, mental health, sexual health and road
safety.
• health behaviours of young people • explore current research and
the positive health status of young information to:
people identify the prevalence of and
protective behaviours and risk trends in the health behaviours
behaviours of young people
challenge the accuracy of
societal perceptions of the health
behaviours of young people
• identify protective and risk
behaviours for health issues relevant
to young people and predict how risk
decreases or increases when
multiple factors interact
19
20. Personal Development, Health and Physical Education Stage 6 Syllabus
What influences the health of individuals?
Students learn about: Students learn to:
• the determinants of health • analyse how an individual’s health
individual factors, eg knowledge and can be determined by a range of
skills, attitudes, genetics factors acting in various
sociocultural factors, eg family, peers, combinations
media, religion, culture
socioeconomic factors, eg
employment, education, income
environmental factors, eg
geographical location, access to
health services and technology
• the degree of control individuals can exert • assess the degree of control
over their health individuals have over their health, by
modifiable and non-modifiable health exploring questions such as:
determinants how much control do individuals
the changing influence of have over the determinants?
determinants through different life what can individuals do to modify
stages the determinants they have little
control over?
how does the level of influence of
the determinants change over
time?
• health as a social construct • investigate how the determinants of
recognises the interrelationship of health explain why some individuals
determinants and groups have better or worse
challenges the notion that health is health than others.
solely an individual’s responsibility.
What strategies help to promote the health of individuals?
Students learn about: Students learn to:
• what is health promotion
• responsibility for health promotion • describe the various health
individuals promotion roles and responsibilities
community groups/schools adopted by individuals, groups and
non-government organisations governments
government
international organisations, eg WHO,
United Nations
20
21. Personal Development, Health and Physical Education Stage 6 Syllabus
• health promotion approaches and • determine the effectiveness of a
strategies range of health promotion strategies
lifestyle/behavioural approaches, relevant to young people, eg
eg quit smoking programs, health government interventions relating to
education alcohol consumption and young
preventative medical approaches, drivers
eg childhood immunisation,
cancer screening • propose other actions that may
public health approaches, eg improve the health of young people
health-promoting schools and
workplaces
• the Ottawa Charter as an effective • describe the historical significance of
health promotion framework the Ottawa Charter for Health
developing personal skills Promotion
creating supportive environments
strengthening community action • explain how health promotion based
reorienting health services on the action areas of the Ottawa
building healthy public policy Charter have contributed to positive
health outcomes. For example:
reduction in road injuries
reduction in tobacco use
• principles of social justice • identify strategies where the
equity principles of social justice have been
diversity applied to promote the health of
supportive environments. individuals.
Suggested teaching and learning strategies
Given a case study of an individual, analyse the factors that influence the individual’s
health behaviours. Give examples from the five action areas of the Ottawa Charter to
illustrate what strategies could be implemented to promote their health.
Respond to this slogan: ‘Good health is your responsibility. Act now!’
Does it provide the best explanation for how health is determined?
21
22. Personal Development, Health and Physical Education Stage 6 Syllabus
8.2 Preliminary Core 2: The Body in Motion
This module should occupy approximately 30% of total course time.
Module Description
This compulsory module examines the scientific foundations of human movement. In
this module, students explore how the body moves and why it moves in particular
ways. Students focus on the relationships between anatomy, physiology, fitness,
biomechanics and efficient human movement.
In this module, students investigate the following critical questions:
• How do the musculoskeletal and cardiorespiratory systems of the body influence
and respond to movement?
• What is the relationship between physical fitness, training and movement
efficiency?
• How do biomechanical principles influence movement?
This module forms a basis for a more detailed study of physiology and improving
performance in the HSC course.
Outcomes
A student:
P7 explains how body systems influence the way the body moves
P8 describes the components of physical fitness and explains how they are
monitored
P9 describes biomechanical factors that influence the efficiency of the body in
motion
P10 plans for participation in physical activity to satisfy a range of individual needs
P11 assesses and monitors physical fitness levels and physical activity patterns
P16 uses a range of sources to draw conclusions about health and physical activity
concepts
P17 analyses factors influencing movement and patterns of participation.
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23. Personal Development, Health and Physical Education Stage 6 Syllabus
How do the musculoskeletal and cardiorespiratory systems of the body
influence and respond to movement?
Students learn about: Students learn to:
• skeletal system • identify the location and type of major
major bones involved in movement bones involved in movement, eg long
structure and function of synovial joints bones articulate at hinge joints for
joint actions, eg extension and flexion flexion and extension
• muscular system • identify the location of the major
major muscles involved in movement muscles involved in movement and
muscle relationship (agonist, related joint actions
antagonist)
types of muscle contraction • perform and analyse movements, eg
(concentric, eccentric, isometric) overarm throw, by examining:
bones involved and the joint action
muscles involved and the type of
contraction
• respiratory system • analyse the various aspects of lung
structure and function function through participation in a
lung function (inspiration, expiration) range of physical activities
exchange of gases (internal, external)
• circulatory system • analyse the movement of blood
components of blood through the body and the influence of
structure and function of the heart, the circulatory and respiratory systems
arteries, veins, capillaries on movement efficiency and
pulmonary and systemic circulation performance.
blood pressure.
What is the relationship between physical fitness, training and
movement efficiency?
Students learn about: Students learn to:
• health-related components of physical • analyse the relationship between
fitness physical fitness and movement
cardiorespiratory endurance efficiency. Students should consider
muscular strength the question ‘to what degree is fitness
muscular endurance a predictor of performance?’
flexibility
body composition
• skill-related components of physical fitness • measure and analyse a range of both
power health-related and skill-related
speed components of physical fitness
agility
coordination • think critically about the purpose and
balance benefits of testing physical fitness
reaction time
23
24. Personal Development, Health and Physical Education Stage 6 Syllabus
• aerobic and anaerobic training • design an aerobic training session
– FITT principle based on the FITT principle
• compare the relative importance of
aerobic and anaerobic training for
different sports, eg gymnastics versus
soccer
• immediate physiological responses to • examine the reasons for the changing
training patterns of respiration and heart rate
heart rate during and after submaximal physical
ventilation rate activity.
stroke volume
cardiac output
lactate levels.
How do biomechanical principles influence movement?
Teacher Note: These selected areas of biomechanics should be studied through
practical workshops and need only be dealt with in sufficient detail to understand
their link to fundamental movement, eg why do you lean forward to accelerate?
Students learn about: Students learn to:
• motion • apply principles of motion to enhance
the application of linear motion, velocity, performance through participation in
speed, acceleration, momentum in practical workshops
movement and performance contexts
• balance and stability • apply principles of balance and
centre of gravity stability to enhance performance
line of gravity through participation in practical
base of support workshops
• fluid mechanics • apply principles of fluid mechanics to
flotation, centre of buoyancy enhance performance through
fluid resistance participation in practical workshops
• describe how principles of fluid
mechanics have influenced changes in
movement and performance, eg
technique modification, clothing/suits,
equipment/apparatus
• force • apply principles of force to enhance
how the body applies force performance through participation in
how the body absorbs force practical workshops.
applying force to an object.
24
25. Personal Development, Health and Physical Education Stage 6 Syllabus
Suggested teaching and learning strategies
With a group of students conduct a number of different fitness tests designed to
measure the same element of physical fitness. Prepare a report on the results of
each group member and discuss any variations in results across the tests.
Analyse a range of movements or performances to identify how biomechanical
principles influence technique, eg multimedia analysis.
25
26. Personal Development, Health and Physical Education Stage 6 Syllabus
8.3 Preliminary Option 1: First Aid
This module should occupy approximately 20% of total course time.
Module Description
This option module addresses the need for a well-rehearsed, established routine in
the delivery of first aid. In this module, students engage in the investigation and
practical application of the major assessment and management techniques for the
types of injury and medical conditions that require first aid attention. They explore the
cause and symptoms of these main injuries and medical conditions. Students also
explore the ethical arguments associated with the delivery of first aid.
In this module, students investigate the following critical questions:
• What are the main priorities for assessment and management of first aid
patients?
• How should the major types of injuries and medical conditions be managed in first
aid situations?
• What does the individual need to consider in administering first aid?
This module prepares students for undertaking a positive first aid role desirable in
many settings, including the workplace. It is possible that this module can be
delivered in such a way that those students wishing to gain an accredited first aid
certificate are able to do so. Students have the opportunity to further develop related
skills in the HSC option module Sports Medicine.
Outcomes
A student:
P6 proposes actions that can improve and maintain an individual’s health
P12 demonstrates strategies for the assessment, management and prevention of
injuries in first aid settings
P15 forms opinions about health-promoting actions based on a critical examination
of relevant information
P16 uses a range of sources to draw conclusions about health and physical activity
concepts.
26
27. Personal Development, Health and Physical Education Stage 6 Syllabus
What are the main priorities for assessment and management of first
aid patients?
Students learn about: Students learn to:
• setting priorities for managing a first aid • plan and conduct appropriate
situation and assessing the casualty assessment and management
situational analysis procedures in response to a range
priority assessment procedures of first aid scenarios
DRABCD (Danger, Response, Airway,
Breathing, Compressions, Defibrillation)
STOP (Stop, Talk, Observe, Prevent
further injury)
• crisis management • demonstrate CPR procedures using
cardiopulmonary resuscitation (CPR) a manikin
bleeding
shock • use safe procedures when moving
neck and spinal injury a casualty.
moving the casualty
medical referral
care of the unconscious casualty.
Teacher Note: Students require a general understanding of the anatomical and
physiological bases for their actions in assessment and crisis management
scenarios, eg the effect of shock on circulation, the reason for head tilt to open the
airway, the point at which medical referral is required.
How should the major types of injuries and medical conditions be
managed in first aid situations?
Students learn about: Students learn to:
• management of injuries • identify signs and symptoms, and
cuts and lacerations primary management for each injury and
fractures medical condition
dislocations
head injuries and concussion • apply bandages, slings and splints
eye injuries appropriately in the treatment of
nasal injuries particular injuries
burn injuries
teeth injuries
electrocution
chest injuries
abdominal injuries
• management of medical conditions • explain the nature of the identified
heart attack medical conditions.
stroke
diabetes
epilepsy
asthma
anaphylaxes
poisoning
bites and stings
exposure to heat and cold.
27
28. Personal Development, Health and Physical Education Stage 6 Syllabus
What does the individual need to consider in administering first aid?
Students learn about: Students learn to:
• physical environment • analyse the particular safety issues
traffic accidents associated with each physical
water environment environment and formulate specific self-
electricity protective strategies that should be
observed
• infection control and protection • describe the procedures to be taken to
HIV/AIDS reduce risk of contact with body fluids
blood-borne viruses (Hepatitis B and in the event of contact with body
and C) fluids in first aid settings
• legal and moral dilemmas • debate the legal and moral dilemmas
legal implications, eg Occupational associated with providing first aid
Health and Safety legislation, litigation
moral obligations, eg duty of care, • distinguish between a manageable first
responsible citizenship aid situation and an emergency situation
commonsense versus heroics
• support following first aid situations • identify available sources of support for
debriefing those involved in the delivery of
counselling. emergency first aid.
Suggested Assessment Strategies
Demonstrate using a manikin the procedure for assessment of an unconscious
patient, including the application of CPR.
Conduct a safety audit of a familiar setting and recommend preventative strategies to
be put in place as necessary.
Prepare a presentation on the nature of a particular medical condition and its first aid
treatment.
28
29. Personal Development, Health and Physical Education Stage 6 Syllabus
8.4 Preliminary Option 2: Composition and Performance
This module should occupy approximately 20% of total course time.
Module Description
This option module is concerned with the way that movement is composed and
performed. Students explore the elements of composition and apply them to
movement skills in a medium of their choice. This process will lead to students
performing a gymnastic sequence, dance, aerobics routine or games strategies.
Students also develop appropriate ways of appraising performance and use the
resulting feedback to refine their compositions.
In this module, students investigate the following critical questions:
• How do the elements of composition apply to different movement mediums?
• How are the elements used to compose movement?
• What is the role of appraisal in the process of composing and performing?
In this module, it is assumed that students’ compositions will build on existing skills in
the selected medium. It may be necessary, however, to further develop these skills
and add new skills to their movement repertoire in order to maximise performance
potential.
Outcomes
A student:
P13 develops, refines and performs movement compositions in order to achieve a
specific purpose
P16 uses a range of sources to draw conclusions about health and physical activity
concepts
P17 analyses factors influencing movement and patterns of participation.
29
30. Personal Development, Health and Physical Education Stage 6 Syllabus
How do the elements of composition apply to different movement
mediums?
Teacher Note: It is suggested that a range of mediums are explored when
introducing the elements of composition. In this way, students will be able to
appreciate the commonalities and unique features of each medium.
Students learn about: Students learn to:
• space • use variations of spatial elements in a
direction, eg sideways, diagonal, up, range of movement contexts, eg
down, around, zig zag performance space in dance and
level, eg high, medium, low gymnastics
dimensions, eg shrinking, expanding, ways of creating and reducing
field and court size space in games situations
patterns and formations, eg regular simple aerobic routines by varying
versus irregular, circles, lines, squares, direction and formation
offensive and defensive patterns
• dynamics • identify how changing dynamics can
force, eg strong, weak, explosive, jerky achieve specific purposes, eg
flow, eg bound, free communication of ideas
• time and rhythm • investigate how rhythm and timing
musical applications, eg beat, tempo, relate to different movement
accent mediums, eg golf swing, running
duration tempo, gymnastics
momentum
self-paced versus externally paced • distinguish between the effects of
timing self-paced and externally paced
activity for composition of movement
• relationships • perform selected movement skills in
other people, eg audience, performers, unison and in contrast to others
opponents, team members, partners
apparatus and equipment • analyse the purpose of various group
team formations, positional play, partner formations, eg games formations,
work. transitions in a dance sequence.
How are the elements used to compose movement?
Teacher Note: In this section, students are to specialise in a selected medium in
order to develop and perform a movement composition. In their composition they
apply those elements that have relevance to their medium.
Students learn about: Students learn to:
• the process of creating movement • distinguish those elements of
defining the purpose or motivating composition and movement skills that
factors relate to the purpose of their selected
generating movement relevant to the medium
purpose
30
31. Personal Development, Health and Physical Education Stage 6 Syllabus
exploring variations • extend their movement repertoire
improvising through improvisation
• the process of combining and arranging • explore ways of linking movement
movement between phases of a performance, eg
the rules and conventions of the medium moving on and off stage, turning
sequencing defensive formation into attacking
transitions formation, moving from a balance to
repetition prepare for a tumbling run
variation.
• experiment with the effects that
variations in movement and elements
have on the performance
• design and perform an individual or
group performance in a selected
medium.
What is the role of appraisal in the process of composing and
performing?
Students learn about: Students learn to:
• ways of appraising (observing, analysing, • appreciate mediums from an
experiencing) aesthetic and artistic perspective
• aspects for appraisal • design criteria that reflect each of the
elements of composition aspects of appraisal and apply them
creativity and innovation to a performance
arrangement of movement
achievement of purpose • use appraisal feedback to identify
areas for modification.
• establishing and applying criteria.
Suggested teaching and learning strategies
Design a set of criteria for appraising the performance.
Observe a range of performances on video and identify how the elements of
composition have been applied.
Use compositional skills to solve a range of movement problems in a selected
medium.
Develop an improvisation to change the nature of a set routine.
31
32. Personal Development, Health and Physical Education Stage 6 Syllabus
8.5 Preliminary Option 3: Fitness Choices
This module should occupy approximately 20% of total course time.
Module Description
This option module examines the exercise options that are available to meet the
varying fitness needs of individuals. In this module, students investigate what
exercise means to different people and the factors that influence exercise choices.
As a major focus of this module, students experience a range of exercise options and
evaluate the ability of each to meet individual fitness needs.
In this module, students investigate the following critical questions:
• What does exercise mean to different people?
• What are the ways people choose to exercise for fitness?
• What influences people’s choice of fitness activities?
This module enables students to reflect on their personal exercise needs and
preferences and make informed consumer decisions about exercise options that
address these needs.
Outcomes
A student:
P5 describes factors that contribute to effective health promotion
P6 proposes actions that can improve and maintain an individual’s health
P10 plans for participation in physical activity to satisfy a range of individual needs
P15 forms opinions about health-promoting actions based on a critical examination
of relevant information
P16 uses a range of sources to draw conclusions about health and physical activity
concepts
P17 analyses factors influencing movement and patterns of participation.
32
33. Personal Development, Health and Physical Education Stage 6 Syllabus
What does exercise mean to different people?
Students learn about: Students learn to:
• meanings of exercise • critically examine questions such as:
exercise as a form of physical activity to what extent should exercise be
exercise and its relationship to fitness a part of lifestyle?
what does it mean to be fit?
• the value that people place on exercise • analyse a range of opinions about the
and fitness value that people place on fitness.
changing attitudes to fitness
fitness as a commodity.
What are the ways people choose to exercise for fitness?
Teacher Note: In this section, students should be provided with opportunities to
maximise their participation in a variety of fitness activities and reflect on their value.
Students do not require a detailed knowledge of how to design various fitness
activities, eg aerobics. It is not essential that these opportunities be provided in
specialised facilities. The focus may be on those activities which can be provided
within the school.
Students learn about: Students learn to:
• individual fitness activities, eg • evaluate the range and variety of
power walking/running fitness activities available
swimming
cycling • participate competently and safely in
weight training programs a range of fitness activities
tai chi
pilates/yoga
emerging individual fitness activities
• group fitness activities, eg • compare a variety of forms of fitness
aerobics/aquarobics activities by investigating:
pump/step/spin classes the benefits of this fitness activity
circuit training where the fitness activity is
team games available
exercise for specific groups, eg exercise who would be attracted to this
for pregnancy, children, fitness, gentle activity
exercise for the aged cost involved
emerging group fitness activities time commitment required
sources for further information
personal reflections on
participation
33
34. Personal Development, Health and Physical Education Stage 6 Syllabus
What influences people’s choice of fitness activities?
Students learn about: Students learn to:
• settings for exercise • evaluate the appropriateness of
exercise at home, eg home gyms fitness activities to them by
community facilities investigating:
fitness centres and personal trainers does this fitness activity suit my
exercise clubs, eg running, walking, fitness needs?
cycling could I continue to participate in
cultural groups this fitness activity? Why? Why
not?
are other fitness activities more
suitable for me?
• advertising and promotion • analyse advertisements for fitness
how do you know who to believe? and exercise services by
promotional techniques, eg direct investigating:
marketing, limited offer memberships who is the advertisement
accuracy of information targeting?
ethics of advertising what does the advertisement
offer?
what are the benefits of the
service?
are the claims believable?
• motivators and barriers to participation • describe their own exercise
access to facilities preferences by considering:
convenience of use their motivation for exercising
cost the influences acting on their
feelings about fitness and exercise choice of exercise for fitness
exercise as a priority their feelings about establishing a
influence of other responsibilities, eg training partner
family, work barriers that they need to
overcome.
Suggested teaching and learning strategies
Prepare oral and written presentations that:
• analyse an exercise option, eg aerobics, power walking
• examine the exercise options available in the local area.
Maintain a reflective journal based on participation in a variety of fitness activities.
Journal entries could reflect on:
• enjoyment gained from the activity
• accessibility to the activity to continue participation
• benefits to be gained from continued participation in the activity.
Interview a range of people about:
• their motivations for exercising
• the barriers that prevent them from exercising.
34
35. Personal Development, Health and Physical Education Stage 6 Syllabus
8.6 Preliminary Option 4: Outdoor Recreation
This module should occupy approximately 20% of total course time.
Module Description
This option module focuses on the development of skills, understanding and attitudes
necessary for safe participation in outdoor recreation activities. Students undertake
practical learning experiences in order to develop technical skills of campcraft,
navigation and survival action. They analyse the interpersonal aspects that enhance
the effectiveness of groups in outdoor recreation settings. Students also think
critically about the benefits of outdoor recreation and issues such as conservation
and managing risk.
In this module, students investigate the following critical questions:
• What is the value of outdoor recreation?
• What are the technical skills and understanding needed for safe participation in
outdoor recreation?
• What impact does group dynamics have on the outdoor experience?
The study of this module provides students with the opportunity to develop leadership
skills and the ability to work in teams. The combination of engaging with the
environment and the challenges it presents offers a unique personal development
experience.
Outcomes
A student:
P6 proposes actions that can improve and maintain an individual’s health
P10 develops plans for participation in physical activity to satisfy a range of
individual needs
P14 demonstrates the technical and interpersonal skills necessary to participate
safely in challenging outdoor recreation activities
P16 uses a range of sources to draw conclusions about health and physical activity
concepts
P17 analyses factors influencing movement and patterns of participation.
35
36. Personal Development, Health and Physical Education Stage 6 Syllabus
What is the value of outdoor recreation?
Students learn about: Students learn to:
• reasons for participation in outdoor • recognise the physical, social,
recreation intellectual, spiritual and emotional
stress management/relaxation outcomes that may result from
enjoyment, challenge and excitement participation in outdoor recreation.
social interaction
appreciation of the environment
health and fitness.
What are the technical skills and understanding needed for safe
participation in outdoor recreation?
Students learn about: Students learn to:
• planning skills • design checklists and strategic
environment planning, eg weather, venue plans to manage the preparation
emergency management planning/risk for an outdoor experience
assessment, eg escape routes, first aid
preparation, communication modes with • determine the essential
external authorities, reconnoitre of routes requirements for an outdoor
food and water considerations experience in order to ensure that
resources for safe participation, eg tent, loads to be carried are manageable
protective clothing
legal and administrative requirements,
eg permission, liaison with authorities, trip
intention forms
• campsite selection • assess the suitability of a camp site
geographic, environmental and climatic by considering issues such as
considerations distance from creeks and trees, and
establishing the camp site (fireplace, waste disposal considerations
waste disposal)
tree fall evaluation
• conservation skills • critically examine the implications of
‘leave no trace’ camping the following for planning and
minimal impact practices behaviour: ‘take nothing but photos
ethical issues, eg impact of activities on and leave nothing but footprints’;
the environment ‘leave the area cleaner than you
found it’
• debate issues from ethical
dimensions such as:
should areas be set aside as
human-free?
should 4WD and hiking be
banned from some areas?
36
37. Personal Development, Health and Physical Education Stage 6 Syllabus
• navigational skills • navigate using a compass and
map reading maps with varying detail
grid bearing
magnetic bearing • estimate the approximate time that
true north it will take to walk a designated
measuring distance route
natural navigation (using sun, stars)
• emergency management skills • analyse a range of risk situations
wilderness first aid, eg thermoregulation, and propose prevention and
snake bite management strategies
what to do when you are lost
bushfire procedures, lightning, flooded • describe how to construct an
rivers emergency shelter using natural
materials
• skills needed for other outdoor activities • perform relevant outdoor activities
relevant to the experience, eg safely and with a basic level of
canoeing/kayaking skills proficiency.
abseiling skills.
What impact does group dynamics have on the outdoor experience?
Students learn about: Students learn to:
• leadership styles • distinguish between the different
democratic leadership styles and debate their
laissez-faire suitability for different situations
autocratic
strategic non-intervention
• understanding group dynamics • work cooperatively to solve
stages of group dynamics (form, storm, simulated initiative challenges
norm, transform)
conflict resolution • distinguish actions that enhance
team building group cohesion when working in
cooperation teams
• facilitation skills • apply cooperative decision-making
communication skills processes to solve problems and
decision-making challenges faced in outdoor
flexibility experiences
• understanding strengths and weaknesses • debate questions such as:
participant readiness how do you control risks when
self-efficacy participants are encouraged to
balancing challenge and safety push their comfort zone?
(challenge by choice, taking risks in what ethical considerations
bounds of competence) confront a leader in balancing
pushing the comfort zone challenge and safety?
37
38. Personal Development, Health and Physical Education Stage 6 Syllabus
Suggested teaching and learning strategies
Present a practical demonstration and explanation of one key outdoor skill area, for
example:
• map reading
• orienteering and compass work
• route planning
• wilderness/remote area first aid.
In pairs, work cooperatively to successfully complete an initiative game
demonstrating the interpersonal skills needed in outdoor recreation, for example
teamwork, cooperation, problem-solving.
Plan a three-day camp for 15 participants, detailing all aspects that need to be
considered.
38
39. Personal Development, Health and Physical Education Stage 6 Syllabus
9 Content: PDHPE Stage 6 HSC Course
9.1 HSC Core 1: Health Priorities in Australia
This module should occupy approximately 30% of total course time.
Module Description
This compulsory module examines the health status of Australians and investigates,
in depth, the current health priority issues in Australia. Students identify and justify
the choice of priority issues and examine the roles that the health system and health
promotion play in achieving better health for all Australians.
In this module, students investigate the following critical questions:
• How are priority issues for Australia’s health identified?
• What are the priority issues for improving Australia’s health?
• What role do health care facilities and services play in achieving better health for
all Australians?
• What actions are needed to address Australia’s health priorities?
In this module, students learn how health can be promoted by personal and
community action and by policies and services at all levels of responsibility. The
module introduces concepts of health inequities in Australia that are further explored
in the options module Equity and Health.
Outcomes
A student:
H1 describes the nature and justifies the choice of Australia’s health priorities
H2 analyses and explains the health status of Australians in terms of current trends
and groups most at risk
H3 analyses the determinants of health and health inequities
H4 argues the case for health promotion based on the Ottawa Charter
H5 explains the different roles and responsibilities of individuals, communities and
governments in addressing Australia’s health priorities
H14 argues the benefits of health-promoting actions and choices that promote social
justice
H15 critically analyses key issues affecting the health of Australians and proposes
ways of working towards better health for all
H16 devises methods of gathering, interpreting and communicating information
about health and physical activity concepts.
39
40. Personal Development, Health and Physical Education Stage 6 Syllabus
How are priority issues for Australia’s health identified?
Students learn about: Students learn to:
• measuring health status • critique the use of epidemiology to
role of epidemiology describe health status by
measures of epidemiology (mortality, considering questions such as:
infant mortality, morbidity, life expectancy) what can epidemiology tell us?
who uses these measures?
do they measure everything
about health status?
• use tables and graphs from health
reports to analyse current trends in
life expectancy and major causes of
morbidity and mortality for the
general population and comparing
males and females
• identifying priority health issues • argue the case for why decisions
social justice principles are made about health priorities by
priority population groups considering questions such as:
prevalence of condition how do we identify priority issues
potential for prevention and early for Australia’s health?
intervention what role do the principles of
costs to the individual and community social justice play?
why is it important to prioritise?
Teacher Note: Students do not need to know the latest statistics on the rates of
illness and death. It is only important that they understand trends such as whether
the prevalence of leading causes is on the increase, decrease or stable.
What are the priority issues for improving Australia’s health?
Students learn about: Students learn to:
• groups experiencing health inequities • research and analyse Aboriginal
Aboriginal and Torres Strait Islander and Torres Strait Islander peoples
peoples and ONE other group experiencing
socioeconomically disadvantaged people health inequities by investigating:
people in rural and remote areas the nature and extent of the
overseas-born people health inequities
the elderly the sociocultural, socioeconomic
people with disabilities and environmental determinants
the roles of individuals,
communities and governments
in addressing the health
inequities
40
41. Personal Development, Health and Physical Education Stage 6 Syllabus
• high levels of preventable chronic disease, • research and analyse CVD, cancer
injury and mental health problems and ONE other condition listed by
cardiovascular disease (CVD) investigating:
cancer (skin, breast, lung) the nature of the problem
diabetes extent of the problem (trends)
respiratory disease risk factors and protective factors
injury the sociocultural, socioeconomic
mental health problems and illnesses and environmental determinants
groups at risk
• a growing and ageing population • assess the impact of a growing and
healthy ageing ageing population on:
increased population living with chronic the health system and services
disease and disability health service workforce
demand for health services and workforce carers of the elderly
shortages volunteer organisations.
availability of carers and volunteers.
What role do health care facilities and services play in achieving better health
for all Australians?
Students learn about: Students learn to:
• health care in Australia • evaluate health care in Australia by
range and types of health facilities and investigating issues of access and
services adequacy in relation to social justice
responsibility for health facilities and principles. Questions to explore
services include:
equity of access to health facilities and how equitable is the access and
services support for all sections of the
health care expenditure versus community?
expenditure on early intervention and how much responsibility should
prevention the community assume for
impact of emerging new treatments and individual health problems?
technologies on health care, eg cost and
access, benefits of early detection • describe the advantages and
health insurance: Medicare and private disadvantages of Medicare and
private health insurance, eg costs,
choice, ancillary benefits
• complementary and alternative health care • critically analyse complementary
approaches and alternative health care
reasons for growth of complementary and approaches by exploring questions
alternative health products and services such as:
range of products and services available how do you know who to believe?
how to make informed consumer choices what do you need to help you
make informed decisions?
41
42. Personal Development, Health and Physical Education Stage 6 Syllabus
What actions are needed to address Australia’s health priorities?
Students learn about: Students learn to:
• health promotion based on the five action • argue the benefits of health
areas of the Ottawa Charter promotion based on:
levels of responsibility for health individuals, communities and
promotion governments working in
the benefits of partnerships in health partnership
promotion, eg government sector, non- the five action areas of the
government agencies and the local Ottawa Charter
community
how health promotion based on the • investigate the principles of social
Ottawa Charter promotes social justice justice and the responsibilities of
the Ottawa Charter in action individuals, communities and
governments under the action areas
of the Ottawa Charter
• critically analyse the importance of
the five action areas of the Ottawa
Charter through a study of TWO
health promotion initiatives related
to Australia’s health priorities
Suggested teaching and learning strategies
Construct and evaluate a profile of the health status of Australians by drawing on the
results of epidemiology.
Present an argument to suggest that not all population groups in Australia enjoy
equal health.
Select one priority health issue (eg increasing health inequities) and evaluate how
this may impact on health care facilities and services.
Describe a health promotion initiative and evaluate how it exemplifies the action
areas of the Ottawa Charter.
42
43. Personal Development, Health and Physical Education Stage 6 Syllabus
9.2 HSC Core 2: Factors Affecting Performance
This module should occupy approximately 30% of total course time
Module Description
This compulsory module examines the factors that affect performance. In this
module, students explore the physical and psychological bases of performance. They
experience and critically analyse approaches to training and skill development and
investigate the contributions of psychology, nutrition and recovery strategies to
performance.
In this module, students investigate the following critical questions:
• How does training affect performance?
• How can psychology affect performance?
• How can nutrition and recovery strategies affect performance?
• How does the acquisition of skill affect performance?
This module enables students to take action to influence their own performance and
enhance that of others through coaching applications.
Opportunity is provided in the HSC option Improving Performance for more detailed
consideration of factors affecting performance and the considerations of a coach in
supporting the performance of athletes.
Outcomes
A student:
H7 explains the relationship between physiology and movement potential
H8 explains how a variety of training approaches and other interventions enhance
performance and safety in physical activity
H9 explains how movement skill is acquired and appraised
H10 designs and implements training plans to improve performance
H11 designs psychological strategies and nutritional plans in response to individual
performance needs
H16 devises methods of gathering, interpreting and communicating information
about health and physical activity concepts
H17 selects appropriate options and formulates strategies based on a critical
analysis of the factors that affect performance and safe participation.
43