2017 Physical Education SD PDF

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Description

Accreditation Period Units 1 and 2

2017–2023 Units 3 and 4

Victorian Certificate of Education

2018–2023

PHYSICAL EDUCATION STUDY DESIGN

www.vcaa.vic.edu.au

VICTORIAN CURRICULUM AND ASSESSMENT AUTHORITY

Authorised and published by the Victorian Curriculum and Assessment Authority Level 1, 2 Lonsdale Street, Melbourne VIC 3000 Accredited by the Victorian Registration and Qualifications Authority Level 4, 2 Lonsdale Street, Melbourne VIC 3000 ISBN: 978-1-925264-26-5 © Victorian Curriculum and Assessment Authority 2016 No part of this publication may be reproduced except as specified under the Copyright Act 1968 or by permission from the VCAA. For more information go to: www.vcaa.vic.edu.au/Footer/Pages/Copyright.aspx. The VCAA provides the only official, up-to-date versions of VCAA publications. Details of updates can be found on the VCAA website: www.vcaa.vic.edu.au. This publication may contain copyright material belonging to a third party. Every effort has been made to contact all copyright owners. If you believe that material in this publication is an infringement of your copyright, please email the Copyright Officer: [email protected]. Copyright in materials appearing at any sites linked to this document rests with the copyright owner/s of those materials, subject to the Copyright Act. The VCAA recommends you refer to copyright statements at linked sites before using such materials. The VCAA logo is a registered trademark of the Victorian Curriculum and Assessment Authority.

VCE Physical Education Units 1 and 2: 2017–2023;

Contents

Units 3 and 4: 2018–2023

Contents Important information

4

Introduction

5

Scope of study

5

Rationale

5

Aims Structure

5 6

Entry Duration Changes to the Study Design

6 6 6

Monitoring for quality

6

Safety and wellbeing

6

Employability skills

7

Legislative compliance

7

Assessment and reporting

8

Satisfactory completion

8

Levels of achievement Authentication

8 8

Unit 1: The human body in motion

9

Area of Study 1

9

Area of Study 2 Assessment

10 12

Unit 2: Physical activity, sport and society

13

Area of Study 1 Area of Study 2

13 15

Assessment

16

Unit 3: Movement skills and energy for physical activity

Area of Study 1

17

17

Area of Study 2

18

School-based assessment

19

External assessment

20

Unit 4: Training to improve performance

21

Area of Study 1 Area of Study 2 School-based assessment

21 22 23

External assessment

24

End-of-year examination

24

3

VCE Physical Education Units 1 and 2: 2017–2023;

Important information

Units 3 and 4: 2018–2023

Important information

Accreditation period

Units 1 and 2: 1 January 2017 – 31 December 2023 Units 3 and 4: 1 January 2018 – 31 December 2023 Implementation for Units 1 and 2 of this study commences in 2017. Implementation for Units 3 and 4 of this study commences in 2018.

Other sources of information

The VCAA Bulletin is the only official source of changes to regulations and accredited studies. The Bulletin also regularly includes advice on VCE studies. It is the responsibility of each VCE teacher to refer to each issue of the Bulletin. The Bulletin is available as an e-newsletter via free subscription on the VCAA’s website at: www.vcaa.vic.edu.au To assist teachers in developing courses, the VCAA publishes online the Advice for teachers, which includes teaching and learning activities for Units 1–4, and advice on assessment tasks and performance level descriptors for School-assessed Coursework in Units 3 and 4 The current VCE and VCAL Administrative Handbook contains essential information on assessment processes and other procedures.

VCE providers

Throughout this study design the term ‘school’ is intended to include both schools and other VCE providers.

Copyright

VCE schools may reproduce parts of this study design for use by teachers. The full VCAA Copyright Policy is available at: www.vcaa.vic.edu.au/Footer/Pages/Copyright.aspx.

4

VCE Physical Education Units 1 and 2: 2017–2023;

Introduction

Units 3 and 4: 2018–2023

Introduction

Scope of study

VCE Physical Education explores the complex interrelationships between anatomical, biomechanical, physiological and skill acquisition principles to understand their role in producing and refining movement, and examines behavioural, psychological, environmental and sociocultural influences on performance and participation in physical activity. The assimilation of theoretical understanding and practice is central to the study of VCE Physical Education. Students participate in practical activities to examine the core concepts that underpin movement and that influence performance and participation in physical activity, sport and exercise. Through integrated physical, written, oral and digital learning experiences, students apply theoretical concepts and reflect critically on factors that affect all levels of performance and participation in sport, exercise and physical activity.

Rationale

The study of VCE Physical Education enables students to integrate a contemporary understanding of the theoretical underpinnings of performance and participation in physical activity with practical application. Through engagement in physical activities, VCE Physical Education enables students to develop the knowledge and skills required to critically evaluate influences that affect their own and others’ performance and participation in physical activity. This study equips students with the appropriate knowledge and skills to plan, develop and maintain their involvement in physical activity, sport and exercise across their lifespan and to understand the physical, social, emotional and cognitive health benefits associated with being active. The study also prepares students for employment and/or further study at the tertiary level or in vocational education and training settings in fields such as exercise and sport science, health science, education, recreation, sport development and coaching, health promotion and related careers.

Aims

This study enables students to: and performance in physical activity, sport and exercise of behavioural, psychological, environmental and sociocultural influences on performance and participation in physical activity across the lifespan together to produce and refine movement activity, sport and exercise through monitoring, testing and measuring of key parameters.

5

VCE Physical Education Units 1 and 2: 2017–2023;

Introduction

Units 3 and 4: 2018–2023

Structure

The study is made up of four units. Unit 1: The human body in motion Unit 2: Physical activity, sport and society Unit 3: Movement skills and energy for physical activity Unit 4: Training to improve performance Each unit deals with specific content contained in areas of study and is designed to enable students to achieve a set of outcomes for that unit. Each outcome is described in terms of key knowledge and key skills. A glossary defining terms used across Units 1 to 4 in the VCE Physical Education Study Design is included in the companion document Advice for teachers.

Entry

There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 prior to undertaking Unit 4. Units 1 to 4 are designed to a standard equivalent to the final two years of secondary education. All VCE studies are benchmarked against comparable national and international curriculum.

Duration

Each unit involves at least 50 hours of scheduled classroom instruction over the duration of a semester.

Changes to the Study Design

During its period of accreditation minor changes to the study will be announced in the VCAA Bulletin. The Bulletin is the only source of changes to regulations and accredited studies. It is the responsibility of each VCE teacher to monitor changes or advice about VCE studies published in the Bulletin.

Monitoring for quality

As part of ongoing monitoring and quality assurance, the VCAA will periodically undertake an audit of VCE Physical Education to ensure the study is being taught and assessed as accredited. The details of the audit procedures and requirements are published annually in the VCE and VCAL Administrative Handbook. Schools will be notified if they are required to submit material to be audited.

Safety and wellbeing

It is the responsibility of the school to ensure that duty of care is exercised in relation to the health and safety of all students undertaking the study. Principals and teachers must ensure that appropriate precautions and safety measures are taken to minimise any potential risk to students. The implementation of effective safety management plans and processes should ensure that all activities are conducted safely. This includes ensuring that all rules and regulations for the conduct of sporting activities are rigorously followed. Teachers should refer to the Department of Education and Training’s School Policy and Advisory Guide at www.education.vic.gov.au/school/principals/ spag/Pages/spag.aspx.

6

VCE Physical Education Units 1 and 2: 2017–2023;

Introduction

7

Units 3 and 4: 2018–2023

Employability skills

This study offers a number of opportunities for students to develop employability skills. The Advice for teachers companion document provides specific examples of how students can develop employability skills during learning activities and assessment tasks.

Legislative compliance

When collecting and using information, the provisions of privacy and copyright legislation, such as the Victorian Privacy and Data Protection Act 2014 and Health Records Act 2001, and the federal Privacy Act 1988 and Copyright Act 1968, must be met.

VCE Physical Education Units 1 and 2: 2017–2023;

Assessment and reporting

Units 3 and 4: 2018–2023

Assessment and reporting

Satisfactory completion

The award of satisfactory completion for a unit is based on the teacher’s decision that the student has demonstrated achievement of the set of outcomes specified for the unit. Demonstration of achievement of outcomes and satisfactory completion of a unit are determined by evidence gained through the assessment of a range of learning activities and tasks. Teachers must develop courses that provide appropriate opportunities for students to demonstrate satisfactory achievement of outcomes. The decision about satisfactory completion of a unit is distinct from the assessment of levels of achievement. Schools will report a student’s result for each unit to the VCAA as S (Satisfactory) or N (Not Satisfactory)

Levels of achievement Units 1 and 2

Procedures for the assessment of levels of achievement in Units 1 and 2 are a matter for school decision. Assessment of levels of achievement for these units will not be reported to the Victorian Curriculum and Assessment Authority. Schools may choose to report levels of achievement using grades, descriptive statements or other indicators.

Units 3 and 4

The VCAA specifies the assessment procedures for students undertaking scored assessment in Units 3 and 4. Designated assessment tasks are provided in the details for each unit in VCE study designs. The student’s level of achievement in Units 3 and 4 will be determined by School-assessed Coursework (SACs) and/or School-assessed Tasks (SATs) as specified in the VCE study designs, and external assessment. The VCAA will report the student’s level of achievement on each assessment component as a grade from A+ to E or UG (ungraded). To receive a study score the student must achieve two or more graded assessments and receive S for both Units 3 and 4. The study score is reported on a scale of 0–50; it is a measure of how well the student performed in relation to all others who took the study. Teachers should refer to the current VCE and VCAL Administrative Handbook for details on graded assessment and calculation of the study score. Percentage contributions to the study score in VCE Physical Education are as follows:

Details of the assessment program are described in the sections on Units 3 and 4 in this Study Design.

Authentication

Work related to the outcomes of each unit will be accepted only if the teacher can attest that, to the best of their knowledge, all unacknowledged work is the student’s own. Teachers need to refer to the current VCE and VCAL Administrative Handbook for authentication procedures.

8

VCE Physical Education Units 1 and 2: 2017–2023;

Unit 1: The human body in motion

Units 3 and 4: 2018–2023

Unit 1: The human body in motion In this unit students explore how the musculoskeletal and cardiorespiratory systems work together to produce movement. Through practical activities students explore the relationships between the body systems and physical activity, sport and exercise, and how the systems adapt and adjust to the demands of the activity. Students investigate the role and function of the main structures in each system and how they respond to physical activity, sport and exercise. They explore how the capacity and functioning of each system acts as an enabler or barrier to movement and participation in physical activity. Using a contemporary approach, students evaluate the social, cultural and environmental influences on movement. They consider the implications of the use of legal and illegal practices to improve the performance of the musculoskeletal and cardiorespiratory systems, evaluating perceived benefits and describing potential harms. They also recommend and implement strategies to minimise the risk of illness or injury to each system.

Area of Study 1 How does the musculoskeletal system work to produce movement?

In this area of study students examine the musculoskeletal system of the human body and how the muscles and bones work together to produce movement. Through practical activities they explore the major components of the musculoskeletal system and their contributions and interactions during physical activity, sport and exercise. Students evaluate the social, cultural and environmental influences on movement, and how the capacity and functioning of the muscular and skeletal systems may act as an enabler or barrier to participation in physical activity. Sedentary behaviour, overtraining and participation at the elite and recreational level are investigated as possible causes of illness and injury to the musculoskeletal system. Students consider a variety of legal and illegal practices and substances used to enhance performance from an ethical and a biophysical perspective.

Outcome 1

On completion of this unit students should be able to collect and analyse information from, and participate in, a variety of practical activities to explain how the musculoskeletal system functions and its limiting conditions, and evaluate the ethical and performance implications of the use of practices and substances that enhance human movement. To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 1. Key knowledge

status, level of education, cultural values, geographic location and access to facilities and joint actions

in relation to force production

9

VCE Physical Education Units 1 and 2: 2017–2021;

Unit 1: The human body in motion

10

Units 3 and 4: 2018–2021

such as arthritis, osteoporosis and other musculoskeletal conditions and cool downs braces performance of the musculoskeletal system, such as training, nutritional supplements, creatine supplementation and hormones (including steroids and growth hormones) performance of the musculoskeletal system in sport. Key skills

movement the interaction between bones, muscles, joints and joint actions responsible for movement

sporting activities to maintain optimal functioning of the musculoskeletal system perspective with improving the function of the musculoskeletal system.

Area of Study 2 How does the cardiorespiratory system function at rest and during physical activity?

In this area of study students examine the cardiovascular and respiratory systems of the human body and how the heart, blood vessels and lungs function at rest and during physical activity. Through practical activities students explore the structure and function of the cardiorespiratory system and their contributions and interactions during physical activity, sport and exercise. Enablers and barriers to the capacity and functioning of the cardiovascular and respiratory systems are investigated from a sociocultural, environmental and physical perspective. Students explore the ethical and performance considerations of the use of a variety of legal and illegal practices and substances specific to each system.

VCE Physical Education Units 1 and 2: 2017–2023;

Unit 1: The human body in motion

11

Units 3 and 4: 2018–2023

Outcome 2

On completion of this unit students should be able to collect and analyse information from, and participate in, a variety of practical activities to explain how the cardiovascular and respiratory systems function and the limiting conditions of each system, and discuss the ethical and performance implications of the use of practices and substances to enhance the performance of these two systems. To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 2. Key knowledge

blood vessels and blood flow around the body at rest and during exercise rest and during exercise

maximal exercise of breathing and gaseous exchange at the alveoli/capillary and the capillary/muscle interface and during exercise atherosclerosis, coronary heart disease, high cholesterol levels, hypertension and stroke) and respiratory health (such as chronic obstructive pulmonary disease) and respiratory systems that enhance performance of the cardiorespiratory system, such as altitude training, erythropoietin (EPO), beta-blockers and blood doping the function of the cardiorespiratory system. Key skills

respiratory systems

and maximal exercise

exercise functioning of cardiorespiratory system cardiorespiratory system on the individual associated with improving the function of the cardiorespiratory system.

VCE Physical Education Units 1 and 2: 2017–2023;

Unit 1: The human body in motion

12

Units 3 and 4: 2018–2023

Assessment

The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of outcomes specified for the unit. Teachers should use a variety of learning activities and assessment tasks that provide a range of opportunities for students to dem...