Course Overview

Students explore the participation in and performance of human physical activities. It is an experiential subject in which students explore their physical capacities and investigate the factors that influence and improve participation and performance outcomes, which lead to greater movement confidence and competence. Physical activities can include sports, theme-based games, fitness and recreational activities.

Focus Areas:
Stage 2 Physical Education has three focus areas:
•    Focus Area 1: In movement
•    Focus Area 2: Through movement
•    Focus Area 3: About movement.
The focus areas provide the narrative for the knowledge, skills, and capabilities that students develop. Learning is delivered through an integrated approach where opportunities are provided for students to undertake, and learn through, a wide range of authentic physical activities (e.g., sports, theme-based games, laboratories, and fitness and recreational activities). Students explore movement concepts and strategies through these physical activities to promote and improve participation and performance outcomes. These movement concepts and strategies include:
•    body awareness
•    movement quality
•    spatial awareness
•    relationships 
•    executing movement
•    creating space
•    interactions
•    making decisions

The focus areas can be studied in any order, independently or concurrently. Teachers select key ideas from each of the three focus areas that reflect the interests and skills of the student cohort and integrate these across the learning program and the three assessment types.
 

Assessment

The following assessment types enable students to demonstrate their learning in Stage 2 Physical Education:
School Assessment (70%)
•    Assessment Type 1: Diagnostics (30%)
•    Assessment Type 2: Self - Improvement Portfolio (40%)
External Assessment (30%)
•    Assessment Type 3: Group Dynamics (30%).

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

The assessment design criteria consist of specific features that:
•    students should demonstrate in their learning
•    teachers and assessors look for as evidence that students have met the learning requirements.

For this subject the assessment design criteria are:
•    application
•    analysis and evaluation.
 

Teacher Information

Health and Physical Education Teacher