The Health and Movement Science 11–12 Syllabus aligns with the Health and Movement Science Life Skills 11–12 Syllabus to provide opportunities for integrated delivery.

Organisation of Health and Movement Science 11–12

The Year 11 and 12 course is structured to provide students with opportunities to develop and apply their knowledge, understanding and skills of health and movement concepts.

The following diagram provides an illustrative representation of elements of the course and their relationship.

Image long description: The Health and Movement Science 11–12 Syllabus is shaped by the 5 propositions. Year 11 is organised into 2 focus areas: Health for individuals and communities; and The body and mind in motion. Year 12 is organised into 2 focus areas: Health in an Australian and global context; and Training for improved performance. Depth studies are also to be embedded in Years 11 and 12, and a Collaborative Investigation embedded in Year 11. The skills of collaboration, analysis, communication, creative thinking, problem-solving and research underpin the syllabus content. These skills encircle the syllabus structure along with the propositions ‘Focus on educative purpose, take a strengths-based approach, value movement, develop health literacy and include a critical inquiry approach.’

Course structure and requirements

Course numbers:

Health and Movement Science (Year 11, 2 units): TBA
Health and Movement Science (Year 12, 2 units): TBA

Exclusions:

Health and Movement Science Life Skills (Year 11, 2 units): TBA
Health and Movement Science Life Skills (Year 12, 2 units): TBA

Year 11 course structure and requirements (120 hours)

The Year 11 course comprises 4 components. Students are required to study all 4 components of the course.

Health and Movement Science	Indicative hours
Health for individuals and communities	40
The body and mind in motion	40
Collaborative Investigation	20
Depth studies (a minimum of 2)	20

Where appropriate, case studies, practical application and research skills are to be integrated throughout student learning in Health for Individuals and Communities, The Body and Mind in Motion, the Collaborative Investigation and the Depth Studies.

Health for individuals and communities

This focus area explores the meanings of health from different perspectives. Students investigate the interplay of the determinants influencing health and the indicators used to measure and evaluate health status.

Health for Individuals and Communities has a focus on the health of young people, with students having the opportunity to research a selected health issue of interest. They analyse the skills needed to protect and enhance the health and wellbeing of themselves and others.

Students explore how government and non-government organisations can advocate and support the health of young people. They explore health promotion as a way to improve health and are introduced to the United Nations Sustainable Development Goals (SDGs) as a framework that demonstrates the complexity and interconnectedness of strategies needed to improve the health of Australians.

Teachers are advised to be sensitive in their representation of data on the health status of Aboriginal and Torres Strait Islander young people, particularly for Aboriginal and/or Torres Strait Islander students studying this course.

The body and mind in motion

This focus area enables students to investigate how body systems influence and respond to movement, and understand the interrelationships between these systems for efficient movement. Students develop an understanding of the role energy systems and types of training and training methods play and how the body physiologically adapts to training.

Students consider how movement skills are acquired, developed and improved, by exploring the characteristics of learners, the acquisition of skill, practice methods, performance elements and feedback. They investigate the relationship between performance and psychological factors, including motivational strategies, and the impact communities of exercise can have on participation and performance.

Collaborative Investigation

The Collaborative Investigation provides opportunities for students to develop knowledge and skills to support their own and others’ health and movement. It allows students to manage their own learning and to become flexible, critical thinkers, problem-solvers and decision-makers.

Throughout the Collaborative Investigation, students are provided with opportunities to positively interact with others and work collaboratively to reach agreements and decisions. They develop skills to negotiate plans and tasks, distribute leadership, create and maintain a positive group environment, and give and receive feedback.

The Collaborative Investigation provides students with the opportunity to adopt an informed point of view when responding, by speculating, critiquing, analysing, interpreting and constructing possible meanings for their own and others’ health, physical activity levels and performance.

Depth studies

Year 11

The requirements for the Depth Studies include:

a total of 20 hours of in-class time allocated in Health for Individuals and Communities and/or The Body and Mind in Motion
a minimum of 2 Depth Studies
knowledge and understanding, and skill outcomes, to be addressed in each depth study.

Some students with disability may require adjustments and/or additional support in order to engage with the depth studies.

Year 12 course structure and requirements (120 hours)

The Year 12 course comprises 3 components. Students are required to study all 3 components of the course.

Health and Movement Science	Indicative hours
Health in an Australian and global context	45
Training for improved performance	45
Depth studies (a minimum of 2)	30

Where appropriate, case studies and practical application are to be integrated throughout student learning in Health in an Australian and Global Context, Training for Improved Performance, and the Depth Studies.

Health in an Australian and global context

In this focus area, students explore how healthy Australians are by comparing the health status of Australians within and across population groups. They evaluate the health status of Australians relative to other Organisation for Economic Co-operation and Development (OECD) countries and draw conclusions that could be applied to enhance the health of Australians.

Students examine major chronic conditions, diseases and injury, and the impact these conditions can have on the healthcare system. They explore the impact of a growing and ageing population. Students evaluate the healthcare system in Australia and explore the roles government and non-government organisations play in improving health. Students investigate changes and challenges to the health system, including the impact of emerging technologies and treatments, digital health and big data.

Students investigate actions needed to promote and improve the health of Australians by investigating how the SDGs can inform strategies to improve the health status of a community.

Some aspects of the Year 11 Health for Individuals and Communities content will be further investigated in this focus area, in particular the current health status of Australians, groups experiencing inequities in health and the SDGs.

Teachers are advised to be sensitive in their representation of data on the health status of Aboriginal and Torres Strait Islander young people, particularly for Aboriginal and/or Torres Strait Islander students studying this course.

Training for improved performance

In this focus area, students investigate the significance of Training for Improved Performance. This includes recognising the importance of personalised exercise assessment and prescription, and exploring how various training types and methods can be used to positively affect physiological adaptations.

Students compare training plans and programs for recreational or elite individuals and groups, applying their understanding of biomechanics, injury prevention, training methods and technology to analyse how athletes can train for sustained movement and performance. Students explore the importance of nutrition, and how nutrition and supplementation affect an individual’s performance. They compare the dietary requirements of athletes from different sports.

Depth studies

Year 12

The requirements for the Depth Studies include:

a total of 30 hours of in-class time allocated in Health in an Australian and Global Context and/or Training for Improved Performance
a minimum of 2 Depth Studies
knowledge and understanding, and skill outcomes, to be addressed in each depth study
one depth study must be formally assessed as a school-based assessment task.

Some students with disability may require adjustments and/or additional support in order to engage with the depth studies.

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11–12Health and Movement Science 11–12 Syllabus

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