11–12Health and Movement Science Life Skills 11–12 Syllabus

Students may access or demonstrate learning in a range of ways, including using aspects of their home languages and dialects, or using their preferred communication form(s).

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

The Health and Movement Science Life Skills Years 11–12 course provides students with the opportunity to develop 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 Life Skills 11–12 Syllabus is shaped by the 5 propositions. It is organised into 5 focus areas: Health for individuals and communities; The body and mind in motion; Health in an Australian and global context; Training for improved performance; and Collaborative Investigation. Depth studies may also be undertaken to explore one or more of the concepts within the syllabus. The syllabus content provides opportunities for students to develop the skills of collaboration, analysis, communication, creative thinking, problem-solving and research. 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’.

The following focus areas can be studied throughout Year 11 (120 hours) and Year 12 (120 hours).

• Health for individuals and communities
• The body and mind in motion
• Collaborative Investigation
• Health in an Australian and global context
• Training for improved performance.

For Health and Movement Science Life Skills Stage 6:

• Students are required to demonstrate achievement of one or more Health and Movement Science Life Skills Stage 6 outcomes.
• Outcomes and content should be selected to meet the particular needs of individual students.
• The focus areas provide possible frameworks for addressing the Health and Movement Science Life Skills outcomes and content, and are suggestions only. Teachers have the flexibility to develop focus areas that will meet the needs, strengths, goals, interests and prior learning of their students.
• Examples provided in the content are suggestions only. Teachers may use the examples provided or use other examples to meet the particular needs of individual students.
• The Collaborative Investigation provides students with opportunities to engage in collaborative research on a health or movement question, problem or topic. Teachers can choose to deliver part or all of the investigation.
• Depth Studies can also be undertaken to explore one or more of the concepts within the syllabus.
• Where appropriate, opportunities for practical application of health and movement concepts should be provided. Examples could include participating in physical activities, application of movement skills, observing others participate and perform, engaging with health programs within the community.
• Some students with disability may require adjustments and/or additional support in order to engage with the Collaborative Investigation, Depth Studies and practical applications.

Students develop a broad understanding of the importance and interrelationship of health and wellbeing in leading a healthy, safe and active life. Students develop the knowledge, understanding and skills to manage their own personal care needs and identify safe and healthy practices to promote the health and wellbeing of themselves and others. They explore the determinants influencing health and wellbeing and consider the differing health needs and perspectives of people from various backgrounds.

Students investigate, individually or collaboratively, key health issues that impact young people in Australia. This can include food, sense of self and body, violence, valuing movement, gambling, technology, relationships, sexual health, alcohol and other drugs, mental health, road safety or other emerging topics. They consider the role of the community in the advocacy and care of young people as well as developing skills for self-advocacy. Students explore ways to access community health, leisure and recreational information, and services that promote a healthy and balanced lifestyle.

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.

Students explore the concepts and contexts of movement skills for participation in physical activity. They investigate the relationship between body systems and movement as they develop confidence and competence to participate in a broad range of movement experiences.

Students explore how movement skills can be improved, combined and transferred to achieve specific purposes. They consider the impact of personal characteristics on movement and performance and recognise the importance of self-management and interpersonal skills in supporting people to participate in and enjoy physical activity. Students may explore one or more physically active individuals, for example, recreational sports participants, recreational exercisers, elite athletes.

Where appropriate, students should have opportunities to explore content through a variety of physical activities and sports, for example, dance, gymnastics, running, soccer or netball, skateboarding, yoga or walking.

In the Collaborative Investigation, students explore a health or movement question, problem or topic. The investigation can be based on any health or movement concept taught throughout the course and may reflect an area of interest for students.

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

Students explore the health status of Australians and those from other countries. They consider the factors that influence health and explore key health issues affecting people both in Australia and globally. Students develop strategies for seeking health advice and support and investigate services and technologies that are available to Australians to manage their healthcare needs.

Students have opportunities to consider the importance of connectedness and belonging and develop skills for building and maintaining safe, healthy relationships throughout their lives. They explore organisations working to improve the health of people globally and consider behaviours and lifestyle practices that assist in sustainable health promotion across the globe.

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.

Students investigate the significance of Training for Improved Performance. They explore methods for safe participation in a range of physical activities and consider the factors that can influence individual performance. Emphasis is on the practical application of skill development as students participate and engage with different training methods and activities. They explore the impact training has on both performance and long-term health and wellbeing outcomes. Students may explore one or more physically active individuals, for example, recreational sports participants, recreational exercisers, or elite athletes.

Where appropriate, students should have opportunities to explore content through a variety of physical activities and sports, for example, dance, gymnastics, running, soccer or netball, skateboarding, yoga or walking.