Health Education offers students the opportunity to develop the knowledge, attitudes, values and skills needed to participate effectively in the promotion of equitable health outcomes and helps them reach their health potential.

Health Education provides the context for health explorations using the Social View of Health, Social Justice Principles and Ottawa Charter for Health Promotion. Students and teachers, through a process of negotiation, identify concerns to be explored and these are phrased as issues. The inquiry process then guides the pathway for investigation.

The course:

· Emphasises the influence on health of personal actions, and of the beliefs, attitudes and values held by families, cultural groups and the wider community

· Examines the responsibility of individuals to develop personal and community skills in promoting health and preventing disease by creating environments conducive to health

· Focuses on promoting social responsibility to create nurturing social and physical environments

· Acknowledge the influence of socio-cultural, physical, political and economic environments on the extent to which individuals have control over their own health

· Examines socially just, ethical and economic points of view on resource allocation for health programs, information and services to promote health at national, state and local levels

· Facilitates health promotion through advocacy

· Consolidates and expands partnerships for health by securing an infrastructure for health within the school community and curriculum ethos.

Health Education covers the following units of work over the 2 year course:

Unit 2: Personal Health – Body Image.

Unit 3: Peer Health – Alcohol & Drug Use.

Unit 4: Family Health – Domestic Violence.

Unit 5: Community Health – HSHS Health Project.

Unit 6: Environmental Health – Water Quality & Conservation.

Unit 7: Health of Specific Populations – Indigenous Health.

Unit 8: Specific Populations – Student Choice.

An Authority subject, Physical Education emphasises a strong link between the physical activity being covered and the theoretical topic being studied. Physical Education is considered a highly academic subject and although students need a strong interest in physical activity, they do not necessarily need to possess outstanding talent in physical activity. It should be noted however, they are assessed on their physical capabilities. Students should intend improving their knowledge/abilities in the key focus areas and are encouraged to use the schools sports program to improve their personal performance.

All aspects of this course require significant effort. Students need to apply themselves in both theory and practical activities to achieve.

Subject Outline:

This subject allows students to learn in, about and through physical activity. The 2 year course requires students to study 4 different physical activities integrated with the 3 broad theory content areas which are broken down into more specific focuses from term to term. The standard course will cover:

Students are assessed in both practical and theoretical areas. In the area of practical assessment students will be evaluated by their ability to carry out the learning experiences of class work. For example, their Athletics assessment may include their ability to follow through a training program and show significant improvement applying relevant training and biomechanical principles. The theoretical sections of the course are based on the 3 content areas and will involve written exams, assignments, research reports and oral presentations.

The course is well suited to students interested in further study or those seeking employment in Sport and Recreation allied industries, for example HPE teacher, Personal Trainer, Health Promotion, Fitness Centre Manager, Instructor of Physical Activity, Sports Management).

Recreation Pursuits is an Authority-Registered subject which is a strand of the subject Physical Recreation. It provides students with skills in recreation through the delivery of the study area core outlined by the Queensland Studies Authority. The theory work is less academic than Authority Physical Education but still requires students to engage in weekly investigations and learning experiences in the classroom. The units of work are designed to have a high level of integration between the theory topic being studied and the focus recreational activity.

The subject also covers the 4 main aspects integral to the study area over the 2-year program. These aspects include:

Physical activity and lifestyle

Safety, risk, awareness and health

Interpersonal and group dynamics

At least 50% of the timetabled school time is devoted to active participation in selected recreational pursuits.