PDHPE Courses
Years 11 & 12
Mark Sanson
Study in the various PDHPE Courses at Xavier provides students with the opportunity to learn about and practise ways of maintaining active, healthy lifestyles and improving their health status. They are concerned with social and scientific understandings about movement, which lead to enhanced movement potential and appreciation of movement in their lives. They also learn about components of family studies, sociology, developmental psychology and students’ general life experiences. Studies are focused on skills in resource management that enable people to function effectively in their everyday lives, in families and communities. Finally, students develop knowledge and understanding of the value of activity, increased levels of movement skill, competence in a wide variety of sport and recreation contexts and skills in planning to be active. These and other aspects of the courses enable students to adopt and maintain a healthy lifestyle.
Community & Family Studies
Board Developed Course | ATAR
Community and Family Studies is designed to develop in each student an understanding of the diverse nature and interdependence of families and communities, within Australian society. The course enables students to plan and manage resources effectively in order to address contemporary issues facing families and communities.
The Preliminary course consists of three mandatory modules and the indicative course time allocated to their study. The HSC course consists of three mandatory modules representing 75 per cent of course time. An options component representing 25 per cent of course time includes three modules of which students are to study only one.
Students are required to complete an Independent Research Project (IRP) in the context of the HSC core module Research Methodology and this forms part of the HSC internal assessment. The focus of the IRP should be related to the course content of one or more of the following areas: individuals, groups, families, communities, resource management.
Course Number: Year 11 (11060) & Year 12 (15060).
NESA Community and Family Studies Stage 6 Syllabus
Number of Units: Two for each of the Preliminary Course (Year 11) and HSC Course (Year 12).
Minimum Hours: 120 hours of 'face to face' learning per year (4 hours per week).
Marks Available: 100 marks for the HSC Course (Year 12).
Exclusions: None
Suitability: Students who are community based minded and show interest in concepts relating to well-being, needs, resources or welfare of families, communities, individuals and children. CAFS is suited to occupations such as: social worker, early childhood and infants teacher, counselling, psychologist and other human resources roles.
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What Students Learn:
Through the study of the Community and Family Studies course, students learn to develop:
knowledge and understanding about resource management and its role in ensuring individual, group, family and community wellbeing
knowledge and understanding about the contribution positive relationships make to individual, group, family and community wellbeing
knowledge and understanding about the influence of a range of societal factors on individuals and the nature of groups, families and communities
knowledge and understanding about research methodology and skills in researching, analysing and communicating
skills in the application of management processes to meet the needs of individuals, groups, families and communities
skills in critical thinking and the ability to take responsible action to promote wellbeing
an appreciation of the diversity and interdependence of individuals, groups, families and communities
Main Topics Covered:
Preliminary course
Resource Management (20%): Basic concepts of the resource-management process
Individuals and Groups (40%): The individual's roles, relationships and tasks within and between groups
Families and Communities (40%): Family structures and functions, and the interaction between family and community
HSC course
Research Methodology (25%): Research methodology and skills culminating in the production of an Independent Research Project
Groups in Context (25%): The characteristics and needs of specific community groups
Parenting and Caring (25%): Issues facing individuals and groups who adopt roles of parenting and caring in contemporary society
HSC modules
Select ONE of the following:
Family and Societal Interactions (25%): Government and community structures that support and protect family members throughout their lifespan
Social Impact of Technology (25%): The impact of evolving technologies on individuals and lifestyle
Individuals and Work (25%): Contemporary issues confronting individuals as they manage roles within both their family and work environments
Costs:
Nil
Health and Movement Science
Board Developed Course | ATAR
Health and Movement Science (replaces PDHPE as of 2025) draws on a multitude of fields and the application of scientific concepts to actively engage students in learning about the factors that influence health and movement. The aim of Health and Movement Science is to develop in each student a capacity to think about and act critically in regard to key issues related to health and movement. This enables them to make informed decisions that contribute to healthy and active lifestyles for individuals and communities, and support wellbeing.
Preliminary Course (Year 11)
The Preliminary course examines a range of areas that underpin health and physical activity. The course consists of two core modules which includes completing depth studies (minimum 2), where students can expand their undersanding of concepts using case studeis, practical application and research skills. Students will also complete 20 hours of a collaborative investigation related to one area of study which 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.
HSC Course (Year 12)
In the HSC course, students focus on major issues related to Australia’s health status and the impact they have on the healthcare system. They also look at factors that affect physical performance and how to train for improved performance. Some aspects of the Year 11 course will be further investigated. The HSC course consists of two core modules and depth studies, with one depth study comprising of a formal school-based assessment.
Course Number: Year 11 (11300) & Year 12 (15320).
NESA Health and Movement Science Syllabus
Number of Units: Two for each of the Preliminary Course (Year 11) and HSC Course (Year 12).
Minimum Hours: 120 hours of 'face to face' learning per year (4 hours per week).
Marks Available: 100 marks for the HSC Course (Year 12).
Exclusions: None
Suitability: Students who are interested in health, sport training, physical education and sports performance. HMS is suited to health science occupations such as: doctors, physiotherapy, nursing, occupational therapy, chiropractor, dieticians and nutritionists along with many others. It is predominantly a theory based course with minimal practical applications.
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What Students Learn:
Through the study of the HMS course, students learn to develop:
values and attitudes that promote healthy and active lifestyles and communities
knowledge and understanding of the factors that affect health
capacity to exercise influence over personal and community health outcomes
knowledge and understanding about the way the body moves
an ability to take action to improve participation and performance in physical activity
an ability to apply the skills of critical thinking, research and analysis
Main Topics Covered:
Preliminary Course (Year 11)
Core topics
Health for Individuals and Communities (50%)
The Body and Mind in Motion (50%)
HSC Course (Year 12)
Core topics
Health in an Australian and Global Context (50%)
Training for Improved Performance (50%)
Costs:
Nil
Sports Lifestyle and Recreation
Content Endorsed Course | Non ATAR
Preliminary Course One Unit Option
This course enables students to further develop their understanding of and competence in a range of sport and recreational pursuits. They are encouraged to establish a lifelong commitment to being physically active and to achieving movement potential. The course features a highly practical focus: physical activity being both an area of study and a medium for learning. All students will be given significant opportunities to apply theoretical understanding to practical situations which includes an Outdoor Excursion and the opportunity to complete their Senior First Aid certificate.
Course Number: Year 11 (35014)
NESA Sport, Lifestyle and Recreation Studies Stage 6 Syllabus
Number of Units: One Unit Preliminary Course (Year 11).
Minimum Hours: 60 hours of 'face to face' learning (2 hours per week).
Marks Available: This is a Content Endorsed NON ATAR Course. Xavier will determine student achievement through internal assessment and the course is completed at the end of Year 11 or Term 3.
Exclusions: Students studying Board Developed PDHPE must not study modules within this course which duplicate PDHPE modules.
Suitability: Students who are interested in games, sports, the outdoors, challenging yourself and being active. It is suited to occupations such as: outdoor education teacher, coaching, sports administration and outdoor adventures. It is a practically based course with a 50/50 split between theory and practical work.
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What Students Learn:
Through the study of Sports Lifestyle and Recreation, students learn to develop:
knowledge and understanding of the factors that influence health and participation in physical activity
knowledge and understanding of the principles that impact on quality of performance
an ability to analyse and implement strategies to promote health, activity and enhanced performance
a capacity to influence the participation and performance of self and others
a lifelong commitment to an active, healthy lifestyle and the achievement of movement potential
Preliminary Course (Year 11):
Module 1 - Outdoor Recreation
In this module students will develop the skills and knowledge necessary to participate safely in outdoor recreation activities. They will be provided with opportunities to participate in practical outdoor recreation activities and learn to plan and implement their own outdoor recreation expedition.
Module 2 - First Aid and Sports Injuries
In this module students develop the knowledge, understanding and skills necessary to assess and manage a variety of injury-related situations. They explore resuscitation procedures, preventive strategies and management of first aid and of sports injuries. Students also complete a first aid qualification.
Module 3 - Sports Administration
In this module students examine the issues influencing the administration of sport and the organisational structures and procedures of sporting organisations. As a result, they develop the knowledge, understanding and skills required to design and implement a significant sports initiative or actively participate in the implementation of a school-based sports competition.
Costs:
Nil
Exploring Early Childhood
Content Endorsed Course | Non ATAR
Preliminary Course One Unit Option
Our society is increasingly recognising that children's experiences in the early childhood years form the foundation for future growth, development and learning.
This course explores issues within an early childhood context and considers these in relation to the students themselves, their family and the community.
Course Number: Year 11 (31009)
NESA Exploring Early Childhood Stage 6 Syllabus
Number of Units: One Unit Preliminary Course (Year 11).
Minimum Hours: 60 hours of 'face to face' learning (2 hours per week).
Marks Available: This is a Content Endorsed NON ATAR Course. Xavier will determine student achievement through internal assessment and the course is completed at the end of Year 11 or Term 3.
Exclusions: None
Suitability: Students who are interested in working in early childhood, primary teaching, nursing, midwifery, paediatrics or DOCS/FACS. Students learn about future interactions with young children, be these as a parent, friend, carer, or educator. Students will gain experience by observing children, and to gain experience in understanding and relating to individual children and their needs.
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What Students Learn:
The study of this course will enable students to:
· develop an awareness and understanding of the growth, development and learning of young children and the importance of the early childhood years
· recognise the uniqueness of all children, including those who have special needs
· become aware of the value of play in the lives of children, and consider means of providing safe and challenging environments for play
· consider the role of family and community in the growth, development and learning of young children
· understand and appreciate the diversity of cultures within Australia and the ways in which this influences children and families
· become aware of the work opportunities available in the area of children's services.
Preliminary Course (Year 11):
Preliminary Course: Core Areas of Study
Core 1 - Pregnancy and Childbirth
Explores many aspects of pregnancy & childbirth including the demands on both parents and family members
Core 2 - Child growth and development
Explores childhood growth & development and the implications for interacting with and caring for children at different stages in their development
Core 3 - Promoting Positive behaviour -
Explores normal child behaviour at different stages of development where opportunities are provided for interaction with children at different stages of development to observe relevant issues and child behaviour studied
Preliminary Course: Optional Areas of Study
Option - Children’s Literature
Option - Play and the developing child
Option - Children of ATSI communities
Option - Young children and the media
Option - Young children with special needs
Option - Child health and safety
Option - Food and nutrition
Option - Starting school
Costs:
Nil
