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=Welcome to the PD/H/PE wiki spaces= A page that allows you to be educated!

This area of study provides for the intellectual, social, emotional, physical and spiritual development of students. It involves students learning and practising ways of maintaining active, healthy lifestyles and improving health. Students study aspects of a social view of lifestyles where the principles of diversity, social justice and supportive environments are fundamental aspects. Individual, family and community values and beliefs and the sociocultural and physical environments in which we live will be examined. ( Education and Training, 2011) __**Stage 6 Syllabus Resources**__ A syllabus is a document that gives teachers an outline of what students are to be taught in a specific learning area. The syllabus and other supporting material for Personal Development, Health and Physical Education (PDHPE) 11-12

__Articles on 4 CORES__
__Preliminary CORE 1 and 2__ Social Justice []

factors affecting performance []

__HSC CORE 1 and 2 Articles__

Diabetes prevalence in Australia: an assessment of national data sources.
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Lactic acid does more than cause fatigue
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Sample Preliminary Exam []

HSC SUMMARY NOTES []

2007 HSC PDHPE Paper []

2007 Notes from the marking centre []

2008 HSC PDHPE Paper []

2008 Notes from the Marking Centre [] Hsc Core 1 & 2 Questions []

Video Aboriginal Health []

Video Australian Health Care System []

Video Australian Public and Private Health Care []

Video Training Principles and FITT Principles []

Video Stages of Skill Aquisition []

**Look up definitions to comprehend the PD/H/PE content** []

media type="youtube" key="84PrHxJri9Q" height="335" width="408" HSC Core 1 Health Priorities in Australia ( How the Heart Works)

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HSC Core 2 Factors Affecting Performance ( Anaerobic system)

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HSC Core 2 Factors Affecting Performance (Aerobic System)

__HSC Key Terms__
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 * ** HSC Key Terms ** || ** Definition ** ||
 * Analyse || Identify components and the relationship between them: draw out and relate implications ||
 * Assess || Make a judgement of value, quality, outcomes, results or size ||
 * Compare || show how things are similar and different ||
 * Critically Analyse || Add a degree or level of accuracy, depth, knowledge and understanding, logic, questioning, reflection and quality to analyse ||
 * Critically Evaluate || Add a degree or level of accuracy, depth, knowledge and understanding, logic, questioning, reflection and quality to evaluate ||
 * Define || State meaning and identify essential qualities ||
 * Demonstrate || Show by example ||
 * Describe || State meaning and identify essential qualities ||
 * Discuss || Identify issues and provide points for and/or against ||
 * Distinguish || Recognise or note/indicate as being distinct or different from; to note differences between ||
 * Evaluate || Make a judgement based on criteria; determine the value of ||
 * Examine || Inquire into ||
 * Explain || Relate cause and effect; make the relationships between things evident; provide why and/or how ||
 * Identify || Recognise and name ||
 * Investigate || Plan, inquire into and draw conclusions about ||
 * Justify || Suppport an argument or conclusion ||
 * Outline || Sketch in general terms; indicate the main features of ||