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Health & Physical Education curriculum presentation By Erin Bowland

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Example hpe curriculum presentation

Health & Physical Education curriculum presentationBy Erin Bowland

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Why teach HPE in K-6?To create healthy, safe and active citizens in the 21st centuryTo enable students to be in control of their own health, safety and wellbeingTo develop the skills, knowledge and understanding to build a strong self and to build satisfying and respectful relationships To acquire movement skills as a foundation for lifelong physical activity

All parents would agree that we want our children to be healthy, safe and active citizens (ACARA, 2016, p. 4). Whether or not they excel at maths or writing or science or art is a bonus, but first and foremost we all want our children to be healthy, safe and active. The K-6 Health and Physical Education curriculum is designed to teach children how to flourish as healthy, safe and active citizens in the 21st century (ACARA, 2016, p. 4).

The HPE curriculum enables students to be in control of their own health, safety and wellbeing by teaching them the skills to research and analyse the vast amounts of health-related information available to them through todays technology and media (ACARA, 2016, p. 4).

Students need to develop the skills, knowledge and understanding to build a strong self both physically and mentally and to build satisfying and respectful relationships (ACARA, 2016, p. 4).

Students will build a foundation for lifelong physical activity (ACARA, 2016, p. 4) through acquiring fundamental movement skills in years K-6. By putting the building blocks into place of fundamental movement skills in primary school, students can then specialise in different sports and recreation activities in secondary school, and, importantly, build habits and skills for lifelong physical activity (ACARAeduau, 2016).

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Aims, objectives, outcomes of the HPE curriculumThe HPE curriculum aims to develop in each student the knowledge, skills, values and attitudes needed to lead healthy, safe and active lives. This includes:Developing health literacy in students. This involves teaching students how to access, understand, evaluate and use health-related information.Teaching students how to advocate for their own and others health and wellbeingDeveloping students skills to build and manage respectful relationshipsEngaging in and enjoying physical activity, and understanding its benefits and significance

Outcome: healthy, responsible and productive citizens!

The Health and Physical Education learning area is very different nowadays from what you probably experienced in primary school. It is more complex, and must serve many and diverse purposes (Brooker & Clennett, 2005, p. 8). In a nutshell, however, the HPE curriculum aims to develop in each student the knowledge and understanding, skills, and values and attitudes needed to lead healthy, safe and active lives.

This includes:

Developing health literacy in students. This involves teaching students how to access, understand, evaluate and use health-related information. The curriculum aims to teach students to protect, enhance and advocate for their own and others health, wellbeing and safety". (ACARA, 2016, p.4)HPE aims to develop students skills to build and manage respectful relationships. They do this through developing personal, behavioural, social and cognitive skills and strategies (ACARA, 2016, p. 4)The curriculum also aims to engage students in enjoyable physical activity, giving them movement skills, concepts and strategies, and for students to understand the benefits and significance of lifelong physical activity. The primary years are vital for instilling good habits and values toward physical activity through quality physical education. (Curry, 2013).

The outcome of all this learning is that students will grow to be healthy, responsible and productive citizens.

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The Melbourne Declaration on Educational GoalsThe Melbourne Declaration on Educational Goals is a guiding document for the Australian Curriculum. It includes two goals for all Australian students:Goal 1: Australian schooling promotes equity and excellenceGoal 2: All young Australians become: successful learners confident and creative individuals active and informed citizens

The Melbourne Declaration on Educational Goals is a guiding document for the entire Australian Curriculum. It includes two goals for all Australian students:

Goal 1: Australian schooling promotes equity and excellenceGoal 2: All young Australians become: successful learners confident and creative individuals active and informed citizens(MCEETYA, 2008, p. 7)

The HPE curriculum contributes significantly to setting students on the right path to achieving these goals. For instance, the Melbourne Declaration states that successful learners are, among other things, able to collaborate, work in teams and communicate ideas (p. 8, MDEG). HPE develops these capabilities through the sub-strand, Communicating and interacting for health and wellbeing(ACARA, 2016, p. 8).

The Melbourne Declaration states that all young Australians should be confident and creative individuals, which means having self-awareness, maintaining a healthy life and healthy relationships, and making informed decisions about their own lives (MCEETYA, 2008, p. 9). The HPE curriculum threads teach students about identities, making healthy and safe choices, and understanding emotions, among other things that contribute to developing confident and creative individuals.

And finally, HPE contributes to developing "active and informed citizens by teaching the fundamental movement skills and health-related knowledge that will produce people who value lifelong physical activity, and produces health literate students who are informed citizens.

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What is included in the HPE Curriculum?FOCUS AREASAlcohol and other drugsFood and nutritionHealth benefits of physical activityMental health and wellbeingRelationships and sexualitySafetyActive play and minor gamesChallenge and adventure activitiesFundamental movement skillsGames and sportsLifelong physical activitiesRhythmic and expressive activities

The Australian Curriculum: Health and Physical Education is organised into two content strands: personal, social and community health and movement and physical activity. Each strand contains content descriptions which are organised under three sub-strands (ACARA, 2016, p. 6).

The sub-strands are:Being healthy, safe and activeCommunicating and interacting for health and wellbeingContributing to healthy and active communitiesMoving our bodyUnderstanding movementLearning through movement(ACARA, 2016, p. 7)

There are then 12 focus areas for the content:Alcohol and other drugsFood and nutritionHealth benefits of physical activityMental health and wellbeingRelationships and sexualitySafetyActive play and minor gamesChallenge and adventure activitiesFundamental movement skillsGames and sportsLifelong physical activitiesRhythmic and expressive activities(ACARA, 2016, p. 10)

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What is included in the HPE Curriculum?

Under each of the six sub-strands are threads.

I touched on some of these sub-strands and threads when talking about the Melbourne Declaration on Educational Goals earlier. It is evident when browsing these threads, that the subject matter and nature of the content of the HPE curriculum is vital in shaping the lives of our students.

The concepts within the HPE curriculum are developed from the Foundation year through to Year 6 in a way that is developmentally appropriate for the students at each age and stage of their learning. There is flexibility in the curriculum for teachers to make planning decisions that take into account local needs, available resources, students readiness and community priorities (ACARA, 2016, p. 10).

In the next two slides, we will look at examples of how learning is sequenced and developed through primary school.6

Sequence of learning 1Strand: Personal, social & community healthSub-strand & threadES1/FoundationS1/Year 1 & 2S2/Years 3 & 4S3/Years 5 & 6Sub-strand:Contributing to healthy and active communities

Thread: Community health promotionIdentify actions that promote health, safety and wellbeing.

E.g. identify dangerous household substances, understand importance of personal hygiene, following road signs. Explore actions that help make the classroom a healthy, safe and active place.

E.g. recognising how their actions contribute to a safe classroom, and the benefits of being fair and respectful to others in class. Describe strategies to make the classroom and playground healthy, safe and active spaces

E.g. establish a school veggie garden, create posters promoting exercise, practice recycling in the classroom. Investigate the role of preventive health in promoting and maintaining health, safety and wellbeing for individuals and their communities.

E.g. investigate diet and exercise guidelines.

Example 1:

This sequence of learning comes from the strand: Personal, social and community healthThe sub-strand is: Contributing to healthy and active communitiesThe thread is: Community health and promotion

The content in the Foundation year will focus on simple actions students can take to keep themselves and their classmates healthy and safe. They initially learn to identify such actions, then in Stage 1 they will explore these actions in more detail. In Stage 2, students will delve into strategies related to healthy and active communities, and in Stage 3, a more investigative approach is taken. This is how the content and learning is built on throughout primary school in a developmentally appropriate way.

Furthermore, the content is focused on the students immediate classroom and school community in the early years, before expanding to the wider community in Stage 3.7

Sequence of learning 2Strand: Movement & physical activitySub-strand & threadES1/FoundationS1/Year 1 & 2S2/Years 3 & 4S3/Years 5 & 6Sub-strand:Learning through movement

Thread: Teamwork and leadershipCooperate with others when participating in physical activities.

E.g. working with partners or small groups, use words and body language to communicate during games.Use strategies to work in group situations when participating in physical activities.

E.g. Working cooperatively with a partner, suggest how a game can be changed so everyone is involved.Adopt inclusive practices when participating in physical activities.

E.g. working cooperatively in a team, modifying activities to include everyone.Participate positively in groups and teams by encouraging others and negotiating roles and responsibilities.

E.g. demonstrate negotiation skills when dealing with a disagreement in a game/activity, performing various roles for a range of physical activities.

Example 2:

This sequence of learning comes from the strand: Movement and physical activityThe sub-strand is: Learning through movementThe thread is: Teamwork and leadership

In Early Stage 1, students begin practicing the basics of teamwork and leadership through partner work, such as mirroring a partners movements to music. These skills then progress onto small groups and then larger teams, as is developmentally appropriate.

In Stage 1, students utilise simple rule systems in movement activities, and they develop personal and social skills such as cooperation, decision-making, problem-solving and persistence (ACARA, 2016, p. 19).

In the Stage 2 curriculum, students progress to developing leadership and collaboration skills. While in Stage 3, they continue to learn to apply rules fairly and behave ethically when participating in different physical activities. Students also learn to effectively communicate and problem-solve in teams or groups in movement settings. (ACARA, 2016, p. 34).

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Learning activity 1Stage 2 / Personal, Social and Community HealthContributing to healthy and active communities / Community health promotionDescribe strategies to make the classroom and playground healthy, safe and active spaces (ACPPS040)In small groups, students observe the school playground at lunchtime and make three recommendations to improve the health, safety and activity of the students.Example: Encourage healthier eating by putting posters about fruits and vegetables near the canteen for the students to see while they wait in line (Health)Paint the word WALK on the pavement at the corner of the library building because kids are always running around the corner and bumping into each other (Safety)Organise a lunchtime handball competition between teachers and students to encourage more activity (Activity)

Here we can see an example of an activity for students in Stage 2, under the strand Personal, Social and Community Health, the sub-strand Contributing to healthy and active communities. The content description is: Describe strategies to make the classroom and playground healthy, safe and active spaces (ACARA, 2016, p. 29).

Students work in small groups. During recess or lunch, they walk about the school and observe the various areas such as the playground, oval, canteen, walkways, etc. Groups must note one idea to make an area of the school healthier, one idea to make it safer, and one idea to make it more active. Ideas are shared with the rest of the class and discussed. Groups write up their ideas.Example: Encourage healthier eating by putting posters about fruits and vegetables near the canteen for the students to see while they wait in line. (Health)Paint the word WALK on the pavement at the corner of the library building because kids are always running around the corner and bumping into each other. (Safety)Organise a lunchtime handball competition between teachers and students to encourage more activity. (Activity)

This activity incorporates the focus areas of the Health benefits of physical activity (HBPA), Safety (S), Active play and minor games (AP), and Food and nutrition (FN).

Furthermore, the general capabilities of Literacy, Personal and social capability, and Critical and creative thinking are integrated into this learning.

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Learning activity 2Stage 2 / Personal, Social and Community HealthContributing to healthy and active communities / Community health promotionDescribe strategies to make the classroom and playground healthy, safe and active spaces (ACPPS040)Students learn about how germs are spread through sneezing and coughing, and about the importance of washing hands. They will work as a class to implement ways to make their classroom a healthier place in winter by stopping the spread of germs.

A second example of a learning activity for this content description is:

Students learn about the importance of sneezing and coughing into a tissue, and washing hands afterwards.They will conduct experiments to investigate how far germs can spread, integrating science into the learning.And students will work as a class to implement ways to make their classroom a healthier place in winter by stopping the spread of germs.

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I hope that this presentation has given you an understanding of why Health & Physical Education is a vitally important subject for our students from Foundation through to Year 6 and of course beyond into high school as well. I hope you can see why the content of HPE is of fundamental importance to your children, not only now, but throughout their whole lives into adulthood, and how it aims to develop children into healthy, safe and active citizens.

The structure of the curriculum is complex yet integrated and rich in valuable learning opportunities. Students will be supported in developing their knowledge, understanding and skills in the content areas discussed throughout their primary school years, introducing the subject matter at the developmentally right time and in a relevant and meaningful way.11

Reference list(See notes)

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2016). The Australian Curriculum: Health and Physical Education (Version 8.3).

ACARAeduau. (2016, May 11). Health and Physical Education: An introduction for teachers. [Video file]. Retrieved from https://www.youtube.com/watch?v=g9ZF3ICZ6cw

Brooker, R. & Clennett, A. (2005). There is a lot behind the name! Health and physical education in the contemporary curriculum for Australian Schools. ACHPER Australia Healthy Lifestyles Journal (53)1, 7-10.

Curry, C. (2013). Why public primary schools need specialist PE teachers. In ACHPER Australia. Retrieved from https://www.achper.org.au/blog/blog-why-public-primary-schools-need-specialist-pe-teachers

Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA). (2008). The Melbourne Declaration on Educational Goals. Retrieved from http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf

Images retrieved from: http://www.nutritionaustralia.org/act/act-school-programshttp://netball.com.au/get-involved/netball-schools/mini-netball-world-cup/health-physical-education/12