Teaching Health and Physical Education F–10 Nerida Matthews Curriculum Manager, Health and Physical Education

Agenda Understanding the intent of Health and Physical Education What is in the curriculum? Structure Application of the focus areas Planning for implementation Whole school planning Working with the Health and Physical Education Curriculum Progressing learning Questions?

Understanding the intent Introductory materials will assist teachers to understand the specific purpose and features of the curriculum: Rationale and aims Structure Strands - Key organising elements within each curriculum area. Sub-strands - Supplementary organising elements within some curriculum areas. Scope and Sequence Glossary

Key messages Shaped by five interrelated propositions: focuses on educative outcomes takes a strengths-based approach values movement develops health literacy skills includes a critical inquiry approach

Terminology Term Explanation Content Descriptor Specific and discrete information identifying what teachers are expected to teach and students are expected to learn. Achievement Standards Statements that describe what students are typically able to understand and do, and are the basis for reporting student achievement. Focus Area The context through which the Content Descriptors and Achievement Standards are taught and assessed. Elaboration Non-mandated, advisory examples that provide guidance on how the curriculum may be transformed into a classroom activity or learning opportunity. Band/level descriptor Statements that provide an overview to the content descriptions and achievement standard within the level or band. Strand Key organising elements within each curriculum area. Sub-strand Supplementary organising elements within some curriculum areas.

Structure Personal, Social and Community Health Strands and sub-strands Strands Personal, Social and Community Health Movement and Physical Activity Sub-strands Being healthy, safe and active Moving the body Communicating and interacting for health and wellbeing Understanding movement Contributing to healthy and active communities Learning through movement Achievement standards The first achievement standard at Foundation and then at Levels 2, 4, 6, 8 and 10. A curriculum for students with disabilities is provided in this learning area.

True/False True or False   True or False Equal time should be spent on each content descriptor. 2. The Victorian Curriculum describes a progression of student learning. 3. The Focus areas are optional. 4. Health and Physical Education should be taught as a singular subject.

Focus areas The focus areas provide the context through which the Content Descriptions and Achievement Standards are taught and assessed Alcohol and other drugs Active play and minor games (Foundation to Level 6) Food and nutrition Challenge and adventure activities (Level 3 to Level 10) Health benefits of physical activity Fundamental movement skills Mental health and wellbeing Games and sports Relationships and sexuality Lifelong physical activities Safety Rhythmic and expressive movement

Focus areas application Levels 5-6: Movement and Physical Activity Content description Elaboration Participate in physical activities designed to enhance fitness, and discuss the impact of regular participation on health and wellbeing creating and participating in a fitness circuit designed to improve health-related fitness components (LLPA, HBPA) demonstrating and describing safe stretching activities which maintain and develop flexibility (LLPA, HBPA) examining the benefits of physical activity to social health and mental wellbeing (MH, HBPA, LLPA) participating in a range of physical activities and exploring their health, skill and fitness benefits (FMS, GS, HBPA, CA, LLPA) examining and describing health-related and skill-related components of fitness (LLPA, HBPA)

Focus areas application Levels 7-8: Personal social and community health Content description Elaboration Investigate and select strategies to promote health, safety and wellbeing investigating reasons why young people choose to use or not use drugs, and proposing strategies to make informed choices (AD) researching a variety of snack and lunch options, and evaluating nutritional value, value for money and sustainability impacts to create a weekly menu plan (FN) researching opportunities in the local community to participate in regular physical activity and examining how accessible these opportunities are for students (HBPA) proposing and practising strategies for celebrating safely, including assertiveness, refusal skills, planning travel arrangements and contingency plans (AD, FN, RS, S) examining strategies for safe practices in different environments, including home, transport and aquatic environments (S)

Key points from the guidelines The defined curriculum content (knowledge, skills and understanding) is the basis for student learning Schools should develop and publish a whole-school curriculum plan that documents their teaching and learning program Schools have flexibility in the development of the teaching and learning program to reflect decisions, resources, expertise and priorities of the school

Four interrelated layers By School – a high-level summary of the coverage of all the curriculum areas, reflecting the school’s goals, vision and any particular areas of specialisation or innovation By Curriculum Area – the sequencing of key knowledge and skills across the years of schooling to support a progression of learning By Year Level – a coherent program from a student perspective that enables effective connections across curriculum areas By Unit / Lessons – specifying Victorian Curriculum F–10 content descriptions and achievement standards, activities and resources to ensure students of all achievement levels are able to progress Summarise the four interrelated layers of curriculum planning – why all are important but give a different perspective

Importance of curriculum planning http://curriculumplanning.vcaa.vic.edu.au/sat/self-assessment-tool

Working with the curriculum Content Description   Achievement Standard (part of) Focus Area/s Teaching and learning activities Assessment strategy  Level 5-6 Investigate resources to manage changes and transitions associated with puberty    Level 9-10 Plan and evaluate new and creative interventions that promote their own and others’ connection to community and natural and built environments 

Working with the curriculum Content Description   Achievement Standard (part of) Focus Area/s Teaching and learning activities Assessment strategy  Level 5-6 Investigate resources to manage changes and transitions associated with puberty  Students investigate developmental changes and transitions. Relationships and sexuality Mental health and wellbeing  Catching on Early Changes for boys, girls and both sexes Coping with body changes Growing up kit Dear Abby – student response to letters  Level 9-10 Plan and evaluate new and creative interventions that promote their own and others’ connection to community and natural and built environments They compare and contrast a range of actions that could be undertaken to enhance their own and others’ health, safety and wellbeing Challenge and adventure activities Safety Develop and implement a plan for safe participation in challenging aquatic activities in the outdoors such as canoeing, kayaking, snorkelling, sailing, rafting, surfing or windsurfing Journal of outdoor activity, including evaluation of their safety plan for the activity conducted

Progression of learning - poll Foundation Levels 1-2 Levels 3-4 Levels 5-6 Levels 7-8 Levels 9-10 A B C Demonstrate ethical behaviour and fair play that aligns with the rules when participating in a range of physical activities Reflect on how fair play and ethical behaviour can influence the outcomes of movement activities Identify rules and fair play when creating and participating in physical activities Which content description represents the lower level of knowledge/skills? (A, B or C?) Which content description represents the higher level of knowledge/skills? (A, B or C?)

Progression of learning - poll Foundation Levels 1-2 Levels 3-4 Levels 5-6 Levels 7-8 Levels 9-10 Level 5-6 Level 9-10 Level 1-2 Demonstrate ethical behaviour and fair play that aligns with the rules when participating in a range of physical activities Reflect on how fair play and ethical behaviour can influence the outcomes of movement activities Identify rules and fair play when creating and participating in physical activities Refer to the scope and sequence document

Planning for progression in learning Content description Practise specialised movement skills and apply them in different movement situations in indoor, outdoor and aquatic settings  What will you teach to progress the student’s learning? Use feedback to improve body control and coordination when performing specialised movement skills Achievement standard By the end of Level 6 - They perform specialised movement skills ... What will the students be able to demonstrate as they are progressing towards the standards? By the end of Level 8 – Students demonstrate control and accuracy when performing specialised movement skills.

Questions?

Health and Physical Education & Personal and Social Capability Webinar on Thursday 16 March Respectful Relationships in the Victorian Curriculum This session will explore what respectful Relationships is and how it relates to the Victorian Curriculum. It will include information on resources and ideas for teaching and assessment.

Nerida Matthews Curriculum Manager, Health and Physical Education VCAA Phone: 90321721 Email: matthews.nerida.a@edumail.vic.gov.au