Draft Australian Curriculum: Health and Physical Education Consultation December 2012

Learning areas The Melbourne Declaration identifies eight learning areas including: Health and Physical Education

Curriculum development phases Phase 1 EnglishMathematicsScienceHistory Phase 2 GeographyLanguagesThe Arts Phase 3 Health and Physical Education Technologies Economics, and Business, Civics and Citizenship

Consultation Timeline 8 December 2012 Draft Australian Curriculum: Health and Physical Education F-10 available for consultation December– March NSW Department of Education and Communities consultation on draft curriculum. - Focus groups - Video conferences - Online survey 12 April 2013 ACARA consultation closes December 2013 Curriculum publication date for the Australian Curriculum: Health and Physical Education

Implementation NSW syllabus development Australian curriculum

Implementation NSW has made no commitment to implementation of the Australian Curriculum for Phase 2 and Phase 3 subjects. The Board of Studies will follow its regular cycle of curriculum evaluation and review which will identify priorities for curriculum renewal. When a current syllabus or learning area is identified for renewal the Board will take the opportunity to incorporate Australian curriculum content. In all cases, all schools are required to implement current approved NSW Syllabuses until otherwise advised by the Board.

Organisation of the Australian Curriculum The Australian Curriculum: Health and Physical Education: is being developed for Foundation (Kindergarten) to Year 10 is described in six band levels not Stages has achievement standards has content descriptions not outcomes has content elaborations not ‘learn to’ and ‘learn about’

General capabilities Literacy Numeracy Information and communication technology (ICT) capability Intercultural understanding Personal and social capability Critical and creative thinking Ethical behaviour

Cross-curriculum priorities Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with AsiaSustainability

Rationale and aims Rationale describes the nature of the learning area provides an outline of learning Aims identify the major learning that students will be able to demonstrate

Organisation of the Australian Curriculum The Draft Australian Curriculum: Health and Physical Education is organised into the following bands of learning: Foundation Years 1-2 Years 3-4 Years 5-6 Years 7-8 Years 9-10

Organisation of the Australian Curriculum The Draft Australian Curriculum: Health and Physical Education: has two interrelated strands for F-10 Personal, social and community health Movement and physical activity

Organisation of the Australian Curriculum The Draft Australian Curriculum: Health and Physical Education: has six key ideas (three in each strand) which organise and frame the development of knowledge, understanding and skills in the strands Personal, social and community health Movement and physical activity Being healthy, safe and active Communicating and interacting for health and wellbeing Contributing to healthy and active communities Moving our body Understanding movement Learning through movement

Organisation of the Australian Curriculum The Draft Australian Curriculum: Health and Physical Education: has contexts for learning for each strand Personal, social and community health Movement and physical activity Alcohol and drugs Food and nutrition Health benefits of physical activity Mental health and wellbeing Relationships and sexuality Safety Active play and minor games Challenge and adventure activities Fundamental movement skills Games and sports Health-related physical activities Rhythmic and expressive movement

Curriculum Structure Content Descriptions: The Draft Australian Curriculum: Health and Physical Education is structured around content descriptions. It includes: Content descriptions which specify what teachers are expected to teach (mandatory) Elaborations which are examples that illustrate each content description (non-mandatory).

Curriculum Structure An example of a Content description (mandatory) and its Elaborations (non-mandatory) from Year 7 and 8. Content description (5.22) Adopt roles and responsibilities that support and enhance team cohesion and lead to successful movement outcomes Elaborations reflecting on their role and articulating how the actions they initiated in that role lead to the achievement of successful outcomes for the team/s, player/s or participants organising and implementing group warm-up and skill practice activities

Curriculum Structure Elaborations (continued) undertaking the role of coach, giving feedback to individual players on their performance and the team on overall strategies and tactics undertaking various roles in physical activities such as team leader, official, time keeper, score keeper, and referee/umpire undertaking various roles associated with the planning of sporting events such as timetabling, rostering and creating a draw.

Achievement standards Achievement standards are provided at the end of each band of learning and include reference to both strands. An achievement standard describes the quality of learning expected of students at the end of each year level. (e.g. the depth of their understanding, the extent of their knowledge and the sophistication of their skills) Work samples illustrate achievement of the standard.

Is the curriculum appropriately sequenced F-10? Is the scope of the curriculum feasible? Is there evidence of adequate quality and rigour in the curriculum? Will the breadth and depth of the content engage and challenge students? Does the curriculum cater for diverse learners? Do the two strands allow for balance of the health related and movement related understanding and skills? Key questions for evaluating the draft F-10 curriculum

Department of Education and Communities consultation

ACARA consultation

Your feedback is appreciated. Access the Department’s consultation survey when available at c.htm c.htm Please send any further written feedback to the PDHPE team at: Your feedback is important