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

2. 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?

3. 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

4. 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

5. 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.

6. 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.

7. 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.

8. 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

9. 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)

10. 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)

12. 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

13. 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

14. Importance of curriculum planning

15. 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 

16. 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

17. 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?)

18. 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

19. 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.

20. Questions?

21. 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.

22. Nerida Matthews Curriculum Manager, Health and Physical Education VCAA
Phone: