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An Introduction to the Revised PDH Resource Staff Meeting

K-6 Personal Development & Health Education incorporating Towards Wholeness K-6 & the Catholic Perspective . An Introduction to the Revised PDH Resource Staff Meeting. This presentation has been developed by the Catholic Education Offices of: Sydney, Broken Bay and Wollongong.

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An Introduction to the Revised PDH Resource Staff Meeting

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  1. K-6 Personal Development & Health Education • incorporating • Towards Wholeness K-6 • & the Catholic Perspective An Introduction to the Revised PDH Resource Staff Meeting This presentation has been developed by the Catholic Education Offices of: Sydney, Broken Bay and Wollongong

  2. Outcomes of the Workshop Each participant will: • Explore the revised K-6 PDH resource and expectations • Understand how to incorporate the resource into their school PDH program and adapt the resource to meet the needs of their students and context • Understand how the Catholic Values from the K-6 Towards Wholeness (TW) document have been embedded into the units and impact on practice

  3. Rationale for PDHPE • All Catholic Primary and Secondary schools have the responsibility to promote the health and wellbeing of students within their care. Catholic schools promote the health of students within the context of Pastoral Care and the Personal Development, Health and Physical Education (PDHPE) curriculum. Together they provide a framework for preventive and support programs which aim to meet the social, physical, emotional and spiritual health needs of students. Implemented in the context of a Catholic school, it has the potential to make a significant contribution to the improved and ongoing quality of life for all individuals within the community.

  4. PDHPE within the Catholic Curriculum • The aim of the Personal Development, Health and Physical Education syllabus is to develop in each student the knowledge and understanding, skills and values and attitudes needed to lead healthy, active and fulfilling lives. In doing so, the syllabus will form the basis for students to adopt a responsible and productive role in society. These aspirations demonstrate that this Key Learning Area has the characteristics of the Catholic Curriculum embedded in it. The challenge for the teacher is to draw out the characteristically Catholic features of PDHPE.The Catholic school commits itself to the development of the whole person with the awareness that all human values find their fulfilment and unity in Jesus Christ.

  5. PDHPE in a Catholic School All learning must: • contribute to student growth and development as disciples of Jesus • express the Catholic understanding of what it means to be human (a ‘Catholic Anthropology’) • find a balance in the interplay of the cognitive, behavioural and affective domains • educate towards wholeness The teacher of PDHPE promotes a view of the person, relationships and life based on an understanding and appreciation of each person as: • created in God’s image, essentially good and dignified • a whole person • sustained by God’s grace • one in partnership with others for the common good • essentially a free and responsible agent • growing, becoming, doing • loving, going beyond justice to compassion • one whose life has purpose and destiny beyond itself.

  6. The Review of the PDH Resource The revised (2010) K-6 PDH Resource : • is to support the implementation of the K-6 PDHPE syllabus (BOS NSW) • ensures that topics such as sexuality, drugs, road safety, protective behaviours, cybersafety and active lifestyles are being addressed in each Stage within a Catholic values context • Teachers need to adapt the units/lessons to meet the needs of their students and context. Who funded the review? • Catholic School Offices of : Sydney, Broken Bay, Parramatta and Wollongong • Diocesan: • Road Safety budget • Student Wellbeing budget

  7. Why the review? Teachers were surveyed about the 2002 PDH Resource across the Catholic sector in NSW: The feedback was: • Embed the Towards Wholeness (TW) document, to provide the Catholic values perspective. TW was released after the 2002 PDH resource • embed Cybersafety, improve child protection, bullying • Be less content heavy • Be updated to include resilience education (Resilience Education and Drug Information - REDI) • Provide up to date web resources

  8. The revised 2010 PDH Resource The revised 2010 PDH resource: • Is a review of the 2002 K-6 PDH Resource • has embedded Catholic values from the Towards Wholeness K-6 (CEC NSW) into the sample units of work

  9. What is the scope of the PDH Resource? • 28 PDH sample units - (note the DET Drug Ed units are not reproduced in the document, but are available on line) • 4 Units of work per year, 6-10 lessons per term • Lesson duration approximately 45 minutes • The Road Safety Education learning activities will be based on the Move Ahead With Street Sense (MAWSS) kit developed by the RTA NSW • The Drug Education will be based on the NSW Dept. of Education & Training K-6 Drug Ed, with other options in the unit • The Child Protection units will be based on the NSW Department of Education and Training Child Protection curriculum materials

  10. Contents of Resource-CDROM 1. Introduction 2. Early Stage 1: Four Units 3. Stage 1: Eight Units 4. Stage 2: Eight Units 5. Stage 3: Eight Units 6. Support Materials Tools for schools • Overview of Suggested Focus Questions for Each Unit • Sample K–6 PDH Scope and Sequence • Teaching the Sensitive Issues in a Catholic School • Sample Letters to Parents • FAQs Teaching Sexual Health Education in a Catholic school for Stage 3 • Staff Power Point Teaching the Sensitive Issues • Parent Power Point The Sensitive Issues in PDHPE • Towards Wholeness K-6 - The Catholic Perspective on the PDHPE Syllabus • Catholic Teaching on Life and Bioethical Issues • Cybersafety - Overview for the K-6 PDH Units • Useful Websites for PDH

  11. The unit overview includes… • Unit title (target year for each stage if appropriate) • An Overview of Towards Wholeness (TW) in the PDH Unit • Lesson overview focus questions • Summary of unit outcomes • Content strands and subject matter • Sample student and teacher unit evaluations • Correlation with other KLA’s • Assessment strategies statement What’s new? • Catholic dimension/Towards Wholeness perspective • Foundation Statements • Enduring Understandings • Essential Questions • Technology - Websites • Outcomes are organised as: • Major outcomes • Contributing outcomes Review a sample unit overview & TW unit overview

  12. The lesson includes….. • Lesson focus question • Enduring Understandings • Outcomes and sample indicators • TW Catholic Values • Suggested learning strategies (teacher notes where appropriate) • Sample assessment strategies • Some home tasks to support the school - home - learning partnership • Resources • Student activity sheets (where appropriate) • Sample student and teacher unit evaluations • Essential Questions and Enduring Understandings, identifies the goals and expectations of the unit. Teachers should select the teaching and learning activities from the unit that best support students to construct their understandings identified in each unit. Review a sample lesson

  13. Sample scope & sequence planRefer to support materials section Red is a sensitive unit send parent note home

  14. PDHPE BOS Requirements & Sport • Enough time should be allocated to adequately address all PDHPE syllabus outcomes. The BOS suggests between 6-10% of time for PDHPE. This may equate to : • 45min/week PDH theory • 120min/week of physical activity (PE plus sport time) • Students need adequate time to develop the fundamental motor skills from K-6.

  15. Implications for teaching PDHPE • Time • Relevance • Sequencing • Timetabling • Learning Strategies • Safety and physical activity • Sensitive issues • School monitoring processes for PDHPE • Professional learning team approach to PDHPE • Parent Approval/Engagement • Teacher motivation The K-6 PDH resource supports teachers to address some of these issues

  16. The role of parents Refer to support materials section • Parent and community awareness and support for the school’s approach to teaching PDHPE and the sensitive issues in a Catholic context. • The school – home activities give parents structured opportunities to communicate with their children and support their learning. • Parent and child discussions allow the parents to provide the family valuesperspective and develop relationships on a range of issues/topics.

  17. The role of the Principal/Teacher when teaching the sensitive issues • Principals & teachers are reminded when teaching the sensitive issues (sex ed, drug ed and child protection) to follow Diocesan/school guidelines such as: • Inform parents by note prior to the commencement of the unit • Conduct a parent information night if appropriate – refer to sample power point • Regularly remind students of the classroom rules for a sensitive issues lesson • Review all teaching resources prior to the lesson – check with Principal • Staff review the Towards Wholeness document • Check out teacher capacity to teach the unit within a Catholic context - professional learning support • Regularly send home the student PDH workbook for parents to provide feedback • Evaluate the unit.

  18. Where to from here? • Inform and brief the Principal about the K-6 PDH Resource and discuss your action plan and any issues • Each school should review their existing PDHPE program to ensure it adequately meets syllabus requirements in each stage – the challenge is a fair go for PDHPE! • Set a staff meeting date to introduce the resource to staff • If required set another staff meeting date to unpack the resource and develop a stage SS plan using the workshop process outlined • Identify who will upload the resource for staff onto the school server • What monitoring process will the school put in place to ensure quality learning in PDHPE? • Contact the Diocesan PDHPE, Road Safety and Drug Education Adviser for support

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