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Australian Curriculum Health and Physical Education

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Australian Curriculum Health and Physical Education

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    1. Australian Curriculum Health and Physical Education

    2. Learning areas Two documents guide the development of the Australian Curriculum - the Melbourne Declaration on Educational Goals for Young Australians and The Shape of the Australian Curriculum. The Melbourne Declaration defined the broad areas on what should be valued and taught in schools across Australia. It has two clear goals: Goal 1: Australian schooling promotes equity and excellence Goal 2: All young Australians become successful learners, confident and creative individuals and active and informed citizens. Health and Physical Education was identified in the Melbourne Declaration as one of the essential learning areas in the Australian Curriculum. Two documents guide the development of the Australian Curriculum - the Melbourne Declaration on Educational Goals for Young Australians and The Shape of the Australian Curriculum. The Melbourne Declaration defined the broad areas on what should be valued and taught in schools across Australia. It has two clear goals: Goal 1: Australian schooling promotes equity and excellence Goal 2: All young Australians become successful learners, confident and creative individuals and active and informed citizens. Health and Physical Education was identified in the Melbourne Declaration as one of the essential learning areas in the Australian Curriculum.

    3. Curriculum development phases The learning areas of the Australian Curriculum will be developed in three phases. Phase 1 English Mathematics Science (including physics, chemistry, biology) History The first phase subjects have been published by ACARA. Phase 2 Geography The Arts Languages The timeline for phase 2 is approx. 12 months behind phase 1, however the phase 2 subjects are at different stages of development. For more details - http://www.acara.edu.au/phase_2__the_australian_curriculum.html Phase 3 Health and Physical Education Information and Communication Technology and Design and Technology Economics, Business, Civics and CitizenshipThe learning areas of the Australian Curriculum will be developed in three phases. Phase 1 English Mathematics Science (including physics, chemistry, biology) History The first phase subjects have been published by ACARA. Phase 2 Geography The Arts Languages The timeline for phase 2 is approx. 12 months behind phase 1, however the phase 2 subjects are at different stages of development. For more details - http://www.acara.edu.au/phase_2__the_australian_curriculum.html Phase 3 Health and Physical Education Information and Communication Technology and Design and Technology Economics, Business, Civics and Citizenship

    4. Consultation Timeline Participating in consultation processes is an important part of the curriculum development process, both at a national level for ACARA and at a state level. The NSW Department of Education and Communities will use a number of processes for consultation with its teachers and key stakeholders on the draft shape paper for Health and Physical Education. This will involve an online survey, video conferences, focus group discussions and the use of Maang – the department’s social media platform. Teachers of Personal Development, Health and Physical Education in NSW schools are encouraged to engage in a variety of consultation processes to contribute to the NSW response. Participating in consultation processes is an important part of the curriculum development process, both at a national level for ACARA and at a state level. The NSW Department of Education and Communities will use a number of processes for consultation with its teachers and key stakeholders on the draft shape paper for Health and Physical Education. This will involve an online survey, video conferences, focus group discussions and the use of Maang – the department’s social media platform. Teachers of Personal Development, Health and Physical Education in NSW schools are encouraged to engage in a variety of consultation processes to contribute to the NSW response.

    5. The Australian, Curriculum, Assessment and Reporting Authority (ACARA ) has been given the role of developing the Australian Curriculum. ACARA is responsible for: a national curriculum from Foundation to Year 12 in specified learning areas a national assessment program aligned to the national curriculum that measures students’ progress a national data collection and reporting program that supports analysis, evaluation, research and resource allocation and accountability and reporting on schools and broader national achievement. From the ACARA developed curriculum, the Board of Studies NSW has developed syllabuses for the first four Phase 1 subjects. NSW Board of Studies syllabuses have been developed with respect to some overarching views about education. These include: K-10 Curriculum Framework NSW Board of Studies ‘Statement of Equity principles’ Melbourne Declaration on Educational Goals for Young Australians. There has been no decision from the NSW Minister in relation to the implementation of Phase 2 and Phase 3 subjects. The Australian, Curriculum, Assessment and Reporting Authority (ACARA ) has been given the role of developing the Australian Curriculum.

    6. Development of the Australian Curriculum The Australian Curriculum developed by ACARA: is being written for F-10 and Years 11-12 is described in Years not Stages has content descriptions not outcomes For some learning areas, the Australian Curriculum will be written with the expectation that they will be taught in each year of schooling from Foundation to Year 10. This is the case for Health and Physical Education. The shape paper addresses the curriculum for Foundation to Year 12, clearly stating the rationale, aims and propositions which shape the curriculum for F-12. The Australian Curriculum is being developed in years not Stages. Content descriptions specify what teachers are expected to teach. These are accompanied by elaborations that illustrate the content descriptions. For some learning areas, the Australian Curriculum will be written with the expectation that they will be taught in each year of schooling from Foundation to Year 10. This is the case for Health and Physical Education. The shape paper addresses the curriculum for Foundation to Year 12, clearly stating the rationale, aims and propositions which shape the curriculum for F-12. The Australian Curriculum is being developed in years not Stages. Content descriptions specify what teachers are expected to teach. These are accompanied by elaborations that illustrate the content descriptions.

    7. General capabilities The Australian Curriculum General capabilities define knowledge, skills, behaviours and dispositions that can be developed and applied across the curriculum to help students to become successful learners, confident and creative individuals and active and informed citizens. These are: Literacy – should be developed in all learning areas and involves students in listening to, reading, viewing, speaking, writing and creating oral, print, visual and digital texts, and using and modifying language for different purposes in a range of contexts. Numeracy – should be in all learning areas and involves students in recognising and understanding the role of mathematics in the world and having the dispositions and capacities to use mathematical knowledge and skills purposefully. ICT – required for all learning areas; includes using ICT to access, create and communicate information and ideas, solve problems and work collaboratively in all learning areas at school, and in their lives beyond school. Critical and creative thinking skills – includes problem solving, thinking critically about possibilities and alternatives, developing arguments and using evidence in support of that argument, being innovative and resourceful, generating new ideas and questioning assumptions. Ethical behaviour – involves students in building a strong personal and socially oriented ethical outlook that helps them to manage context, conflict and uncertainty, and to develop an awareness of the influence that their values and behaviour have on others. Personal and social capability – includes understanding themselves and others, managing their relationships, lives and own learning, working effectively in teams and handling challenging situations in constructive ways. Health and Physical Education is a key contributor to this general capability. Intercultural understanding – includes learning about and engaging with diverse cultures to develop an appreciation of difference and diversity, cultivate mutual respect and create connections with others.The Australian Curriculum General capabilities define knowledge, skills, behaviours and dispositions that can be developed and applied across the curriculum to help students to become successful learners, confident and creative individuals and active and informed citizens. These are: Literacy – should be developed in all learning areas and involves students in listening to, reading, viewing, speaking, writing and creating oral, print, visual and digital texts, and using and modifying language for different purposes in a range of contexts. Numeracy – should be in all learning areas and involves students in recognising and understanding the role of mathematics in the world and having the dispositions and capacities to use mathematical knowledge and skills purposefully. ICT – required for all learning areas; includes using ICT to access, create and communicate information and ideas, solve problems and work collaboratively in all learning areas at school, and in their lives beyond school. Critical and creative thinking skills – includes problem solving, thinking critically about possibilities and alternatives, developing arguments and using evidence in support of that argument, being innovative and resourceful, generating new ideas and questioning assumptions. Ethical behaviour – involves students in building a strong personal and socially oriented ethical outlook that helps them to manage context, conflict and uncertainty, and to develop an awareness of the influence that their values and behaviour have on others. Personal and social capability – includes understanding themselves and others, managing their relationships, lives and own learning, working effectively in teams and handling challenging situations in constructive ways. Health and Physical Education is a key contributor to this general capability. Intercultural understanding – includes learning about and engaging with diverse cultures to develop an appreciation of difference and diversity, cultivate mutual respect and create connections with others.

    8. Cross-curriculum priorities There will be three cross-curriculum perspectives addressed in the national curriculum: The Aboriginal and Torres Strait Islander histories and cultures priority will allow all young Australians the opportunity to gain a deeper understanding and appreciation of Aboriginal and Torres Strait Islander histories and cultures, their significance for Australia and the impact these have had, and continue to have, on our world. Developing a better understanding of the countries and cultures of the Asian region will enhance students’ cultural awareness and enable them to be active and informed participants in regional and global communities. Sustainability will allow young Australians to develop an appreciation of the need for more sustainable patterns of living and build a commitment to taking action to create a more sustainable future. Each of these priorities will be represented in every learning area of the Australian curriculum in ways appropriate to that area. The shape paper explicitly identifies how these perspectives link to Health and Physical Education and describes learning opportunities related to each. There will be three cross-curriculum perspectives addressed in the national curriculum: The Aboriginal and Torres Strait Islander histories and cultures priority will allow all young Australians the opportunity to gain a deeper understanding and appreciation of Aboriginal and Torres Strait Islander histories and cultures, their significance for Australia and the impact these have had, and continue to have, on our world. Developing a better understanding of the countries and cultures of the Asian region will enhance students’ cultural awareness and enable them to be active and informed participants in regional and global communities. Sustainability will allow young Australians to develop an appreciation of the need for more sustainable patterns of living and build a commitment to taking action to create a more sustainable future. Each of these priorities will be represented in every learning area of the Australian curriculum in ways appropriate to that area. The shape paper explicitly identifies how these perspectives link to Health and Physical Education and describes learning opportunities related to each.

    9. Purpose of the Draft Shape Paper The draft Shape of the Australian Curriculum: Health and Physical Education: provides broad direction on the purpose, structure and organisation of the Health and Physical Education curriculum will guide the writing of the Australian Curriculum Health and Physical Education from F-12

    10. Key propositions underpinning Health and Physical Education curriculum Five evidence-based propositions underpin the Australian Curriculum: Health and Physical Education. These state that the curriculum should: take a strengths based approach focus on the educative outcomes of the learning area develop health literacy skills value learning in, about and through movement include an inquiry based approach Five evidence based propositions underpin the Australian Curriculum: Health and Physical Education. Strength based approach - Traditionally, Health and Physical Education curricula in Australia have adopted a risk-based model focusing on when and how young people experience risky health behaviours and exploring reasons why and how they could change these behaviours. This model focused on risk factors and groups at risk, thereby alienating some groups and laying blame on them for making poor health choices. A strengths based approach acknowledges the good general health currently experienced by most young Australians and seeks to develop the skills, knowledge and attitudes in order to further improve their health and wellbeing. The HPE curriculum needs to focus on educational outcomes rather than health outcomes, despite pressure and expectations that it will be the ‘cure all’ for health issues and social problems for children and young people. Health literacy (the ability to selectively access and critically analyse health information) is seen as crucial to enable young people to take action to promote their own health or the health of others. Being provided with opportunities to learn in, about and through movement is crucial to the feelings of competence, confidence and enjoyment young people need to be encouraged to be lifelong participants in physical activity. An inquiry based approach allows students to question the range of factors that influence health and physical activity values, behaviours and actions. In doing so, student will explore matters such as inclusiveness, power inequalities, taken-for-granted assumptions, diversity and social justice, and develop strategies to achieve change. There are two additional overarching principles written in the draft shape paper Australian Curriculum: Health and Physical Education, Inclusive Practices in Health and Physical Education and the importance of a healthy school environment. These provide a holistic context for the learning in Health and Physical Education. Do the 5 propositions provide clear direction for the development of a 21st century HPE curriculum? Does the Inclusive Practices in HPE section appropriately show how the HPE curriculum will address diversity? Is the importance of a healthy school environment relevant for the development of the HPE curriculum? Five evidence based propositions underpin the Australian Curriculum: Health and Physical Education. Strength based approach - Traditionally, Health and Physical Education curricula in Australia have adopted a risk-based model focusing on when and how young people experience risky health behaviours and exploring reasons why and how they could change these behaviours. This model focused on risk factors and groups at risk, thereby alienating some groups and laying blame on them for making poor health choices. A strengths based approach acknowledges the good general health currently experienced by most young Australians and seeks to develop the skills, knowledge and attitudes in order to further improve their health and wellbeing. The HPE curriculum needs to focus on educational outcomes rather than health outcomes, despite pressure and expectations that it will be the ‘cure all’ for health issues and social problems for children and young people. Health literacy (the ability to selectively access and critically analyse health information) is seen as crucial to enable young people to take action to promote their own health or the health of others. Being provided with opportunities to learn in, about and through movement is crucial to the feelings of competence, confidence and enjoyment young people need to be encouraged to be lifelong participants in physical activity. An inquiry based approach allows students to question the range of factors that influence health and physical activity values, behaviours and actions. In doing so, student will explore matters such as inclusiveness, power inequalities, taken-for-granted assumptions, diversity and social justice, and develop strategies to achieve change. There are two additional overarching principles written in the draft shape paper Australian Curriculum: Health and Physical Education, Inclusive Practices in Health and Physical Education and the importance of a healthy school environment. These provide a holistic context for the learning in Health and Physical Education. Do the 5 propositions provide clear direction for the development of a 21st century HPE curriculum? Does the Inclusive Practices in HPE section appropriately show how the HPE curriculum will address diversity? Is the importance of a healthy school environment relevant for the development of the HPE curriculum?

    11. Aims of the Health and Physical Education curriculum Health and Physical Education aims to ensure that students: learn to individually and collaboratively access, evaluate and synthesise information, make decisions, seek help and take actions to protect, enhance and advocate for their own and others’ health and wellbeing develop and use personal and social skills and strategies to promote a sense of personal identity, wellbeing and to build and maintain positive relationships Do the aims make clear the intended learning for students in the Australian Curriculum: Health and Physical Education?Do the aims make clear the intended learning for students in the Australian Curriculum: Health and Physical Education?

    12. Aims of the Health and Physical Education curriculum acquire, apply and evaluate movement skills, concepts, and strategic awareness in order to respond creatively and competently in a variety of physical activity contexts and settings understand and appreciate the significance of physical activity and sport to personal, social, cultural and health practices and outcomes analyse how personal, social, cultural, economic, technological and environmental factors shape health and physical activity opportunities locally and globally. Do the aims make clear the intended learning for students in the Australian Curriculum: Health and Physical Education? Do the aims make clear the intended learning for students in the Australian Curriculum: Health and Physical Education?

    13. The organisation of the Health and Physical Education curriculum The Health and Physical Education curriculum is organised into the following bands of learning: Foundation Years 1-2 Years 3-4 Years 5-6 Years 7-8 Years 9-10 Senior secondary (Years 11 and 12) The Australian Curriculum: Health and Physical Education is based on the assumption that all young Australians are entitled to study Health and Physical Education as part of the Australian Curriculum each year from Foundation to Year 10. The Australian Curriculum Health and Physical Education: will be developed for Foundation to Year 10 and Senior Secondary (Years 11 and 12). The developmental needs of children in the Foundation year are very specific, particularly their motor and social development. Other learning areas have not separated Foundation from Years 1 and 2. The separation of the Foundation year from Years 1–2 provides a curriculum that explicitly addresses these needs as students transition into schooling. is organised into bands of learning. These bands are recognised as years not stages. Both strands of the Health and Physical Education curriculum must be taught in each year from Foundation to Year 10. The access to physical activity opportunities through health and physical education lessons must provide students with the opportunity to participate in physical activity on a weekly or more frequent basis. Is it appropriate for both strands to be taught in each year from F-10?The Australian Curriculum: Health and Physical Education is based on the assumption that all young Australians are entitled to study Health and Physical Education as part of the Australian Curriculum each year from Foundation to Year 10. The Australian Curriculum Health and Physical Education: will be developed for Foundation to Year 10 and Senior Secondary (Years 11 and 12). The developmental needs of children in the Foundation year are very specific, particularly their motor and social development. Other learning areas have not separated Foundation from Years 1 and 2. The separation of the Foundation year from Years 1–2 provides a curriculum that explicitly addresses these needs as students transition into schooling. is organised into bands of learning. These bands are recognised as years not stages. Both strands of the Health and Physical Education curriculum must be taught in each year from Foundation to Year 10. The access to physical activity opportunities through health and physical education lessons must provide students with the opportunity to participate in physical activity on a weekly or more frequent basis. Is it appropriate for both strands to be taught in each year from F-10?

    14. Time allocation The notional time allocation provided to guide the writers of the Australian Curriculum: Health and Physical Education is 80 hours per year. Extra-curricular school sports programs are not included in this time allocation. For any year, the Australian Curriculum is written so that it should not take up more than 80% of the total teaching time available. The time allocated for teaching the Australian Curriculum: Health and Physical Education is a decision to be made by state and territory jurisdictions. The remaining 20% of the total teaching time would be dedicated to extracurricular programs such as school sport and elective subjects. It is important to consider that the NSW Department of Education and Communities Curriculum Planning and Programing, Assessing and Reporting to Parents K-12 policy states that the current minimum curriculum requirements for PDHPE are: K-6 – PDHPE fits into the 40% time allocation for subjects other than English and Mathematics. Schools are also required to include two hours per week for planned physical activity, including in Years 3 – 6, a minimum of one hour for sport. 7- 10 - 300 hours for PDHPE, in each of years 7 – 10. This places the ACARA notional hours at a level similar to the department’s current minimum requirements. Is the 80 hours per year notional time allocation appropriate for Health and Physical Education F-10? For any year, the Australian Curriculum is written so that it should not take up more than 80% of the total teaching time available. The time allocated for teaching the Australian Curriculum: Health and Physical Education is a decision to be made by state and territory jurisdictions. The remaining 20% of the total teaching time would be dedicated to extracurricular programs such as school sport and elective subjects. It is important to consider that the NSW Department of Education and Communities Curriculum Planning and Programing, Assessing and Reporting to Parents K-12 policy states that the current minimum curriculum requirements for PDHPE are: K-6 – PDHPE fits into the 40% time allocation for subjects other than English and Mathematics. Schools are also required to include two hours per week for planned physical activity, including in Years 3 – 6, a minimum of one hour for sport. 7- 10 - 300 hours for PDHPE, in each of years 7 – 10. This places the ACARA notional hours at a level similar to the department’s current minimum requirements. Is the 80 hours per year notional time allocation appropriate for Health and Physical Education F-10?

    15. Curriculum structure The Health and Physical Education curriculum is organised into two interrelated strands for F-10: Personal, social and community health Movement and physical activity Two strands signify and provide a balance within the learning area of health related and movement related knowledge, understanding and skills. Each strand has a comprehensive body of knowledge and understanding as well as explicit skills and competencies. Both strands MUST be taught in each year from Foundation to Year 10. The access to physical activity opportunities through health and physical education lessons must provide students with the opportunity to participate in physical activity on a weekly or more frequent basis. There are explicit links between the two strands that should be highlighted in the development of the curriculum. This will ensure that when developing teaching and learning programs the connections across the knowledge, understanding and skills of Health and Physical Education and the general capabilities are strongly evident. From F-10, do the 2 organising strands, Personal, social and community health and movement and physical activity, provide a useful organisational structure for the development of the Australian Curriculum: Health and Physical Education? Two strands signify and provide a balance within the learning area of health related and movement related knowledge, understanding and skills. Each strand has a comprehensive body of knowledge and understanding as well as explicit skills and competencies. Both strands MUST be taught in each year from Foundation to Year 10. The access to physical activity opportunities through health and physical education lessons must provide students with the opportunity to participate in physical activity on a weekly or more frequent basis. There are explicit links between the two strands that should be highlighted in the development of the curriculum. This will ensure that when developing teaching and learning programs the connections across the knowledge, understanding and skills of Health and Physical Education and the general capabilities are strongly evident. From F-10, do the 2 organising strands, Personal, social and community health and movement and physical activity, provide a useful organisational structure for the development of the Australian Curriculum: Health and Physical Education?

    16. Personal, social and community health Aims to: acknowledge that health is multidimensional, is influenced by individual and group actions, and that most students in Australia are in good health. develop students’ knowledge, understanding and skills to support a positive sense of self, to effectively respond to life events and transitions and to engage in their learning. develop effective communication, decision making and goal setting skills to establish and maintain relationships, support healthy and safer behaviours and enable advocacy provide opportunities for students to source and examine a range of health information, products, services and policies and evaluate their impact on individual and community health and safety. This strand recognises that there are four key factors that affect health – human biology, personal behaviour, physical environment and psychosocial environment (e.g. socioeconomic status, peer pressure, exposure to advertising and social support systems). Does the description of personal, social and community health provide clear direction for the learning that will take place in this strand? This strand recognises that there are four key factors that affect health – human biology, personal behaviour, physical environment and psychosocial environment (e.g. socioeconomic status, peer pressure, exposure to advertising and social support systems). Does the description of personal, social and community health provide clear direction for the learning that will take place in this strand?

    17. Movement and physical activity Students will: experience a range of physical activities including rhythmic, outdoor and recreational activities, and games and sports that are performed individually and in groups learn to appraise performance and develop an understanding of factors that facilitate or inhibit participation and performance understand the place and meaning of physical activity and sport in their own lives as well as locally, nationally and globally experience the varied roles that comprise organised sport and recreation activities. Movement is central to Health and Physical Education, not only for acquiring the skills, concepts and strategic awareness required for physical activity participation and enhanced performance but also as a medium for learning across this curriculum area. Students will develop movement competence and confidence in a range of physical activities in a variety of contexts and environments. Does the description of movement and physical activity provide clear direction for the learning that will take place in this strand? Movement is central to Health and Physical Education, not only for acquiring the skills, concepts and strategic awareness required for physical activity participation and enhanced performance but also as a medium for learning across this curriculum area. Students will develop movement competence and confidence in a range of physical activities in a variety of contexts and environments. Does the description of movement and physical activity provide clear direction for the learning that will take place in this strand?

    18. Scope and sequence of curriculum

    19. Foundation (5-6 years of age) Background In the Foundation year, students’ sense of self is developing. Students will begin to demonstrate an awareness of the features that make them similar and different to others. (DOT POINT 1) Students need to learn basic skills to recognise and manage their emotions and learn ways to describe their feelings in various situations. (DOT POINT 2) Students need to develop an understanding of how their body is growing and changing as well as basic health concepts that relate to healthy development, including the benefits of daily physical activity and making healthy food choices at school and at home. Parents and adults are responsible for influencing many of the decisions that Foundation students make, so the focus of learning in this year is on supporting students to make those decisions they are responsible for whilst at school. For example decisions relating to hygiene, personal safety and daily routines. Early Years Learning Framework for Australia recognises the importance of movement as children take increasing responsibility for their own health and physical wellbeing. (DOT POINT 4) Is the description and scope and sequence of Health and Physical Education in Foundation appropriate?Background In the Foundation year, students’ sense of self is developing. Students will begin to demonstrate an awareness of the features that make them similar and different to others. (DOT POINT 1) Students need to learn basic skills to recognise and manage their emotions and learn ways to describe their feelings in various situations. (DOT POINT 2) Students need to develop an understanding of how their body is growing and changing as well as basic health concepts that relate to healthy development, including the benefits of daily physical activity and making healthy food choices at school and at home. Parents and adults are responsible for influencing many of the decisions that Foundation students make, so the focus of learning in this year is on supporting students to make those decisions they are responsible for whilst at school. For example decisions relating to hygiene, personal safety and daily routines. Early Years Learning Framework for Australia recognises the importance of movement as children take increasing responsibility for their own health and physical wellbeing. (DOT POINT 4) Is the description and scope and sequence of Health and Physical Education in Foundation appropriate?

    20. Years 1-2 (6-8 years of age) Background Developing individual interests and further constructing their own identities. (DOT POINT 1) Increasingly able to express a wide range of emotions, thoughts and views in appropriate ways and further develop the capacity to understand and self regulate emotions in ways that take into account their own feelings and others. Learn basic terminology to describe different parts of the body and the characteristics that make them both similar to others and unique. (DOT POINT 2) Need to belong to a group and continue to cultivate social connections at schools. Becoming more aware of ways in which others may be included or excluded from physical and social activities. (DOT POINT 3) Students need support to further develop and practise key social skills, such as sharing, expressing needs and feelings appropriately, respecting others and making decisions in both movement-based and classroom activities. (DOT POINT 4) Developing greater autonomy and need to learn how to take responsibility for their own safety at schools and at home. Identify simple health messages and explain how they relate to their own health choices and behaviours. (DOT POINT 5) Need to continue to develop positive attitudes to physical activity through movement participation. Develop the knowledge and skills to be able to transfer and adapt what they have learnt in a game or movement activity to other similar contexts. (DOT POINTS 7 and 8) Is the description and scope and sequence of Health and Physical Education in Years 1-2 appropriate? Background Developing individual interests and further constructing their own identities. (DOT POINT 1) Increasingly able to express a wide range of emotions, thoughts and views in appropriate ways and further develop the capacity to understand and self regulate emotions in ways that take into account their own feelings and others. Learn basic terminology to describe different parts of the body and the characteristics that make them both similar to others and unique. (DOT POINT 2) Need to belong to a group and continue to cultivate social connections at schools. Becoming more aware of ways in which others may be included or excluded from physical and social activities. (DOT POINT 3) Students need support to further develop and practise key social skills, such as sharing, expressing needs and feelings appropriately, respecting others and making decisions in both movement-based and classroom activities. (DOT POINT 4) Developing greater autonomy and need to learn how to take responsibility for their own safety at schools and at home. Identify simple health messages and explain how they relate to their own health choices and behaviours. (DOT POINT 5) Need to continue to develop positive attitudes to physical activity through movement participation. Develop the knowledge and skills to be able to transfer and adapt what they have learnt in a game or movement activity to other similar contexts. (DOT POINTS 7 and 8) Is the description and scope and sequence of Health and Physical Education in Years 1-2 appropriate?

    21. Years 3-4 (8-10 years of age) Background Focus of learning should be on the further development of students’ understanding of themselves in relation to peers, their family and others and the changing world in which they live. (DOT POINT 1) Exposure to challenging learning situations in relation to movement activities and classroom-based learning. (DOT POINT 2) Some students begin to reach puberty. (DOT POINT 3) Increasing importance of interpersonal skills and understanding. Explicit learning opportunities to develop knowledge, understanding and skills to identify and compare ways of establishing relationships, including online interactions, and develop strategies for managing the changing nature of their peer friendships and relationship with their family. (DOT POINT 4) Increasing responsibility for making decisions that will affect their health and wellbeing. Enhanced capacity to take responsibility for their own health and wellbeing. (DOT POINT 5) Understanding of what being ‘healthy’ means. Learning to deconstruct and interpret health information and messages to make informed decisions about their own health. Opportunities to experience a variety of activities in a range of different physical environments e.g. aquatic, natural/outdoor, community, recreation to support lifelong physical activity participation. Learn about benefits of physical activity and identify activities that meet their needs, interests and skill level. Greater ability to combine movement skills (DOT POINT 6). Is the description and scope and sequence of Health and Physical Education in Years 3-4 appropriate?Background Focus of learning should be on the further development of students’ understanding of themselves in relation to peers, their family and others and the changing world in which they live. (DOT POINT 1) Exposure to challenging learning situations in relation to movement activities and classroom-based learning. (DOT POINT 2) Some students begin to reach puberty. (DOT POINT 3) Increasing importance of interpersonal skills and understanding. Explicit learning opportunities to develop knowledge, understanding and skills to identify and compare ways of establishing relationships, including online interactions, and develop strategies for managing the changing nature of their peer friendships and relationship with their family. (DOT POINT 4) Increasing responsibility for making decisions that will affect their health and wellbeing. Enhanced capacity to take responsibility for their own health and wellbeing. (DOT POINT 5) Understanding of what being ‘healthy’ means. Learning to deconstruct and interpret health information and messages to make informed decisions about their own health. Opportunities to experience a variety of activities in a range of different physical environments e.g. aquatic, natural/outdoor, community, recreation to support lifelong physical activity participation. Learn about benefits of physical activity and identify activities that meet their needs, interests and skill level. Greater ability to combine movement skills (DOT POINT 6). Is the description and scope and sequence of Health and Physical Education in Years 3-4 appropriate?

    22. Years 5-6 (10-12 years of age) Background Identify factors that support them to feel good about themselves. Students further develop and refine a range of communication and conflict resolution skills and processes that enable them to interact appropriately and respectfully with others in a range of different movement and social situations. (DOT POINT 1) Develop optimistic habits in terms of the way they look at their world, their perception of what the future holds for them and the important role that self-talk can play in maintaining confidence and commitment to complete tasks. (DOT POINT 2) Students are experiencing puberty. Learn positive ways to manage transitions and celebrate their own unique qualities and value the diversity within their community (DOT POINT 3) Students in these years are becoming more conscious of external influences on their attitudes, beliefs and behaviours. (DOT POINT 4) Develop an awareness of a broader range of personal, social and economic factors that influence their own and others’ health and wellbeing. Learn about the importance of natural and built environments to health and wellbeing and explore ways that they as individuals can contribute to building a healthy community. Becoming more independent, therefore taking more responsibility for their own health and personal safety. (DOT POINT 5) Continue to participate in a range of movement activities in a variety of contexts which may include outdoor settings, community recreation settings and aquatic environments. Able to describe and monitor how the body responds to different types of physical activity. (DOT POINT 6). Students begin to understand more complex rule systems in games and are able to select and apply appropriate rules to modified games and selected activities to ensure safe, equitable and fair participation for all. (DOT POINT 7). Is the description and scope and sequence of Health and Physical Education in Years 5-6 appropriate?Background Identify factors that support them to feel good about themselves. Students further develop and refine a range of communication and conflict resolution skills and processes that enable them to interact appropriately and respectfully with others in a range of different movement and social situations. (DOT POINT 1) Develop optimistic habits in terms of the way they look at their world, their perception of what the future holds for them and the important role that self-talk can play in maintaining confidence and commitment to complete tasks. (DOT POINT 2) Students are experiencing puberty. Learn positive ways to manage transitions and celebrate their own unique qualities and value the diversity within their community (DOT POINT 3) Students in these years are becoming more conscious of external influences on their attitudes, beliefs and behaviours. (DOT POINT 4) Develop an awareness of a broader range of personal, social and economic factors that influence their own and others’ health and wellbeing. Learn about the importance of natural and built environments to health and wellbeing and explore ways that they as individuals can contribute to building a healthy community. Becoming more independent, therefore taking more responsibility for their own health and personal safety. (DOT POINT 5) Continue to participate in a range of movement activities in a variety of contexts which may include outdoor settings, community recreation settings and aquatic environments. Able to describe and monitor how the body responds to different types of physical activity. (DOT POINT 6). Students begin to understand more complex rule systems in games and are able to select and apply appropriate rules to modified games and selected activities to ensure safe, equitable and fair participation for all. (DOT POINT 7). Is the description and scope and sequence of Health and Physical Education in Years 5-6 appropriate?

    23. Years 7-8 (12-14 years of age) Background Critically reflect on factors that influence their perception of themselves and their capacity to be resilient. Propose practical actions they can take to develop a sense of control over their future, such as personal goal setting, optimistic thinking styles, early help seeking strategies and positive self-talk. (DOT POINT 1) Need opportunities to practise using creative and collaborative processes to work within a group or team to communicate effectively, solve problems, resolve conflicts and make decisions in movement and social contexts. (DOT POINT 2) Extend on understanding of physical, emotional, intellectual and social changes associated with puberty and adolescence and develop effective management strategies to deal with changes. (DOT POINT 3) In the transition into adolescence, managing health and wellbeing becomes increasingly more complex with both new and enduring health issues. These influences and pressures may relate to choices they make, including who they choose to interact with, how they choose to dress and activities they choose to participate in. (DOT POINT 5) Investigate a range of health issues relevant to young people to understand reasons for the choices people make in relation to their health and wellbeing. Examine the range of personal, environmental and social factors that can influence an individual’s choices and explore and evaluate options, consequences and healthier and safer alternatives. (DOT POINT 6) Increasingly influenced by the world around them, and their peers become a key source of motivation and support when it comes to managing their health and wellbeing. Increasing levels of independence and access to mobile technologies gives students the capacity to be connected and online 24 hours a day. Online engagements include online identities, and balancing time online with schoolwork, sleep and other commitments. (DOT POINT 7) Developing their communication skills as well as an understanding of the sources of support available in order to be able to express their health concerns and feelings to others and provide support or seek early help when they or people around them need it.(DOT POINT 8) Is the description and scope and sequence of Health and Physical Education in Years 7-8 appropriate?Background Critically reflect on factors that influence their perception of themselves and their capacity to be resilient. Propose practical actions they can take to develop a sense of control over their future, such as personal goal setting, optimistic thinking styles, early help seeking strategies and positive self-talk. (DOT POINT 1) Need opportunities to practise using creative and collaborative processes to work within a group or team to communicate effectively, solve problems, resolve conflicts and make decisions in movement and social contexts. (DOT POINT 2) Extend on understanding of physical, emotional, intellectual and social changes associated with puberty and adolescence and develop effective management strategies to deal with changes. (DOT POINT 3) In the transition into adolescence, managing health and wellbeing becomes increasingly more complex with both new and enduring health issues. These influences and pressures may relate to choices they make, including who they choose to interact with, how they choose to dress and activities they choose to participate in. (DOT POINT 5) Investigate a range of health issues relevant to young people to understand reasons for the choices people make in relation to their health and wellbeing. Examine the range of personal, environmental and social factors that can influence an individual’s choices and explore and evaluate options, consequences and healthier and safer alternatives. (DOT POINT 6) Increasingly influenced by the world around them, and their peers become a key source of motivation and support when it comes to managing their health and wellbeing. Increasing levels of independence and access to mobile technologies gives students the capacity to be connected and online 24 hours a day. Online engagements include online identities, and balancing time online with schoolwork, sleep and other commitments. (DOT POINT 7) Developing their communication skills as well as an understanding of the sources of support available in order to be able to express their health concerns and feelings to others and provide support or seek early help when they or people around them need it.(DOT POINT 8) Is the description and scope and sequence of Health and Physical Education in Years 7-8 appropriate?

    24. Years 7-8 (12-14 years of age) Background Important role in maintaining physical activity participation, through opportunities for skill development in a variety of movement forms that enhance performance and competence, as well as providing enjoyment and a sense of achievement. (DOT POINT 1) Develop an understanding of how connections to the natural and built environment can support health and wellbeing through participation in a range of physical activities, including contemporary activities (such as street or urban sports), outdoor recreational activities (e.g. life saving, rock climbing, orienteering) as well as more traditional cultural activities (such as traditional Indigenous games and other cultural activities), further encouraging participation, enjoyment and an appreciation of the cultural significance of a range of physical activities. (DOT POINT 3) Students further develop their understanding of how different tactics can lead to successful outcomes. Students understand how tactics can be transferred to other movement contexts and are able to devise, implement and assess movement tactics and strategies in a range of contexts. (DOT POINT 4, 5, 6) Students will also learn about the variety of roles required to participate in a range of movement activities and understand the contribution of these roles to successful teamwork, leadership and enjoyable participation. Is the description and scope and sequence of Health and Physical Education in Years 7-8 appropriate?Background Important role in maintaining physical activity participation, through opportunities for skill development in a variety of movement forms that enhance performance and competence, as well as providing enjoyment and a sense of achievement. (DOT POINT 1) Develop an understanding of how connections to the natural and built environment can support health and wellbeing through participation in a range of physical activities, including contemporary activities (such as street or urban sports), outdoor recreational activities (e.g. life saving, rock climbing, orienteering) as well as more traditional cultural activities (such as traditional Indigenous games and other cultural activities), further encouraging participation, enjoyment and an appreciation of the cultural significance of a range of physical activities. (DOT POINT 3) Students further develop their understanding of how different tactics can lead to successful outcomes. Students understand how tactics can be transferred to other movement contexts and are able to devise, implement and assess movement tactics and strategies in a range of contexts. (DOT POINT 4, 5, 6) Students will also learn about the variety of roles required to participate in a range of movement activities and understand the contribution of these roles to successful teamwork, leadership and enjoyable participation. Is the description and scope and sequence of Health and Physical Education in Years 7-8 appropriate?

    25. Years 9-10 (14-16 years of age) Background It is important for students in Years 9 and 10 to maintain a positive outlook on their world and their ability to take control of their future. Further development of students' capacity for positive self-talk and optimistic thinking is important in these years. Students should recognise and use family, school and community resources to seek help for themselves and others when support is needed. Development moves from predominantly physical changes to focus more on the social changes that occur as they become more independent. This is also a time when some young people begin part-time work . (DOT POINT 2) Students will develop the knowledge, understanding and skills (such as early help seeking strategies, assertive behaviours, conflict resolution and emergency care and first aid management skills) to appropriately respond to a range of situations where their own or others’ wellbeing may be at risk. (DOT POINT 3) Students require opportunities to build knowledge, understanding and skills in order to positively connect with their natural environment and come to value the importance of outdoor recreation as a way of enhancing their health and wellbeing throughout their lives. (DOT POINT 4) Practical and creative actions include designing spaces for active recreation, active transport options and sustainable strategies for selecting food sources. (DOT POINT 5) The description and scope and sequence of Health and Physical Education in Years 9-10 is appropriate? Background It is important for students in Years 9 and 10 to maintain a positive outlook on their world and their ability to take control of their future. Further development of students' capacity for positive self-talk and optimistic thinking is important in these years. Students should recognise and use family, school and community resources to seek help for themselves and others when support is needed. Development moves from predominantly physical changes to focus more on the social changes that occur as they become more independent. This is also a time when some young people begin part-time work . (DOT POINT 2) Students will develop the knowledge, understanding and skills (such as early help seeking strategies, assertive behaviours, conflict resolution and emergency care and first aid management skills) to appropriately respond to a range of situations where their own or others’ wellbeing may be at risk. (DOT POINT 3) Students require opportunities to build knowledge, understanding and skills in order to positively connect with their natural environment and come to value the importance of outdoor recreation as a way of enhancing their health and wellbeing throughout their lives. (DOT POINT 4) Practical and creative actions include designing spaces for active recreation, active transport options and sustainable strategies for selecting food sources. (DOT POINT 5) The description and scope and sequence of Health and Physical Education in Years 9-10 is appropriate?

    26. Years 9-10 (14-16 years of age) Background The Health and Physical Education curriculum needs to support students to further develop their interpersonal, leadership and teamwork skills. (DOT POINT 1) Develop an understanding of how attitudes towards difference can influence people's interactions with others and how they can take positive action to value diversity in their school and community. (DOT POINT 2) They also develop an understanding of the role that empathy, ethical decision making and personal safety play in maintaining positive relationships and learn the skills they need to be proactive in dealing with a range of relationships. (DOT POINT 3) Students understand the role that physical activity plays in stress management, energy balance and social, cultural and cognitive development. (DOT POINT 4) Students will understand the musculo-skeletal and energy systems that underpin different activities and how to optimise these systems for safe and improved performances. (DOT POINT 5) Students will learn to be creative in the way that they adapt and improvise their movements to respond to different movement situations, stimuli and challenges (for example changes in rules, change in music, restrictions in performance space, changes in equipment or number of performers). This learning will provide students with knowledge, understanding and skills to devise, apply and appraise a range of strategies to improve their own movement performance and those of others. (DOT POINT 5) Is the description and scope and sequence of Health and Physical Education in Years 9-10 appropriate?Background The Health and Physical Education curriculum needs to support students to further develop their interpersonal, leadership and teamwork skills. (DOT POINT 1) Develop an understanding of how attitudes towards difference can influence people's interactions with others and how they can take positive action to value diversity in their school and community. (DOT POINT 2) They also develop an understanding of the role that empathy, ethical decision making and personal safety play in maintaining positive relationships and learn the skills they need to be proactive in dealing with a range of relationships. (DOT POINT 3) Students understand the role that physical activity plays in stress management, energy balance and social, cultural and cognitive development. (DOT POINT 4) Students will understand the musculo-skeletal and energy systems that underpin different activities and how to optimise these systems for safe and improved performances. (DOT POINT 5) Students will learn to be creative in the way that they adapt and improvise their movements to respond to different movement situations, stimuli and challenges (for example changes in rules, change in music, restrictions in performance space, changes in equipment or number of performers). This learning will provide students with knowledge, understanding and skills to devise, apply and appraise a range of strategies to improve their own movement performance and those of others. (DOT POINT 5) Is the description and scope and sequence of Health and Physical Education in Years 9-10 appropriate?

    27. Structure of the Senior Curriculum It is proposed that the senior secondary Health and Physical Education curriculum will include development of curriculum for two subjects: one subject focusing on health dimensions of the learning area one subject focusing on movement and performance dimensions of the learning area. Additional elective opportunities that are currently offered by states and territories in the senior secondary years will continue to be available within the secondary curriculum eg. Sport, Lifestyle and Recreation and Community and Family Studies. The senior secondary choices should take into account students’ future options for training, learning and employment and provide specialisation in areas where students have previously experienced success and enjoyment. In the senior secondary years, is it appropriate that students have the opportunity to select from two subjects – one based on the health dimensions and one based on the movement and performance dimensions of the learning area? Is the progression from one band to another in the Health and Physical Education scope and sequence logical?The senior secondary choices should take into account students’ future options for training, learning and employment and provide specialisation in areas where students have previously experienced success and enjoyment. In the senior secondary years, is it appropriate that students have the opportunity to select from two subjects – one based on the health dimensions and one based on the movement and performance dimensions of the learning area? Is the progression from one band to another in the Health and Physical Education scope and sequence logical?

    28. General capabilities Does the broad description of the following general capabilities provide appropriate direction to inform the development of the detailed curriculum for Health and Physical Education? Literacy Numeracy ICT Critical and creative thinking skills Ethical behaviour Personal and social capability Intercultural understanding Does the broad description of the following general capabilities provide appropriate direction to inform the development of the detailed curriculum for Health and Physical Education? Literacy Numeracy ICT Critical and creative thinking skills Ethical behaviour Personal and social capability Intercultural understanding

    29. Cross-curriculum priorities Does the broad description of the cross curriculum priorities provide appropriate direction to inform the development of the detailed curriculum for Health and Physical Education? Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability? Does the glossary include appropriate terms? Does the broad description of the cross curriculum priorities provide appropriate direction to inform the development of the detailed curriculum for Health and Physical Education? Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability? Does the glossary include appropriate terms?

    30. Key questions for evaluating the draft shape of the Australian Curriculum: Health and Physical Education Here are some questions to guide discussion the draft Shape of the Australian Curriculum: Health and Physical Education. Here are some questions to guide discussion the draft Shape of the Australian Curriculum: Health and Physical Education.

    31. For further information

    32. Consultation on the draft Shape of the Australian Curriculum: Health and Physical Education Access a printable version of the document ACARA online survey http://www.acara.edu.au/HPE.html NSW Department of Education and Communities online survey http://www.surveymonkey.com/s/2012HPE Maang online discussion https://www.maang.nsw.edu.au/st/group/871 Primary K-6 video conference 30 April 3:30-4:30 pm - http://hpeshapeclic.eventbrite.com.au Secondary 7-12 video conference 3 May 3:30-4:30 pm - http://shapehpeclicsecondary.eventbrite.com.au/ Provide feedback via email at pdhpe.unit@det.nsw.edu.au (DEC emails only accepted) Your feedback is important to us. After you have reviewed the draft Shape of the Australian Curriculum: Health and Physical Education please join one of our consultation methods to provide feedback. Alternatively, if you conduct a feedback session in your faculty, network or region, please send feedback to the PDHPE unit via email pdhpe.unit@det.nsw.edu.au. This feedback will be collated and passed on to the NSW Board of Studies to shape the NSW response. Departmental consultation processes are available to NSW Department of Education and Communities employees only. Your feedback is important to us. After you have reviewed the draft Shape of the Australian Curriculum: Health and Physical Education please join one of our consultation methods to provide feedback. Alternatively, if you conduct a feedback session in your faculty, network or region, please send feedback to the PDHPE unit via email pdhpe.unit@det.nsw.edu.au. This feedback will be collated and passed on to the NSW Board of Studies to shape the NSW response. Departmental consultation processes are available to NSW Department of Education and Communities employees only.

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