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Hpe a1
- 1. { EMR408- Unpacking the Curriculum. Justin Haycraft 11519002
- 2. It crafts 21st century citizens; but how? -Dealing with technology and its influence. -Learning about physical and mental health and why this is important in a life context. -Teaches positive inter and intra-realtionships -Teaches fundamental movement skills so that people can participate to the maximum potential in physical activities. Why teach HPE?
- 3. -Melbourne Declaration -ACARA -targeting the declining standards of Health and Physical education. -Aims of the Australian National HPE Curriculum -Links to Melbourne Declaration (2008) What is the HPE Curriculum trying to achieve?
- 4. -Why has it been neglected? -What does the new Curriculum od to address this? -Strands -Sub-strands -Focus areas What does the new Syllabus cover?
- 5. Being healthy, safe and active. Identify personal strengths Describe their own strengths and achievements and those of others, and identify how these contribute to personal identities Explore how success, challenge and failure strengthen identities Examine how identities are influenced by people and places Examples of the Learning Sequence
- 6. Communicating and interacting for health and wellbeing Practise personal and social skills to interact positively with others Describe ways to include others to make them feel they belong Describe how respect, empathy and valuing diversity can positively influence relationships Examine the influence of emotional responses on behaviour and relationships Examples of the Learning Sequence.
- 7. Explore how regular physical activity keeps individuals healthy and well. Discuss the body’s reactions to participating in physical activities. Examine the benefits of physical activity to health and wellbeing. Participate in physical activities designed to enhance fitness, and discuss the impact regular participation can have on health and wellbeing Examples of the Learning Sequence
- 8. Strand: Personal, Social and community health Sub-strand: identities Focus area: Mental Health and wellbeing Syllabus content: Explore how success, challenge and failure strengthen identities Stage 2: Learning Activity
- 9. Students sit in a circle and the group leader (teacher) asks a number of questions, which students answer in a predetermined order (anti-clockwise from the leader). The students are only allowed to speak when it reaches their place in the circle, this gives all students an equal platform from which to speak, but also gives them time to consider what it is they are going to say to help ease any anxieties of speaking. The questions relate on how success challenges and failures strengthened their personal ideas of identity, this way students can adequately their own experiences and have opportunity to share them, but they also have an opportunity to listen to the ideas of others and grow their own ideas on identity. Socratic Seminar
- 10. What makes you, you? Have you ever achieved something really good? How did this make you feel? What effect does doing good things have on you as a person? Have you ever been through something that was pretty tough? What effect did this have on you? Do you think successes and failures have an effect on who you are? Is going through something bad always going to be negative, or can it have good points as well? Socratic Seminar Questions
- 11. Layout of a Socratic Seminar.
- 12. Strand: Personal, social and community health Sub-Strand: Identities Focus Area: Mental Health and wellbeing Content Descriptor: Examine how identities are influenced by people and places. Stage 3: Learning Activity
- 13. Activity: Brainstorm a list of people in everyday life who are upstanding citizens (parents, teachers, police officers, sports stars, friends etc.) Students then stand and identify a side of the room that is agree with the statement and disagrees with the statement. The teacher then asks about the various people identified in the brainstorm, and whether those people influence the student’s identity, the student moves to the agree side of the room if they do believe that person influences them, or the disagree side if they don’t. Select a few students from the group to explain why they believe each person is a good role model and influences the student’s identity (or doesn’t). The teacher can then bring in the town that they live, whether they think their home influences their identity, or any sporting clubs or extra curricular activities that the student does. Agree/disagree stance
- 14. Identify a person from the brainstorm. This person has an influence on my Identity (repeat as many times a suitable) My School has an influence on my identity. My home town (or Suburb) has an influence on my identity. My home has an influence on my identity. My sports club has an influence on my identity. What I do in my spare time has an influence on my identity. Guiding questions for Agree/Disagree.
- 15. Overall the new syllabus is about enabling all teachers and students to be on even footing. They want children across the nation to be receiving the same education, from teachers that hold themselves to the same standards and possess the same knowledge. This directly links to issues identified in research, and aims to reach the goals of the Melbourne Declaration (Barr et al., 2008). Summary
- 16. ACARA. (2015). HPE Syllabus- Rationale. Retrieved from www.australiancurriculum.edu.au/health-and-physical-education/rationale Barr, A., Gillard, J., Firth, V., Scrymgour, M., Welford, R., Lomax-Smith, J., … Constable, E. (2008). Melbourne Declaration on Educational Goals for Young Australians. Retrieved from Ministerial Council on Education, Employment, Training and Youth Affairs website: http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Go als_for_Young_Australians.pdf Curry, C. (2013, April 26). Why public primary schools need specialist PE teachers [Blog post]. Retrieved from https://www.achper.org.au/blog/blog-why-public-primary-schools-need- specialist-pe-teachers Jenkinson, K. A., & Benson, A. C. (2010). Barriers to Providing Physical Education and Physical Activity in Victorian State Secondary Schools. Australian Journal of Teacher Education, 35 (8). Mcmaster, N. (2013, April 18). Why generalist teachers are ideal candidates to teach PE [Blog post]. Retrieved from https://www.achper.org.au/blog/blog-why-generalist-teachers-are-ideal- candidates-to-teach-pe References
Editor's Notes
- One of the major aims of schools is to prepare students for life as a 21st century citizen; life though is not just about being literate and numerate. There are emotions and relationships to deal with, as well as keeping healthy and active to be a functioning citizen. This is why HPE (Health and Physical Education) is a core subject in K-6 curriculum. It prepares students for a multitude of issues, including dealing with technology so that they are equipped to deal with its ever-growing influence, learning about health and the bonuses of an active lifestyle, and learning about positive intra and inter personal relationships, and also participating in physical activities and setting up the building blocks of functional movement skills to show students that not only is physical activity good for us, but it can also be fun and help us form positive and lasting relationships (ACARA, 2015). This is all crucial learning for people who are to become functional adults, and most of it is best to be instilled early in life, with many of these aspects becoming habitual. The easiest way to create this positive lifestyle is by instilling the habits at school, where the greatest number of young people can be exposed to the learning (Jenkinson, K. & Benson, A. 2010.).
- In 2008 the state and federal Ministers for education met for the Melbourne declaration (Barr et al., 2008), which established goals to guide Australian Education into the 21st century. In 2009 the Australian government established ACARA (Australian curriculum, assessment and reporting authority) to guide a transition to a nation wide curriculum. Both of these events have been catalyst for what is now standard in Australian education. One of the key curriculums designed by ACARA is the HPE syllabus, as response to key research about the decline of quality health education prevalent at the time (Jennisken, K, 2010). This syllabus has direct links to the goals of the Melbourne Declaration (Barr et al., 2008, P7-8), guiding what was included into the syllabus we now see. For this particular syllabus there were a number of aims established for what they wanted students to achieve to be functioning and effective citizens in the 21s century. The HPE curriculum wants to develop students who have the knowledge and skills to advocate for their own and others health, safety, wellbeing and lifelong physical activity. The educational boards want students to have the strategies and cognitive skills to be able to build and develop a sense of personal identity and wellbeing, while also being able to manage personal relationships in a functional way. The curriculum wants students to acquire, apply movement skills to physical activity. They want to foster an engagement and enjoyment in regular movement based learning experiences. Finally, they wanted students to be able to analyse how contextual and personal factors shape understanding of physical exercise on a local, regional, and global scale (ACARA, 2015). The Melbourne declaration (Barr et al. 2008) had two outright goals the first was Australian schooling promotes equity and excellence, while goal two was all young Australians become successful learners, confident and creative individuals, and active and informed citizens. How does this relate to the Curriculum? Firstly knowledge for students to live a healthy life, were they could look after their own wellbeing links directly to goal one of the declaration. For equity students all need to be given the same opportunities in education and this aim directly addresses this. The second aim of the Melbourne declaration, addressing personal identity, and links to the second goal, the syllabus wants to give students the ability to decide their own identity and become successful learners. Having the skills to choose your own identity directly relates to this. Fostering engagement and enjoyment in physical activity leads to active and confident individuals, the first step to crafting enjoyment in physical activity is ensuring all students have the necessary skills to perform the activity in question, namely functional movement skills. Educating informed citizens means that their needs to be an awareness of how factors (both personal and contextual) impact upon them personally, so creating awareness of contextual factors on the local, national, and global scale, and how these factors impact upon individuals is an obvious aim for a curriculum that wants to reach the goals of the Melbourne declaration
- The HPE curriculum has over the years been neglected, due to a number of factors, generalist teachers not recognising the important content it covers, or not having confidence and competence to teach the required content, curriculum crowding, and lack of resources and facilities are just a number of them (Curry, 2013) (Mcmaster, 2013) (Jennisken. K, 2010). The new National Curriculum looks to address this issue by refining the structure of the content, and addressing how and when to teach particular things. The content is divided into two strands; ‘Personal, social and community health,’ and ‘Movement and physical activity’ (ACARA, 2015). This is then divulged into sub-strands that correlate to the aims of the syllabus, and attends to the goals of the Melbourne declaration. These sub-strands are; ‘Being healthy, safe and active,’ ‘Communicating and interacting for health and wellbeing,’ ‘contributing to healthy and active communities,’ ‘moving our body,’ ‘understanding movement,’ and ‘learning through movement’ (ACARA, 2015) These sub-strands also address twelve different focus areas that are relevant to creating healthy and active citizens for the 21st century. These focus areas are ‘Alcohol and other 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 sport’ ‘lifelong physical activities’ ‘rhythmic and expressive activities’ (ACARA, 2015). The sub-strands of the syllabus address the goals of the Melbourne declaration, examining the key areas to mold students in a way that is accessible and equitable to all. While the focus areas are important topics that ensure all students have an understanding that leads to a level playing field for where they take themselves.
- This sequence of learning starts in the early stage one classroom and is very individual focussed. It asks students to look inwards, and decide who they are. As the curriculum progresses, the focus of the curriculum changes, students start to look at the content in a more generalised notion. They look at how challenges and success affect identities as a whole, and also look at how outside factors influence identities. This allows students to look back at their own predetermined identities and identify what factors influenced their choices, and if there is aspects they do not like, what sorts of things can change.
- Early in this content, student look at the basic skills of interaction, but as these skills become more habitual the focus turns to how these skills can be of positive influence, not only to themselves, but to those around them. They learn that by framing the early skills of interacting and framing them with such things as respect and empathy the positive influence that this can have on all people.
- This particular stream of content begins by exploring movement and its positive benefits, and differing reactions the body has to participating in physical activity. As student progress into stage three this participation and exploring of physical activities effects is scaffolded to build discussions in which students can form their own opinions through discussions as to why participating in physical exercise, and staying fit has an impact on health and wellbeing.