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Health and Physical Education Curriculum

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Health and Physical Education Curriculum

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The Australian Curriculum outlines the topics and achievement standards students for HPE. The attached link also highlights the content descriptions teachers should use to plan their units to create appropriate learning intentions and success criteria.

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Moving our body

using knowledge of results feedback to support another student in performing a skill with greater accuracy or control

Personal and Social Capability

Become confident, resilient and adaptable

Develop self-discipline and set goals

Personal and Social Capability

Work independently and show initiative

Become confident, resilient and adaptable

Develop reflective practice

Understand themselves as learners

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Moving our body using knowledge of results feedback to support another student in performing a skill with greater accuracy or control Personal and Social Capability Become confident, resilient and adaptable Develop self-discipline and set goals Personal and Social Capability Work independently and show initiative Become confident, resilient and adaptable Develop reflective practice Understand themselves as learners

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The HPE curriculum is broken into two content strands. These are "personal, social and community health" and "movement and physical activity". The "outer ring" of the structure also highlights the appropriate pedagogical approach to HPE.

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Strands, sub-strands and threads

The Australian Curriculum: Health and Physical Education is organised into two content strands: personal, social and community health and movement and physical activity. Each strand contains content descriptions which are organised under three sub-strands.

Table 1: Overview of sub-strands and threads in the Australian Curriculum: Health and Physical Education

Strands

Personal, social and community health

Movement and physical activity

Sub-strands and threads

Being healthy, safe and active

Identities

Changes and transitions

Help-seeking

Making healthy and safe choices

Moving our body

Refining movement skills

Developing movement concepts and strategies

Relationship between the strands

In the Australian Curriculum: Health and Physical Education (F-10), the two strands, personal, social and community health and movement and physical activity, are interrelated and inform and support each other. Both strands must be taught in each year from Foundation to Year 10. Creating opportunities for practical application will enhance the development of knowledge, understanding and skills across a range of relevant and meaningful health and movement focus areas. Students should be provided with the opportunity to participate in physical activity on a weekly basis as a minimum as part of the HPE curriculum.

Sub-strands

1. Being healthy, safe and active

The content focuses on supporting students to make decisions about their own health, safety and wellbeing. It develops the knowledge, understanding and skills to support students to be resilient. It enables them to access and understand health information and empowers them to make healthy, safe and active choices. In addition, the content explores personal identities and emotions, and the contextual factors that influence students' health, safety and wellbeing. Students also learn about the behavioural aspects related to regular physical activity and develop the dispositions needed to be active individuals.

2. Communicating and interacting for health and wellbeing

The content develops knowledge, understanding and skills to enable students to critically engage with a range of health focus areas and issues. It also helps them apply new information to changing circumstances and environments that influence their own and others' health, safety and wellbeing.

3. Contributing to healthy and active communities

The content develops knowledge, understanding and skills to enable students to critically analyse contextual factors that influence the health and wellbeing of communities. The content supports students to selectively access information, products, services and environments to take action to promote the health and wellbeing of their communities.

4. Moving our body

The content lays the important early foundations of play and fundamental movement skills. It focuses on the acquisition and refinement of a broad range of movement skills. Students apply movement concepts and strategies to enhance performance and move with competence and confidence. Students develop skills and dispositions necessary for lifelong participation in physical activities.

5. Understanding movement

The content focuses on developing knowledge and understanding about how and why our body moves and what happens to our body when it moves. While participating in physical activities, students analyse and evaluate theories, techniques and strategies that can be used to understand and enhance the quality of movement and physical activity performance. They explore the place and meaning of physical activity, outdoor recreation and sport in their own lives, and across time and cultures.

6. Learning through movement

The content focuses on personal and social skills that can be developed through participation in movement and physical activities. These skills include communication, decision-making, problem-solving, critical and creative thinking, and cooperation. The skills can be developed as students work individually and in small groups or teams to perform movement tasks or solve movement challenges. Through movement experiences, students develop other important personal and social skills such as self-awareness, self-management, persisting with challenges and striving for enhanced performance. They also experience the varied roles within organised sport and recreation.

The 12 focus areas provide the breadth of learning across Foundation to Year 10 that must be taught for students to acquire and demonstrate the knowledge, understanding and skills described in the achievement standard for each band of learning. The focus areas have been mapped to each content description and elaboration (annotations included in brackets) to assist teachers in their planning. Descriptions of each of the focus areas and the learning expected in each can be accessed through hyperlinks from the focus area annotations after each elaboration.

addresses the influence and impact regular physical activity participation has on individual and community health and wellbeing. The content supports students to develop knowledge, understanding and skills to make active choices and to explore the range of influences on physical activity participation and choices.

It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will learn about the following:

physical benefits of participating in physical activities (including impact on health-related and skill-related components of fitness)

benefits of physical activities based on intensity, nature and frequency

social, emotional and cognitive benefits of regular physical activity

social, cultural and environmental influences on physical activity participation

sedentary behaviours and their impact on health and wellbeing

strategies for minimising sedentary behaviour and including physical activity in daily routines.

addresses physical, social and emotional changes that occur over time and the significant role relationships and sexuality play in these changes. The content supports students to develop knowledge, understanding and skills that will help them to establish and manage respectful relationships. It also supports them to develop positive practices in relation to their reproductive and sexual health and the development of their identities. In doing so, students will gain an understanding of the factors that influence gender and sexual identities.

During Foundation to Year 2, students will learn about:

parts of the body and how the body changes as they grow

people who are important to them

strategies for relating to and interacting with others

assertive behaviour and standing up for themselves.

It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will learn about the following:

people who are important to them

strategies for relating to and interacting with others

assertive behaviour and standing up for themselves

establishing and managing changing relationships (offline and online)

bullying, harassment, discrimination and violence (including discrimination based on race, gender and sexuality)

strategies for dealing with relationships when there is an imbalance of power (including seeking help or leaving the relationship)

puberty and how the body changes over time

managing the physical, social and emotional changes that occur during puberty

reproduction and sexual health

practices that support reproductive and sexual health (contraception, negotiating consent, and prevention of sexually transmitted infections and blood-borne viruses)

changing identities and the factors that influence them (including personal, cultural, gender and sexual identities)

celebrating and respecting difference and diversity in individuals and communities.

focuses on learning through which students actively engage in play with people, objects and representations; indoors, outdoors, alone, with a partner or in a group. The content supports students to be physically active and develop skills such as persistence, negotiation, problem solving, planning and cooperation.

It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 4 will participate in the following:

imaginative play

small group games

minor games

lead-up games.

focuses on how individuals participate in a variety of physical activities designed to challenge individuals physiologically, behaviourally and socially in diverse contexts and environments. The content supports students to develop knowledge, understandings and skills to assess hazards and manage risks.

It is expected that all students at appropriate intervals across the continuum of learning from Year 5 to Year 10 will participate in the following:

initiative games

movement challenges (as individuals and in teams or groups)

recreational activities in natural and outdoor settings

navigational challenges.

Schools could also offer the following activities within this focus area if they have access to specialised facilities and equipment and relevant teacher expertise:

bushwalking

camping

biathlon and triathlon

martial arts

rock climbing

canoeing and kayaking

cycling (mountain biking, BMX, road and track cycling)

surfing

skiing (snow or water)

swimming for performance (with a focus on technique).

focuses on the development of fundamental movement skills that provide the foundation for competent and confident participation in a range of physical activities such as games, sports, dance, gymnastics and physical recreation.

It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 6 will have opportunities to practise and develop the following skills:

Locomotor and non-locomotor skills:

rolling

balancing

sliding

jogging

running

leaping

jumping

hopping

dodging

galloping

skipping

floating and moving the body through water to safety.

Object control skills:

bouncing

throwing

catching

kicking

striking.

focuses on the development of movement skills, concepts and strategies through a variety of games and sports. This content builds on learning in active play and minor games and fundamental movement skills. Most games and sports can be classified into: invasion games, net and wall games, striking and fielding games and target games.

It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

modified games

traditional games or sports

culturally significant games and sports (such as traditional Indigenous games and games of significance from the Asia region)

non-traditional games and sports (including student-designed games).

focuses on how participation in physical activity can enhance health-related fitness and wellbeing across the lifespan.

It is expected that all students at appropriate intervals across the continuum of learning from Year 3 to Year 10 will participate in the following:

individual and group fitness activities

active recreation activities.

Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

swimming

tai chi, yoga, Pilates

bushwalking

recreational cycling

resistance training.

focuses on how movement can be composed and performed in response to stimuli such as equipment, beats and sounds, images, words or themes.

It is expected that all students at appropriate intervals across the continuum of learning from Foundation to Year 10 will participate in the following:

creative movement

movement exploration

dance styles and dance elements.

Schools could also offer the following activities if they have access to specialised facilities and equipment and relevant teacher expertise:

circus skills

rhythmic gymnastics

educational gymnastics

tai chi, yoga.

Advice on appropriate timing for addressing each focus area is provided in Table 2 below and the band descriptions. It is expected that the focus areas identified in each band description will contribute substantially to the Health and Physical Education teaching and learning program for the relevant band of learning. Decisions about the specific timing of when each focus area will be taught within the two-year band (for example, whether to teach about safety in Year 3 or Year 4 or in both years) are the responsibility of schools and teachers. Planning decisions should take into account local needs, available resources, students' readiness and community priorities.

Across the Health and Physical Education curriculum from Foundation to Year 10, the focus areas that must be addressed in each band of learning are those indicated with a tick in Table 2 below.
Table 2: Focus areas across the learning continuum

Focus area

Foundation - Year 2

Years 3-6

Years 7-10

Alcohol and other drugs (AD)

✓

Medicines only

✓

✓

Relationships and sexuality (RS)

✓

Relationships only

✓

✓

As with other areas of student diversity, it is crucial to acknowledge and affirm diversity in relation to sexuality and gender in Health and Physical Education. Inclusive Health and Physical Education programs which affirm sexuality and gender diversity acknowledge the impact of diversity on students' social worlds, acknowledge and respond to the needs of all students, and provide more meaningful and relevant learning opportunities for all students.

The Australian Curriculum: Health and Physical Education (F-10) is designed to allow schools flexibility to meet the learning needs of all young people, particularly in the health focus area of relationships and sexuality. All school communities have a responsibility when implementing the Health and Physical Education curriculum to ensure that teaching is inclusive and relevant to the lived experiences of all students. This is particularly important when teaching about reproduction and sexual health, to ensure that the needs of all students are met, including students who may be same-sex attracted, gender diverse or intersex.

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Strands, sub-strands and threads The Australian Curriculum: Health and Physical Education is organised into two content strands: personal, social and community health and movement and physical activity. Each strand contains content descriptions which are organised under three sub-strands.

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Health and Physical Education Propositions

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Health and Physical Education Propositions

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The Australian Curriculum outlines five propositions to assist in guiding the pedagogical approach when teaching HPE. These five propositions are; focus on educative purposes, take a strengths-based approach, value movement, develop health literacy and, include a critical inquiry approach.

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P.E. Geek - 100 Ways to Use Technology in PE

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P.E. Geek - 100 Ways to Use Technology in PE

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The PE Geek has an amazing resource that outlines 100 different ways that teachers can incorporate technology into their HPE lessons. The resource is broken into a number of sections including; fun and fitness, video, assessment and evaluation, Google, active gaming, augmented and virtual reality, productivity and, useful tools. The document is an excellent way to spark innovative thinking for the practical application of the curriculum.

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Over the past decade, the Balance It mobile app has been transforming physical education in classrooms around the world. With over a million downloads and a multitude of positive testimonials,

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Canva is a graphic design platform, that can be used to create a range of visual content. Canva allows students to present their knowledge and understanding of the content.

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Kahoot is a platform that teachers and educators can use to create multiple-choice quizzes that students can access in real time during a lesson. The platform takes a unique and engaging approach to assessing the understanding of student knowledge.

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The SAMR model sets out four levels of classroom technology integration. It allows teachers to understand the level at which they have incorporated various tools of technology into their lessons. Understanding the model also allows teacher to plan their lessons with ideas of enhancement and transformation in mind.

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Good technology integration isn't about using the fanciest tool, it's about being aware of the range of options and picking the right strategy-or strategies-for the lesson at hand.

The biggest obstacle to teaching online probably isn't the technology. Teachers seek out educational technology, in fact, because it "can have considerable positive impacts on student performance," according to a 2016 study -improving test scores and allowing teachers to assess student achievement more efficiently. The big problem is how to integrate it: Beyond the sheer number of tech tools available, the same researchers identified "inadequate professional development and training" as the primary obstacle to using technology productively in classrooms.

Understandably, the emergence of the coronavirus has dramatically accelerated the process of integrating edtech, as educators around the country race to get online as fast as they can. But as many of our teachers have noted, the current state of K-12 online learning is more like triage-a form of crisis management-and not at all like skillfully managed distance education.

What's missing from the conversation right now, which makes sense given the immediacy of the need, is a focus on the bigger question of what the highest quality technology integration actually looks like. That's an important conversation to have, because in a post-coronavirus world there's likely to be a greater emphasis on digital learning, even as we return to physical schools and take advantage of face-to-face opportunities.

A Hierarchy of Tech Uses

A powerful conceptual tool to think about technology integration-and edtech's best uses-is the SAMR model, developed in 2010 by education researcher Ruben Puentedura, who was the 1991 recipient of a Phi Beta Kappa teaching award.

The SAMR model lays out four tiers of online learning, presented roughly in order of their sophistication and transformative power: substitution, augmentation, modification, and r edefinition. When switching to an online format, teachers often focus on the first two levels, which involve replacing traditional materials with digital ones: converting lessons and worksheets into PDFs and posting them online, or recording lectures on video and making them available for asynchronous learning, for example.
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Those are important steps, especially when teaching online for the first time, but in classrooms where tech integration has moved to the mastery level, the last two levels of the SAMR model-modification and redefinition-should also be in the mix. Students in classes where this kind of mastery is embedded find more novel and immersive uses for technology. They are creators and publishers of their own work across multiple forms of media, for example, or they are inviting professionals to provide feedback on their work products, or participating in digital forums with other peers around the world.

It's tempting to think of SAMR as a mountain to be summited. But good technology integration isn't about living at the top of the SAMR model; it's about being aware of the range of options and picking the right strategy-or strategies-for the lesson at hand.

Here's a closer look at good classroom practices at each level in the model:

Substitution

"Substitution" means replacing traditional activities and materials-like in-class lectures or paper worksheets-with digital versions. There is no substantial change to the content, just the way that it is delivered.

The goal here is to keep things simple: there's no need to reinvent the wheel. Scan your lessons and worksheets, convert them into PDFs, and post them online using Microsoft OneDrive, Google Drive, or a similar file-sharing service. Think about the information you have on your walls, such as the classroom norms, the daily schedule, or vocabulary lists, and convert them into digital formats that students can easily reference.

It may also help to provide synchronous as well as asynchronous versions of your lectures. If you're holding class meetings over a videoconferencing service like Zoom or Skype, provide a recording for students who can't attend. You can also create your own instructional videos for students to view at their own pace.

Augmentation

This level involves incorporating interactive digital enhancements and elements like comments, hyperlinks, or multimedia. The content remains unchanged, but students can now take advantage of digital features to enhance the lesson.

For example, students can create digital portfolios to create multimedia presentations, giving them more options to demonstrate their understanding of a topic. And instead of handing out paper quizzes, you can gamify your quizzes with tools like Socrative and Kahoot.

Teachers can also create virtual bulletin boards-using an app like Padlet -where students can post questions, links, and pictures.

Modification

At this level, teachers can think about using a learning management system like Google Classroom, Moodle, Schoology, or Canvas to handle the logistical aspects of running a classroom, like tracking grades, messaging students, creating a calendar, and posting assignments.

Teaching online opens up new channels of communication, many of which can help students who have traditionally been marginalized. Research shows that girls may be less likely to speak up in class, for example, so they may benefit from backchannels -alternative conversations that can run alongside instruction-that encourage participation.

Zoom's text chat feature, meanwhile, gives students an opportunity to write their questions out, which can feel less intrusive if there are dozens of students participating in the call. Also, students who prefer to collect their thoughts may benefit from slower-paced, asynchronous discussions in an online forum or email threads.

Redefinition

Learning is fundamentally transformed at the "redefinition" level, enabling activities that were previously impossible in the classroom.

For example, virtual pen pals can connect students to other parts of the world, whether it's with other students or experts in a field. Virtual field trips enable students to visit locations like the Amazon rainforest, the Louvre, or the Egyptian pyramids. After reading a book in class, you can invite the author to chat about their work and answer questions.

Technology also provides an opportunity to bring authentic audiences into your virtual classroom, and can make publishers out of your students. Kids can write their own wikis or blogs for public consumption and feedback-and platforms like Quadblogging can connect distant classrooms together so students both write and respond. Students can tackle local problems-like investigating the water quality of a nearby river-and invite members of the community to assess their digital proposals.

Going Beyond SAMR

Finally, consider how technology can be used not just as a way to deliver content, but also to strengthen relationships with your students. For elementary school teacher John Thomas, Seesaw and Flipgrid allow him to share a daily greeting, which his students then respond to-or to each other-with a typed or voiced comment. It's a good way to provide some stability while they're isolated.

How can my lesson be improved using technology?

How can I engage and empower students through technology?

How can online learning more closely resemble authentic, real-world learning?

Remember, again, that SAMR is sometimes thought of as a mountain to summit, but it's really more like a toolbox. The goal isn't to use the most sophisticated tool, but to find the right one for the job. More importantly, however, it's a way to reflect on your technology integration by thinking about a few key questions:

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A Powerful Model for Understanding Good Tech Integration

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Good technology integration isn't about using the fanciest tool, it's about being aware of the range of options and picking the right strategy-or strategies-for the lesson at hand.

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Google is one of the best platforms for education collaboration that anyone can incorporate into their classroom. Teachers can use tools such as Google Docs, Google Classroom, Google Meet, and so much more to promote collaboration within their classroom.

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Tim Hilborn, Technology Teacher, Abbott and Borel Middle Schools

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Solutions built for teachers and students | Google for Education

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Schools and universities are using Google’s products, programmes and philanthropy to help them improve learning and innovation.

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Scootle provides educators with a number of recourses that align with the Australian Curriculum and the content descriptors within each year level. The resources are related to the topics that are required to be covered and a relevant to students and their growth.

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Although being a Health and Physical Education site that is predominantly based in the United States, this site still provides some excellent resources, activities and lesson plans that teachers and educators can use in their lessons. There are a range of topics across a number of different year levels.

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PE Central has partnered with S&S Discount Sports to provide a full range of sports and PE products for your program.

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Helpful resources for physical educators who teach children with disabilities.
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First graders were doing a practice Pacer Test, where I had them run the width of the gym instead of the length. I stopped the CD when they got to 25 laps. After class, they told their teacher they ran 25 miles.

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PE Central | Physical Education Lesson Plans & Activities for PE Teachers

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PE Central has partnered with S&S Discount Sports to provide a full range of sports and PE products for your program. Save 15% & Get Free Shipping over $25 Save 15% on PE Equipment Use offer code B4260 Our Job Center is a great place to publicize your school district job openings.

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This is an awesome read that all teachers and pre-service teachers should become aware of. This article aims to inspire teachers to implement a wide range of tools into their classroom to engage their learners in meaningful learning experiences. The article also provides a list of tools and resources that can be implemented to engage students.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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The follow resource gives teachers the opportunity to incorporate traditional Indigenous games into their lessons. By doing this, teachers are working towards a more socially and culturally aware and accepting classroom.

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The Australian Sports Commission acknowledges Ken Edwards for the extensive and thorough research undertaken to collate the Yulunga: Traditional Indigenous Games.

To create this resource, Ken Edwards with the assistance of Troy Meston reviewed almost every available account of Australian Aboriginal and Torres Strait Islander games from all parts of Australia.

The Australian Sports Commission recognises the traditional owners of the games and activities that formed the basis of this resource. This resource is dedicated to all Australian Aboriginal and Torres Strait Islander people.

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Sport Australia is determined to have more Australians participating and excelling in sport, from grass-roots right up to the pinnacle of elite competition.

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The eSafety Commissioner website provides a wide range of online safety programs and resources that educators can use to encourage to appropriate use of technology and the legal, safe and ethical principles associated with technology use.

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eSafety can help Australians experiencing online bullying or abuse to take action or make a complaint. Discover how we can help you stay safe online

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Cybersafety and Responsible Use of Digital Technologies

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Cybersafety and Responsible Use of Digital Technologies

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The following resources outlines a number of aspects that teachers, educators and schools need to be aware of when incorporating technology into their classrooms. This also provides ways in which this information may be taught or relayed to students.

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This policy outlines measures schools must take to support students to engage with digital technology in a safe and responsible way. Schools have a duty of care to students to take reasonable steps to ensure digital learning is conducted in a safe and responsible manner.