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focus on educative purpose
taking a strengths-based approach
Value movement
health literacy
critical inquiry

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1. Focuses on educative outcomes

2. Takes a strengths-based approach

3. Values movement

4. Develops health literacy skills

5. Includes a critical inquiry approach

# data[].attributes.body
1.Focuses on educative outcomes
2. Takes a strengths-based approach
3. Values movement
4. Develops health literacy skills
5. Includes a critical inquiry approach

# data[].attributes.body
1. focus on educative purposes
2. take a strengths-based approach
3. value movement
4. develop health literacy
5. include a critical inquiry approach

# data[].attributes.body
1. Focuses on educative outcomes
2. Takes a strengths-based approach
3. Values movement
4. Develops health literacy skills
5. Includes a critical inquiry approach

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Vince Vanessa QIER

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gives a framework for teachers to plan lessons that will develop knowledge, understanding and skills that will enable students to live healthy and active lifestyles

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Emphasis on what  you want your student learn from your activities rather than marginalising HPE.

Thinking of movement diversely-- students who are in wheelchairs and immobile have different ways in which they move compared to those who can walk

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1. Can learn content
2. Learn what you don't know
3. Skills of moving
4. Theory of health
5. Student-led

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Functional, interactive, critical

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- Functional dimension.
- Interactive dimension.
- Critical dimenison.

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The HPE curriculum moves away from a focus solely on individuals, to consider individuals in relation to their social and cultural environments and their communities.

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1. strength-based approach:  recognises that students have varying strengths
2. value movements: Movement competence and confidence
3. develop health literacy: gain access to, understand and use health information and services
4. include a critical inquiry: assist students in researching, analysing, applying and appraising knowledge in health and movement fields

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functional, interactive and critical

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functional
interactive
critical

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Analyse, investigate and examine

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falling back into old habits recognising traditional health and physical education constraints (e.g. being reactive rather than proactive), how does time, place, culture and many other factors influence the practice of health and physical education

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functional
interactive
critical

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educative purpose: opportunities to learn
strengths-based approach: developing personal health
Value movement: learning in, through and about movement
health literacy: health in context
critical inquiry: life-long problem solving

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Starting out with the intention of a critical enquiry and then in the end forget to understand and discuss the choices of the task - keeping it simple rather than enquiry based

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'analyse; 'investigate' and 'examine'

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Teachers don't foresee the hidden curriculum/implications through the tasks they set, and they become problematic through developing a 'black or white' lens rather than a holistic approach to include multiple influencing factors

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"Point to ways of organising, teaching and assessing HPE".

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The verbs are 'analyse', 'investigate' and 'examine'

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-functional dimension: researching and applying information in order to respond to a health-related question.
-interactive dimension: advanced knowledge to apply new info to changing conditions
-critical dimension: selectively access and critically analyse health info from various resources.

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Functional, interactive, critical dimension

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how a unit that starts out with the potential to take a critical inquiry and educative approach can be pulled back to the same old routine of identifying poor behaviour rather than understanding and discusses how context might influence choices

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-a functional dimension
-an interactive dimension
-a critical dimension

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a unit which starts out with the potential to take a critical inquiry and educative approach can be pulled back to the same old routine of identifying poor behavior rather than understanding and discussing how contexts might
influence choices

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Educative purpose - develop disciplinary knowledge and apply it to different contexts
Strengths-based - Healthy, safe and active choices
Values movement -

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reasoning problem-solving

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 the verbs 'analyse;
'investigate' and 'examine'

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Analyse, Investigate, and examine

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1. Opportunities for growth and learning development
2. A focus on individual strengths and abilities
3. Physical movement and competence is seen as a community asset
4.

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1.

1. Focuses on educative outcomes--> curriculum, assessment

2. Takes a strengths-based approach --> process of learning, attitude and beliefs

3. Values movement--> physical element

4. Develops health literacy skills--> interpret and communicate health

5. Includes a critical inquiry approach --> take perspectives and formulate our reasponse

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they point to ways of organising,
teaching and assessing HPE.

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starts out following new critical inquiry and educative outcomes but then is pulled back through habit into the old routine of identifying 'unhealthy' behaviour rather than understanding and discussing how the contexts might influence choices.