Year 10 Health and Physical Education Curriculum

Achievement Standards:

By the end of Year 10, students are expected to:

-Develop and assess personal strategies for managing their identities, emotions, and responses to change.

-Evaluate how attitudes and beliefs about equality, respect, diversity, and inclusion affect relationships.

-Propose and justify strategies for managing health, safety, relationships, and wellbeing in both online and offline contexts.

-Synthesise credible health information to enhance health, safety, relationships, and wellbeing.

-Evaluate and refine movement skills and performances and apply movement concepts in new situations.

-Adapt movement strategies to unfamiliar situations for successful outcomes.

-Propose and evaluate physical activity interventions to improve community health, fitness, and wellbeing.

-Apply and evaluate leadership, collaboration strategies, and ethical behaviours in various movement contexts.

Unit Lesson Sequence Links to Achievement Standards

By the end of Year 10, students critically analyze contextual factors that influence identities, relationships, decisions and behaviors. They analyze the impact attitudes and beliefs about diversity have on community connection and wellbeing. They evaluate the outcomes of emotional responses to different situations. Students access, synthesize and apply health information from credible sources to propose and justify responses to health situations. Students propose and evaluate interventions to improve fitness and physical activity levels in their communities. They examine the role physical activity has played historically in defining cultures and cultural identities.

Students demonstrate leadership, fair play and cooperation across a range of movement and health contexts. They apply decision-making and problem-solving skills when taking action to enhance their own and others’ health, safety and wellbeing. They apply and transfer movement concepts and strategies to new and challenging movement situations. They apply criteria to make judgements about and refine their own and others’ specialized movement skills and movement performances. They work collaboratively to design and apply solutions to movement challenges.

https://url.au.m.mimecastprotect.com/s/FnXuC5QZqoCzoEV7iOOzQJ?domain=qcaa.qld.edu.au

The Years 9–10 curriculum builds on students’ prior learning to refine their understanding of contributing to individual and community health and wellbeing. Students frequently engage in physical activities, including outdoor settings, to appreciate the lifelong importance of active recreation.

Students explore practical and creative health promotion actions, such as designing spaces for physical activity, active transport options, and sustainable food choices. Practical experiences help students plan, implement, monitor, and evaluate personal habits to enhance their wellbeing.

Students investigate how societal attitudes and values reinforce stereotypes and role expectations, impacting health behaviours, healthcare options, help-seeking strategies, and physical activity participation.

Students address health issues relevant to young people, including mental health, sexual health, healthy eating, personal and relationship safety, body image, and substance use. They refine help-seeking strategies, assertive behaviours, conflict resolution, and negotiation skills.

Students explore respectful relationships, developing skills to manage evolving relationships, empathy, ethical decision-making, respect, and consent. In physical education, students practice specialised movement skills and complex strategies in various environments, applying movement concepts to evaluate and improve performances. They adapt their movements to different situations and refine leadership, teamwork, and collaborative skills through diverse physical activities.

file:///C:/Users/sharn/Downloads/A_Guide_to_Four_Cs.pdf

Checking for understanding (CFU) tips:

file:///C:/Users/sharn/Downloads/CFU_strategies.pdf

Top Drawer- resources

https://padlet.com/kbirt4/top-draw-resources-1d4pdjvm0bvj/wish/268159443

https://www.digitaltechnologieshub.edu.au/search/?keywords=Health&p=1&items=8

General Capabilities

1. Literacy

2. Numeracy

3. ICT Capability

4. Critical and Creative Thinking

5. Personal and Social Capability

6. Ethical Understanding

7. Intercultural Understanding

   
   

https://studentwellbeinghub.edu.au/students/secondary/year-7-year-9/resources/wellbeing-activities-for-students/

General Capabilities~ Positioning my digital pedagogy within the General Capabilities framework is crucial for enriching both the content and process of student learning, particularly in the Health and Physical Education (HPE) area of version 9 of the Australian Curriculum, Assessment and Reporting Authority (ACARA). By integrating digital tools and resources aligned with General Capabilities, educators can enhance students' critical and creative thinking, personal and social capability, and information and communication technology (ICT) proficiency. This holistic approach not only deepens students' understanding of HPE content but also fosters essential life skills such as resilience, collaboration, and digital literacy. For example, using interactive simulations to explore body systems or fitness apps to track personal health goals can make learning more engaging and relevant. Furthermore, this approach encourages students to become active, informed, and ethical participants in a digital world, ultimately supporting their overall development and readiness for future challenges.

1. Remembering

2. Understanding

3. Applying

4. Analyzing

5. Evaluating

6. Creating

This framework aids educators in setting clear learning goals and objectives for both students and teachers. It facilitates the development of precise instructions and valid assessment tasks, ensuring effective communication and comprehension of educational objectives.

https://www.digitaltechnologieshub.edu.au/teach-and-assess/assessment-overview/bloom-s-taxonomy/

Home economics develops students’ capacity to make decisions, solve problems and respond critically and creatively to practical concerns of individuals, families and communities in local and global contexts. Elements of learning in home economics draws from content in both Health and Physical Education and Technologies in the Australian Curriculum. 

The primary content drawn from the Health and Physical Education curriculum is in relation to food and nutrition, growth and development, identity and connecting to others. The Health and Physical Education curriculum focuses on developing knowledge, understanding and skills needed to make healthy choices about food and nutrition. Students learn about this by exploring the influences on these choices and developing skills to access and assess nutritional information to support healthy choices. In Health and Physical Education, students learn about different stages of life and take increasing responsibility for their own growth and development. They explore and learn how to manage the many different factors that influence their identities. They also develop a practical understanding of how connections to other people influence health and wellbeing. 

Visit the ‘Food and wellbeing’ page of the Australian Curriculum Version 9.0 website for more information.

https://app.education.nsw.gov.au/digital-learning-selector/LearningTool/Browser?cache_id=72514

https://www.khanacademy.org/science/high-school-biology/hs-human-body-systems

The rationale defines the learning area and describes the importance of the learning area within the curriculum.

The Health and Physical Education rationale promotes:

• healthy, safe and active citizens

• critical inquiry skills to engage with emerging knowledge about health, safety, wellbeing and physical activity

• resilience, empathy and active engagement to advocate for and enhance students’ and others’ wellbeing

• a sense of self, as well as the capacity to build and grow respectful relationships

• movement skills and participation in physical activities with confidence, competence and creativity

• an understanding of how the body moves and positive attitudes to participation in physical activity.

Health and Physical Education- enables students to develop skills, understanding and willingness to positively influence the health and wellbeing of themselves and their communities. In an increasingly complex, sedentary and rapidly changing world, it is critical for every young Australian to flourish as a healthy, safe, active and informed citizen. It is essential that young people develop their ability to respond to new health issues and evolving physical activity options. 

Department of Education, Q. G. (n.d.). Supporting students’ wellbeing and mental health. https://education.qld.gov.au/students/student-health-safety-wellbeing/student-wellbeing

Fardouly, V. and P. (2016). Social media shots affect body image because we only show our best side. The Conversation. https://theconversation.com/social-media-shots-affect-body-image-because-we-only-show-our-best-side-69783

Blackwell, D., Leaman, C., Tramposch, R., Osborne, C., & Liss, M. (2017). Extraversion, neuroticism, attachment style and fear of missing out as predictors of social media use and addiction. Personality and Individual Differences, 116, 69–72. https://doi.org/10.1016/j.paid.2017.04.039

Hugh van Cuylenburg, C.-F. and P. (n.d.). The Resilience Project: Schools Education Program. The Resilience Project. https://theresilienceproject.com.au/education/

Knowing Your Learner & How To Teach Them- AITSL

Michael Grose. (1920, Winter). Respectful relationships start at home  . Respect.gov.au. https://www.respect.gov.au/respectful-relationships-start-at-home/

Santarossa, S., & Woodruff, S. J. (2017). SocialMedia: Exploring the Relationship of Social Networking Sites on Body Image, Self-Esteem, and Eating Disorders. Social Media + Society, 3(2), 205630511770440-. https://doi.org/10.1177/2056305117704407

ReachOut. (n.d.). Understanding body image . ReachOut Australia. https://au.reachout.com/articles/what-is-body-image

National Eating Disorders Collaboration. (n.d.). Body Image. NEDC. https://nedc.com.au/eating-disorders/eating-disorders-explained/body-image/

Body image . (2019). healthdirect. https://www.healthdirect.gov.au/body-image

~https://www.pesta.com.au/

~https://www.teacherprofessionaldevelopmentservices.com.au/

~ACHPER QLD Home

~Professional development resources for teachers - Find CPD | QCT

~Teacher Professional Learning Guidelines | Australian Sports Commission (sportaus.gov.au)

Professional development for teaching Health and Physical Education (HPE) is essential for educators to stay updated with the latest pedagogical strategies, health trends, and physical activity research. It ensures that teachers are well-equipped to deliver a comprehensive and dynamic curriculum that addresses the diverse needs of students. Through ongoing professional development, HPE teachers can enhance their understanding of contemporary health issues, effective instructional methods, and innovative ways to engage students in physical activities. Training sessions and workshops focused on topics such as mental health education, inclusive practices, and the integration of technology in physical education can significantly improve teaching efficacy. Additionally, professional development opportunities provide a platform for teachers to collaborate, share best practices, and develop new skills, ultimately contributing to the overall health and wellbeing of their students and fostering a positive, active learning environment.

QCCA

•Health and Physical Education propositions

•Importance of a healthy school environment

•Organisation of learning

•Protocols for engaging First Nations Australians

•Meeting the needs of diverse learners

Incorporating the ACARA Cross Curriculum Priorities in (HPE) classes can help enrich students' learning experiences by integrating important themes into physical activities and health education. 3 Cross-Curricular Priorities are Aboriginal and Torres Strait Islander Histories and Cultures, Asia and Australia’s Engagement with Asia, and Sustainability. Here’s how you can integrate each of these priorities into HPE:

Aboriginal and Torres Strait Islander Histories and Cultures

1. Traditional Games:

   • Introduce students to traditional Aboriginal and Torres Strait Islander games such as "Buroinjin" and "Kai."

   • Discuss the cultural significance and historical context of these games.

   • Explore the values and skills these games promote, such as teamwork, agility, and respect for nature.

2. Health and Wellbeing:

   • Examine traditional Aboriginal and Torres Strait Islander approaches to health and wellbeing, including bush medicine and holistic health practices.

   • Invite local Aboriginal or Torres Strait Islander health practitioners to speak to the class.

3. Nutrition and Diet:

   • Study traditional diets and food sources, such as bush tucker, and compare them with modern diets.

   • Organize cooking classes or taste-testing sessions featuring traditional ingredients.

Asia and Australia’s Engagement with Asia

1. Cultural Sports:

   • Introduce students to sports popular in Asia, such as Sepak Takraw, martial arts (like Taekwondo or Karate), and table tennis.

   • Discuss the history and cultural significance of these sports in their respective countries.

2. Health Practices:

   • Explore traditional Asian health practices such as yoga, meditation, Tai Chi, and their benefits for physical and mental health.

   • Incorporate these practices into regular class routines.

3. Global Health Issues:

   • Discuss global health issues and how Australia engages with Asia to address these challenges.

   • Create projects or presentations on topics like the spread of infectious diseases, nutrition, and physical activity trends in Asian countries.

Sustainability

1. Environmental Impact of Physical Activities:

   • Educate students on the environmental impacts of various sports and recreational activities.

   • Promote eco-friendly practices, such as using sustainable sports equipment and minimizing waste at events.

2. Outdoor Education:

   • Plan outdoor activities and excursions that focus on environmental education, such as hiking, orienteering, and nature walks.

   • Teach students about the importance of preserving natural environments and the role they play in physical and mental health.

3. Sustainable Living:

   • Incorporate lessons on sustainable living practices, such as recycling, reducing waste, and conserving water, into health education.

   • Engage students in projects that promote sustainability in their local community, such as clean-up campaigns or creating a school garden.

Practical Tips for Implementation

• Collaborate with Local Communities: Work with local Aboriginal and Torres Strait Islander communities and Asian cultural organizations to ensure authentic and respectful integration of cultural elements.

• Interdisciplinary Projects: Combine efforts with other subject areas, such as geography, science, and history, to create interdisciplinary projects that reinforce cross-curricular priorities.

• Professional Development: Invest in professional development for teachers to build their knowledge and confidence in teaching these priorities.

• Student-Led Activities: Encourage students to research and lead activities related to the cross-curricular priorities, fostering ownership and deeper engagement.

By weaving these priorities into HPE classes, educators can provide a richer, more diverse educational experience that prepares students to be informed and respectful global citizens.

https://www.gonoodle.com/

Just Dance Now is a popular dance game which can be utilized within educational settings. Offering educators a healthy movement based brain-break options and it a fun and interactive way for students to engage in dancing & movement, which is healthy!

https://www.youtube.com/@VirtualPE1000

Fitness Blender Kids

Fitness Blender Kids provides a selection of kid-friendly workout videos and fitness challenges suitable for HPE classes. Teachers can use it to introduce students to different exercise techniques and encourage them to stay active.

https://play.google.com/store/apps/details?id=com.trainerize.fitquestllc&hl=en&gl=US&pli=1

https://app.sworkit.com/collections/kids-workouts

1. Personal, Social and Community Health: This strand focuses on developing students' knowledge, understanding, and skills to promote personal, social, and community health and wellbeing. It includes topics such as mental health, relationships, safety, and nutrition.

2. Movement and Physical Activity: This strand emphasizes the importance of movement and physical activity for health and wellbeing. It covers fundamental movement skills, different types of physical activities, and the benefits of an active lifestyle.

3. Health Knowledge and Understanding: This strand involves building students' knowledge and understanding of health concepts and issues. It includes learning about factors that influence health, such as biological, environmental, and social determinants, as well as strategies for promoting health and preventing illness.

These strands provide a comprehensive framework for the teaching and learning of HPE in Australian schools, addressing both the physical and mental aspects of health and wellbeing.

Importance, Value, and Rationale Behind Online Professional Learning Communities

Online professional learning communities (PLCs) play a crucial role in the continuous development of educators by providing platforms for sharing resources, discussing best practices, and engaging in professional experiences. The theory behind PLCs is rooted in interactions, which emphasizes learning as a social process where knowledge is constructed through interaction curation and collaboration. Engagement in online PLCs, especially for graduate teachers, fosters an environment of continuous professional growth. These communities such as the Padlet Digital Pedagogies forum offer access to diverse perspectives and resources, which can enhance teaching strategies and improve student outcomes. The value lies in the closeness and accessibility of professional support and the opportunity to stay updated with current educational trends and research.

Personal and Professional Learning Experience

As a graduate teacher specialising in HPE and Home Economics, my participation in online PLCs has been transformative. Contributing to and engaging with peers on platforms such as Padlet and Moodle has allowed me to explore innovative resources and teaching strategies. Commenting on ITD Padlet posts has broadened my understanding of different pedagogical approaches and digital tools. This interactive process has enriched my professional practice, enabling me to implement new ideas and methodologies in my teaching. One significant experience was discovering resources related to nutritional education with VR digital tool which I aim to integrate into my HPE curriculum and Home Economics classrooms. These resources, shared by colleagues in the Padlet community, have enhanced my lessons and made my digital pedagogies unit interactive and engaging.

Demonstration of AITSL Standards 6.2 and 7.4

Standard 6.2: Engage in professional learning and improve practice

My engagement in online learning communities has been pivotal in improving my professional practice, particularly in the effective use of digital resources and tools and curating. Regularly evaluating and reflecting on current research and professional practices have become integral to my teaching approach. For instance, through collaboration with other graduates, I have gained insights into innovative teaching methods and digital tools that have improved my instructional techniques. Evidence of this can be seen in my Padlet posts and comments, where I have received shared and discussed various digital resources and their application in the classroom.

Standard 7.4: Engage with professional teaching networks and broader communities

I have actively engaged with professional teaching networks and broader communities, recognising the opportunities these platforms provide for sharing and enhancing professional practice. Participating in online discussions has expanded my professional network and exposed a wealth of knowledge from experts and community representatives. Reflecting on these interactions within the assessment has highlighted the rationale, purposes, and outcomes of engaging in these online professional learning networks. This educational engagement has been instrumental in enhancing teaching practices and aligning with AITSL standards 6.2 and 7.4.

Evidence of Demonstrating AITSL Standards

Padlet Comments: See Appendix & Padlet

Resource Sharing & Collaboration-:  My Padlet comments both given and received throughout this task have been acknowledged and thoroughly appreciated from feedback on resource links, Padlet design and content evident. Documenting my engagement with online PLCs and the subsequent impact on my teaching methods showcases my adherence to AITSL standards. In conclusion, active participation in online professional learning communities has significantly contributed to personal and professional growth. By engaging with these learning communities it has enhanced overall teaching practice, demonstrated the AITSL standards 6.2 and 7.4, and continuously striving for excellence in education embracing the digital elements is future focus and is fundamental to educate future generations.

My focus as a graduate educator is to build on my pedagogical approaches, overall this unit as demonstrated how ICTs have the potential to significantly enhance students' creativity, problem-solving skills, and critical thinking skills. By leveraging digital technologies to create dynamic and engaging learning experiences, teachers the higher order critical thinking in students. Embracing innovative and inquiry-based pedagogy empowers learners to thrive in the wider community.

Dig Ped Mapping with ACARA Gen Capabilities HPE

Effective Teaching Pedagogical Strategies Linking to HPE & Digital ICT Capabilities

Inquiry-Based Learning
   - Exploration and research in health topics
   - Using digital tools for investigation and data analysis

Differentiated Instruction
   - Tailoring lessons to diverse learning needs in HPE
   - Utilising adaptive technologies and software

Collaborative Learning
   - Group projects on health and physical education topics
   - Online collaboration tools and platforms

Problem-Based Learning
   - Real-world health and physical education scenarios
   - Digital simulations and virtual environments & human body systems

Flipped Classroom
   - Pre-class digital content on HPE topics
   - In-class practical activities and discussions

Blended Learning
   - Combining face-to-face and online HPE instruction
   - Integration of learning management systems

Formative Assessment
   - Continuous assessment strategies in HPE
   - Digital tools for real-time feedback and tracking progress

Gamification
   - Using game elements to enhance HPE learning
   - Educational apps and digital games

Health Literacy Development
   - Critical analysis of health information
   - Accessing and evaluating online health resources

Physical Activity and Fitness Tracking
   - Monitoring physical activity and fitness levels
   - Wearable technology and fitness apps

 Safety and Wellbeing
   - Online safety and digital citizenship in HPE
   - Resources and tools for mental health and wellbeing

 Data-Driven Instruction
   - Using data to inform HPE teaching practices
   - Analytics and student performance tracking systems

Virtual and Augmented Reality
   - Immersive learning experiences in HPE
   - Virtual field trips and augmented reality exercises

 Multimedia Resources
   - Videos, podcasts, and interactive content in HPE
   - Creation and sharing of digital media projects

Professional Development
   - Continuous learning for teachers in ICT and HPE
   - Online courses and professional learning communities

Inclusive Education
   - Strategies for including all students in HPE
   - Assistive technologies and accessible digital content

Students Details

Name- Hannah*

Age- 15

Gender- Female

Learning Style & Environment- Kinetics & Visual

Interests/ Strengths/ Weakness- Dance, Sport, Movement, family, friends, pets. Strengths- effective communicator, good team leader, active, competitive yet fair, positive group member, creative and empathic. Weaknesses- can be easily distracted and disrupt others, struggles to remain on task if not engaged, can be inattentive and struggle with motivation if tasks are monotonous and repetitive.

Student Learning Requirements & Adjustments-

Diagnosed ADHD & medicated she does require movement breaks, uses specific sitting chair/movement stool, and has permission to use her headphone pass for music if heightened and feeling anxious.

Student Background Summary ~

Hannah is a lively and social 15-year-old girl who loves spending time with friends, her pet dogs, and engaging in sports and exercise. She enjoys social media, particularly TikTok, and has a great sense of humour. Hannah is health-conscious, regularly eating healthy snacks like apples and bananas before class and is passionate about healthy food options. Recently diagnosed with ADHD and anxiety, she uses medication and various strategies such as movement breaks, a special chair, headphones for music, breathing exercises, fidget toys, and sketching to manage her condition.

Dance is Hannah’s primary passion, and she excels in ballet, jazz, and modern contemporary dance, performing at local and state levels. She dreams of becoming a professional dancer. Additionally, she participates in female sports such as WNRL, AFL, and Netball, and is a dedicated NRL fan, obsession with Reece Walsh very apparent.

Hannah is active and talkative, enjoying collaborative and team activities. She frequently updates others on her latest digital content, sports events, and dance routines, often struggling with the school’s phone policy due to her constant engagement with social media.

In class, Hannah can become distracted if the content isn’t engaging, particularly in subjects that lack movement, artistic aspects, or visual stimulation. She performs better in her new HPE classes, which are more active and engaging, compared to her previous experiences with Mr. Smith, whose classes she found dull and repetitive. Hannah hopes for more innovative and engaging theory lessons, ideally incorporating dance.

Let's follow Hannah's story as she explores creative and critical thinking with her peers in in Year 10 HPE class with Ms Burnett.

1. Technological Knowledge (TK): Understanding how to use technology tools and resources.

2. Pedagogical Knowledge (PK): Understanding teaching methods and educational practices.

3. Content Knowledge (CK): Mastery of the subject matter being taught.

By integrating these areas, teachers can:

1. Enhance Learning Experiences: Create more engaging, interactive, and personalized learning experiences that can cater to diverse student needs.

2. Improve Instructional Strategies: Utilize technology to support innovative instructional methods that can deepen students' understanding of content.

3. Increase Student Engagement: Incorporate digital tools that can motivate and capture the interest of students, making learning more relevant and enjoyable.

4. Develop 21st-Century Skills: Prepare students for a technology-driven world by incorporating digital literacy and critical thinking skills into the curriculum.

5. Adapt to Diverse Learning Environments: Flexibly use technology to support learning in various settings, including remote, hybrid, and in-person classrooms.

Overall, TPACK empowers teachers to blend technology with pedagogy and content knowledge, leading to more effective and dynamic teaching and learning environments.

Visible Body offers a suite of apps designed to visualize anatomy, physiology, pathology, and more. It provides detailed, interactive 3D models and animations of body systems.

• Features:

  • Comprehensive 3D models of human anatomy

  • Interactive tools to explore body systems

  • Animations of physiological processes

  • Quiz and assessment features for students

    This resource does require payment however is very extensive as a teaching tool.

For more details, you can visit their website: XReady Lab.

For more information, visit: Twinkl.

For more information, visit: InnerBody Cardiovascular System.

Kahoot is an interactive learning platform used in education to create engaging quizzes, discussions, and surveys. Teachers can use Kahoot to gamify lessons, making learning more dynamic and enjoyable. It enables real-time feedback and encourages student participation through competitive, game-like activities. This approach fosters a fun and collaborative classroom environment, helping to reinforce learning objectives and assess student understanding effectively.

For more information, visit: Kahoot.

Students explore practical and creative actions that promote their own health and wellbeing and that of their wider community, such as designing spaces promoting physical activity, active transport options and sustainable strategies for selecting food sources. Practical learning experiences in these years support students to plan, implement, monitor and evaluate personal habits to enhance their wellbeing.

Students explore how societal attitudes and values can reinforce stereotypes and role expectations. They investigate how these can impact young people’s choices in relation to health behaviours, healthcare options, help-seeking strategies and physical activity participation.

Students investigate a range of health issues relevant to young people, including mental health, sexual health, healthy eating, personal and relationship safety, body image and behaviours associated with substance use. As they do so, students further refine their help-seeking strategies, assertive behaviours, conflict resolution and negotiation.

Students have opportunities to explore the nature and benefits of respectful relationships. They further develop skills to manage their relationships as they change over time. They have opportunities to explore empathy, ethical decision-making, respect and consent, and analyse the role they play in establishing and maintaining respectful relationships.

Students practise and refine more specialised movement skills and complex movement strategies and concepts in different movement environments. They apply movement concepts and strategies to evaluate and refine their own and others’ movement performances.

Students further investigate techniques to assess the quality of movement performances. They adapt and improvise their movements to respond to different movement situations, stimuli and challenges. Students refine and consolidate their leadership, teamwork and collaborative skills through participation in a range of physical activities.

Body Systems and Bodily Diseases

In this unit, students study the systems that exist within the human body, and investigate how they work together to keep the human body functioning. They study how the body grows with development, and how the living structures change overtime. They study organs, bones and muscles that assist the body with movement in everyday life, and research diseases that negatively affect the structure and function of a part, or all of the organism. Students study the medical procedures available to treat diseases and illnesses, applying some knowledge of first aid.

GENERAL CAPABILITY STATEMENTS-

ACARA Version 9, linking to Year 10 HPE (Health and Physical Education)

1.      Literacy: Students will develop the ability to comprehend and communicate information related to human body systems through reading, writing, and speaking activities. Students create, understand and use technologies vocabulary, including that presented in flow charts, diagrams, tables and graphs. Students communicate technological knowledge and processes to a variety of audiences. Students read and interpret instructions in a range of formats

2.      Numeracy: Students will apply mathematical concepts such as measurements, calculations, and data analysis to understand and interpret quantitative aspects of human body systems, such as heart rate, BMI, and calorie intake.

3.      ICT Capability: Students will utilize digital technologies to research, analyse, and present information about human body systems, including using online databases, simulation software, and multimedia tools. Students understand digital systems, audiences and procedures. They use ICT to formulate, represent, present and share problems with an audience. They use ICT to investigate and analyse information, design ideas. They collaborate with others and communicate these ideas online. Students represent knowledge in a variety of digital ways suitable for audience and purpose.

4.      Critical and Creative Thinking: Students will engage in analytical thinking to evaluate the functions and interactions of different human body systems, as well as develop creative solutions to health-related problems and challenges.

5.      Personal and Social Capability: Students will explore concepts of health, wellbeing, and interpersonal relationships within the context of human body systems, including topics such as self-care, teamwork, and conflict resolution.

6.      Ethical Understanding: Students will consider ethical dilemmas and responsibilities related to human body systems, such as respecting individual autonomy, confidentiality in health information, and equitable access to healthcare.

7.      Intercultural Understanding: Students will examine how cultural beliefs, practices, and perspectives influence attitudes and behaviours related to health and human body systems, fostering respect for diversity and inclusivity.

Australian Institute of Teaching and School Leadership. (2017). Australian Professional Standards for Teachers. https://www.aitsl.edu.au/teach/standards

Australian Institute of Teaching and School Leadership. (2017). Australian Professional Standards for Teachers. https://www.aitsl.edu.au/teach/standards

Australian Institute of Teaching and School Leadership. (2017). National Professional Standards for Teachers: ICT Elaborations for National Teacher Standards. http://technologiesforteaching.weebly.com/uploads/1/6/3/3/16335480/ttf_-_graduate_teacher_standards_-_ict_elaborations_-_200411.pdf

Australian Institute of Teaching and School Leadership. (2017). National Professional Standards for Teachers: ICT Elaborations for National Teacher Standards. http://technologiesforteaching.weebly.com/uploads/1/6/3/3/16335480/ttf_-_graduate_teacher_standards_-_ict_elaborations_-_200411.pdf

Bouchrika, I (2024). How to use SAMR model in designing instruction (an EdTech integration guide). Retrieved from http://research.com/education/how-to-use-samr-model-in-designing-instruction  

Innerbody Research. (2024). Skeletal system overview. https://www.innerbody.com/image/skelfov.html

Johnson, L., Adams Becker, S., Estrada, V. & Freeman, A. (2014). NMC Horizon Report: 2014 K-12 Edition. Austin, Texas: The New Media Consortium. Retrieved April 13, 2024 from https://www.learntechlib.org/p/147472/.

Mayer, R. E. (2014). Computer games for learning: An evidence-based approach (1st ed.). The MIT Press. https://doi.org/10.7551/mitpress/9427.001.0001

Puentedura, R. R. (2013). SAMR: Getting to transformation. Retrieved May, 31, 265-283. Retrieved from: http://hippasus.com/rrpweblog/archives/2012/09/03/BuildingUponSAMR.pdf

Queensland Curriculum and Assessment Authority. (2024). Queensland curriculum. https://www.qcaa.qld.edu.au