Rubik’s cube shaping the

School of Human Movement Studies

Exploring the five proposition Rubik’s cube shaping the

Australian Curriculum: HPE

CRICOS Provider No: 00025B School of Human Movement Studies

In the face of a review: what to do?


Next steps for Qld HPE programs

1. Read the documents and, where possible, read with colleagues to acquire deep understanding and shared perspectives

2. Acquire a deep understanding of students and your/your school’s goals for them

3. Draw upon the approaches and practices underpinning Senior HE + PE

4. Create authentic complex challenges/assessment as the vehicle for unit construction

5. Start small and build

6. C2C is not the curriculum


• Health will take a preventive focus

• Predictive medicine & interventions more widespread

• Emphasis on competencies

for health literacy

Futures literature: Health



Futures literature: Sport

Hajkowicz, S.A., Cook, H., Wilhelmseder, L., Boughen, N., 2013. The Future of Australian Sport: Megatrends shaping the sports sector over coming decades. A Consultancy Report for the Australian Sports Commission. CSIRO, Australia. Page 1.


As cells and bells of schooling are challenged…..

…how should HPE respond?


New Australian HPE Curriculum

Health literacy

Movement Educative

Critical inquiry

Strengths-based


Educative

Focus on educative outcomes of learning area

• HPE is part of school curriculum for learning

• Cannot address &/or be accountable for all/ ever-changing health & performance priorities

• Value knowledge, understandings & skills that lay a foundation for transfer across movement contexts, health issues, building relationships…..


Newspapers in various formats


Strengths-based Take a strengths-based approach

• Shift emphasis from “why are you sick/ill/unhealthy/inactive?”

→ “why are you healthy/active?” (salutogenic model)

• Build on & build personal & community assets

Health & Wellbeing of Young Australians

Mental Health

Indigenous Young People’s Health

Sexually Transmitted Infections: Chlamydia

Alcohol Abuse

Obesity related disorders

Child abuse and neglect

• Australian Institute of Health and Welfare 2012. A picture of Australia’s children 2012. Cat. no. PHE 167.

Canberra: AIHW.

Eight out of ten respondents indicated that their health was either good (32.2%), very good

(37.8%) or excellent (23.3%), with only 3.0% of respondents

indicating their health was poor.

• Mission Australia Youth Survey 2012


Strengths-based

Strengths-based approaches in health promotion are associate with intellectual positions in:

• Positive psychology (positive youth development)

• Positive education

• Cultural wealth (for cultural minorities)

i.e. it’s about moving beyond learning about risks/what students are likely to do “wrong” -> teach students how to build on personal, family, community, etc resources for better learning outcomes?


Movement

Value learning in, about & through movement

• Movement is central to HPE

• Movement is both content & a medium for learning

• Movement competence should be acquired early & across a range of physical activities

• Forms of movement have value beyond health


Health literacy Develop “health literacy”

• Values the role of education in achieving health & wellbeing

• Lifelong ability to gain access to, understand & use

health information & navigate systems/services

• Skills to access, understand, apply, evaluate, communicate, generate, … information to promote own & others health, wellbeing & physical activity

• Consistent with strengths-based approach – a personal & community asset


Dimensions of “health literacy” as a curriculum model: conventional & new public health

Functional

Interactive Critical (Nutbeam, 2008)

Develop students’: - empowerment - understanding of

structural barriers - skills in social &

political action/ advocacy


Critical inquiry Include critical inquiry approach (content & pedagogy)

• Provides some direction to content & pedagogy

• Asks questions of all knowledge

• Recognises that being & staying healthy & active is shaped by a range of factors beyond the individual’s control

• Includes needs of all students Achieved within:

…... a healthy school context

Inquiry based teaching and learning Myth Busting

• Teacher is the

facilitator but not in-absentia – it is hard work

• Senior Health and Senior PE provide fabulous frameworks

• The hard work happens before the unit and the lesson

• Students need to build their inquiry skills


Inter-relationships - Focus on

educative outcomes

- Take a strengths-based approach

- Value movement

- Develop health literacy

- Include critical inquiry


Strand: Personal, social & community health

Sub-strands

• Being healthy, safe & active

• Communicating & interacting for health & wellbeing

• Contributing to healthy & active communities

Focus areas

• Alcohol & other drugs

• Food & nutrition

• Health benefits of PA

• Mental health & wellbeing

• Relationships & sexuality

• Safety


Sub- strands

• Moving our body

• Understanding movement

• Learning through movement

Focus areas

• Active play & minor games

• Challenge & adventure activities

• Fundamental movement skills

• Games & sports

• Lifelong physical activities

• Rhythmic & expressive activities

Strand: Movement and physical activity



Putting propositions & structures to work …

• Sub-strand: Being healthy, safe & active…

4.1 Examine how success, challenge & failure strengthen personal identities

(explaining how meeting challenges makes you feel good about yourself & builds confidence to try new things)

• Sub-strand: Contributing to healthy & active communities… 2.6 Explore actions that help make the classroom a healthy, safe & active

space (exploring how fruit & water breaks help support class health

& wellbeing)

• Sub-strand: Moving our body… 6.8a Practice specialised movement skills & apply them in different movement situations (applying kicking, striking & throwing skills to propel an object& keep it in motion)


Points of contention

• What “evidence” is there for a strengths-based approach?

• Why not physical literacy to “match” health literacy? • Why include “critical inquiry”? * • Justify HPE more strongly in terms of fitness, body

weight & academic enhancement • There is not enough “movement” • There is not enough “health” • Teachers will need support to develop their

knowledge & skills – too much will be “new”?

…. Cross-curriculum priorities & General capabilities???


Positioning the “critical”

• “Critical” in health literacy “accepted”

• Complemented with “include a critical inquiry approach” – some resistance YET pressure to improve PA & health of all Australians

• Complemented with “strengths-based approach” – some resistance YET consistent with growing positive education, need to reach all students etc.

“Criticals” … “which forms of critical are deemed ‘acceptable’ and which are ‘silenced’ in HPE?” (Leahy et al, 2012, p. 176).

School of Human Movement Studies

“Taking health literacy seriously”

Patients will need better information if they are going to improve their lifestyle, manage their disease, and participate in complex decisions about treatment. Better health-literacy education in schools will help, as will better-written health materials and well-trained educators for patients.”

www.thelancet.com, Vol. 366, July 9, 2005, p.95

“… it is argued that improved health literacy is critical to empowerment.”

Nutbeam, 2000, 15(3), p. 259

Health Promotion International

http://www.thelancet.com/


Effective curriculum reform ...

Curriculum change aided by (in part): - compatibility with existing teacher beliefs,

interests & practices - teachers, systems & stakeholders input into

document creation - documents are accessible to teachers & inspire

reform (eg. Cheung & Wong, 2012; Edwards, 2012; Johns et al, 2001; Smeed & Bourke, 2012)….. See latest Asia-Pacific J of H, S & PE , 4(2), 2013


Teachers see what they want to see…...


Practical questions to be answered?

• How will curriculum time be managed In Qld?

• How will the learning area be distributed amongst teachers

yet retain its integrity?

• Do the Content Descriptors convey sufficient direction to capture the intent of the (new) curriculum?

• How can teachers become skilled in

the new content (and pedagogies)?

• … and if they can’t, will HPE be

outsourced? to what ends?

• …?

Next Steps…

1. Read the documents and, where possible, read with colleagues to share perspectives

2. Acquire a deep understanding of students and your/your school’s goals for them

3. Draw upon the approaches and practices underpinning Senior HE + PE

4. Create authentic complex challenges/assessment as the vehicle for unit construction

5. Start small and build

6. C2C is not the curriculum


HPE curriculum reform is a contact sport!

Best wishes for your important work….. Thank-you!

Documents

Rubik’s cube shaping the