rubik’s cube shaping the
TRANSCRIPT
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
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
CRICOS Provider No: 00025B School of Human Movement Studies
• Health will take a preventive focus
• Predictive medicine & interventions more widespread
• Emphasis on competencies
for health literacy
Futures literature: Health
CRICOS Provider No: 00025B School of Human Movement Studies
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.
CRICOS Provider No: 00025B School of Human Movement Studies
As cells and bells of schooling are challenged…..
…how should HPE respond?
CRICOS Provider No: 00025B School of Human Movement Studies
New Australian HPE Curriculum
Health literacy
Movement Educative
Critical inquiry
Strengths-based
CRICOS Provider No: 00025B School of Human Movement Studies
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…..
CRICOS Provider No: 00025B School of Human Movement Studies
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
CRICOS Provider No: 00025B School of Human Movement Studies
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?
CRICOS Provider No: 00025B School of Human Movement Studies
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
CRICOS Provider No: 00025B School of Human Movement Studies
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
CRICOS Provider No: 00025B School of Human Movement Studies
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
CRICOS Provider No: 00025B School of Human Movement Studies
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
CRICOS Provider No: 00025B School of Human Movement Studies
Inter-relationships - Focus on
educative outcomes
- Take a strengths-based approach
- Value movement
- Develop health literacy
- Include critical inquiry
CRICOS Provider No: 00025B School of Human Movement Studies
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
CRICOS Provider No: 00025B School of Human Movement Studies
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
CRICOS Provider No: 00025B School of Human Movement Studies
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)
CRICOS Provider No: 00025B School of Human Movement Studies
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???
CRICOS Provider No: 00025B School of Human Movement Studies
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
CRICOS Provider No: 00025B School of Human Movement Studies
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
CRICOS Provider No: 00025B School of Human Movement Studies
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