The Australian Curriculum - ACHPER QLD

The Australian CurriculumPresentation to ACHPER QueenslandAnnual General Meeting8 March 2012Glenn AmezdrozHOD, Health and PhysicalEducation, All Hallows’ SchoolMember of Advisory Panel - HPE

The challenge!• World-class curriculum• 21 st century curriculum• National curriculum1

World-class curriculum• Evidence-based• Current research• Consultation• Inform the development of Shape paper2

21 st century curriculum• Consider child beginning primary school in 2012• Expected that they will continue initial educationuntil 2024• Many will continue in further education throughthe mid 2020’s and beyond• Adaptive knowledge, understandings, skills tomeet changing expectations of society3

National curriculum• Eight separate States and Territories• Stakeholders: Independent, Catholic andState sectors• Each with a different ethos• Consensus a challenge4

Health and Physical EducationDEVELOPMENT OFAUSTRALIANCURRICULUM5

Australian Curriculum: Health and PEShaping ProcessPositionPaperInitialAdvicePaperNationalForumShapePaper

Curriculum shaping - Shape Paper• Broad outline of proposed curriculum• Wide public consultation• Expert advice sought• Modification based on consultation andfeedback• Published on ACARA website7

Australian Curriculum: Health and PEProcessShape Paper Writing ImplementationMonitoringEvaluationReview

Curriculum writing• Teams of writers, supported by expertadvisory groups• Draft content descriptions andachievement standards for Foundation-12• Released for public consultation• Revised in light of feedback• Publication of AC-HPE on ACARA website9

Curriculum implementation• Delivered in online environment• Used by school authorities, schools,teachers• ACARA provides support for state andterritory curriculum and school authoritiesfor ongoing implementation planning10

Curriculum monitoring, evaluation andreview• Processes put in place to monitor andreview the Australian Curriculum based onimplementation feedback• Evaluation process may result in minorchanges to, or revision of, curriculum11

Curriculum Development Process – Health and PEStage Activity Key datesCurriculumShapingConsultationCurriculumDevelopmentConfirmation of directions for writingCurriculumNational Forum (Initial Advice Paper)Draft Shape Paper public consultation2 step process for development ofcurriculum documents• Step 1 - broad outline; scope andsequence• Step 2 – completion of ‘detail’ ofcurriculum2011 - 2012Final Shape Paperdue July 2012December 2011Mid Mar – end May2012July-Dec 2012Consultation National consultation and trialing Early 2013Publication Digital publication Second half 2013

SCOPE OF THE AUSTRALIANCURRICULUMGeneral capabilitiesCross-curriculum priorities13

General capabilities• Literacy• Numeracy• Information andCommunicationTechnology (ICT)competence• Critical and creativethinking• Ethical behaviour• Interculturalunderstanding• Personal and socialcompetence14

Cross-curriculum priorities• Aboriginal and Torres Strait Islanderhistories and cultures• Asia and Australia’s engagement with Asia• Sustainability15

CurriculumCurriculumThe Australian Curriculum detailswhat students should learn (contentdescriptions) and describes thequality of learning expected(achievement standards)Organisation of learningand pedagogySchools and teachers are best placed todecide how to organise learning, takingaccount of the needs and interests ofstudents and school contextAssessmentThe Australian Curriculum doesnot specify how teachers /schools / curriculum authoritieswill assess student learning16

The whole curriculum – some assumptions• Teaching and learning programs are based on theAustralian Curriculum• For any year, the Australian Curriculum is written so thatit should not take up more than 80% of the total teachingtime available• Decisions relating to the organisation and delivery of theAustralian Curriculum, including such matters as timeallocations, rest with education authorities and schools• Scope for education authorities and/or schools to offeradditional learning opportunities beyond those providedby the Australian Curriculum17

Assumptions –• Schools and/or curriculum authorities willprovide learning opportunities in English,mathematics, science, history and healthand physical education from Foundation -Year Ten18

Australian Curriculum: Health and PhysicalEducation• A notional time of 80 hours per year (8%curriculum time) is a guide for writers forHPE.• Notional time allocation does not includeextra-curricular school sport programs.19

Australian CurriculumHealth and Physical EducationPROPOSED AIMS20

Aims• learn to individually and collaborativelyaccess, evaluate and synthesiseinformation, make decisions, seek helpand take actions to protect, enhance andadvocate for their own and others’ healthand wellbeing21

Aims• develop and use personal and social skillsand strategies to promote a sense ofpersonal identity, wellbeing and to buildand maintain positive relationships22

Aims• acquire, apply and evaluate movementskills, concepts, and strategic awarenessand respond creatively and competently tophysical activity challenges23

Aims• understand and appreciate thesignificance of physical activity and sportto personal, social, cultural and healthpractices and outcomes24

Aims• analyse how personal, social, cultural,economic, technological andenvironmental factors shape health andphysical activity opportunities locally andglobally.25

Australian Curriculum -Health and Physical EducationTwo integrated strandsPROPOSAL26

Proposal• Personal, social and community health• Movement and physical activity27

Why two strands?• Two strands streamline opportunities forintegrated planning and provision ofcohesive learning experiences.• Links to Personal and social capability inGeneral Capabilities• Scope and sequence indicates integration28

Australian Curriculum –Health and Physical EducationPROPOSITIONSUNDERPINNING HPECURRICULUM DEVELOPMENT29

Propositions• Adopt a ‘strength-based’ approach• Focus on the educative outcomes of thelearning area• Develop ‘health literacy’ skills• Value learning in, about and throughphysical activity• Include a ‘socially critical’ perspective30

Strength-based approach• Most students come to the learning areafeeling positive about their health.• ‘The majority of young people rate theirhealth as “good”, “very good” or“excellent”’ (AIHW 2011).31

Strength-based approach• Current research indicates development ofknowledge, skills and attitudes has apositive effect on health behaviours andwellbeing• Regardless of current situation32

….educative outcomes• Not a ‘cure-all’ for a range of public healthconcerns about children and young people• Support the development of theknowledge, understandings and skillsstudents need to make healthy choicesabout health issues33

Health literacy• Nutbeam (2008) defines critical healthliteracy as the ability to selectively accessand critically analyse health information inorder to take action to promote personalhealth or the health of others.• Schools are recognised as key settings fordeveloping health-related knowledge andskills.34

In, about and through physicalactivity• Promote an appreciation of the centralityof movement in daily life, in all its forms.• Encourage lifelong participation in physicalactivity.35

Socially critical perspective• Question taken-for-granted assumptionsand power inequalities, explore aspects ofcultural difference, inclusiveness, diversityand social justice, and develop strategiesto achieve change.36

How do we keep informed?•ACARA websitewww.acara.edu.au/hpe.html•Janice AtkinSenior Project Officer, Health and Physical EducationE: janice.atkin@acara.edu.au)

Getting involved• Shape paper and online consultationsurvey - access through ACARA website(www.acara.edu.au/hpe.html)• Forums run by jurisdictions andprofessional associations• Written submissions from individuals andorganisations38

Questions?39