ECM311

Teaching The Curriculum: Secondary HPE 1

Lecturer: David Waters

Teaching The Curriculum: Secondary HPE 1
ECM311
Week 2 Lecture

1. REVIEW ASSIGNMENT
2. REVISIT HPE CURRICULUM
3. KEY ISSUES AND LAST WEEK’S
REVIEW
4. MOVING FROM THEORY TO
PRACTICE

Lecturer: David Waters

 Teaching The Curriculum: Secondary HPE 1
ECM311
Week 2 Lecture
1. REVIEW ASSIGNMENT Where we have come from.
2. REVISIT HPE CURRICULUM
3. KEY ISSUES AND LAST WEEK’S
REVIEW
4. MOVING FROM THEORY TO
PRACTICE
The role of the educator Society was very
was to prepare students insulated Certain values
for the specific tasks they and cultural practices
would be required to dominated curriculum
complete such as a trade content with little
or university/professional consideration of
pathway. minorities.

Lecturer: David Waters

Key Issues in HPE Review
 Issues already touched on
 Childhood Trauma
 Consent Education
 Behaviour Management
 Mobile Phones In the Classroom
 AC Review 2021: Key Issues Focus
 Guidance and content relevant to the teaching of respectful relationships, sexuality, and consent education have
been strengthened.
 The K - Year 6 curriculum has been reviewed to demonstrate authentic possibilities to educate about consent,
boundary establishing, bodily rights and autonomy, protective behaviors, and help-seeking strategies. This is a
good opportunity to promote (Australian Council for Health and Physical Education and Recreation) ACHPER.
Resources: pestoreroom
 Recognising Trauma as a Public Health Issue
Key Issues in HPE Cont.

Relationships, Gender, Gender

Identity, and Sexual Education
Issue: Gender identity and sexual
orientation.
 A topic that is now commonplace in schools and an important inclusion in the
2021 Australian curriculum review.
 The following link is a fantastic resource that can be found in PE made easy
resource that is accessible as part of an ACHPER membership.
 https://www.youtube.com/watch?v=xCMmZUu07IQ&t=153s
From: Jones, T., Smith, E., Ward, R., Dixon, J., Hillier, L., & Mitchell, A. (2015). School experiences of transgender and gender
diverse students in Australia. Sex Education, 16(2), 156–171. https://doi.org/10.1080/14681811.2015.1080678
‌

 In Australia, the first transsexual person transitioned legally in 1987 by amending

their birth certificate with the NSW Birth, Death, and Marriage Department
 State requirements for transgender people (including sterilisation) differ, and
government guidelines issued in 2013 recommended that this disparity be
addressed by 2016.
 Australian Government records and passports (which can be issued in male/M,
female/F, or intersex/X1) now recognise a gender change without the need for sex
reassignment surgery or hormone therapy.
Jones, T., Smith, E., Ward, R., Dixon, J., Hillier, L., & Mitchell, A. (2015). School experiences of transgender and gender
diverse students in Australia. Sex Education, 16(2), 156–171. https://doi.org/10.1080/14681811.2015.1080678
‌

In Our Schools we need to:

 Schools should prepare for openly transgender or gender diverse students.
 Teachers and school leaders could be trained in supportive behaviour and
language towards transgender and gender diverse students.
 Other deficiencies that may be better addressed by holistically rethinking how
schools operate in relation to gender diversity, both structurally and in the
curriculum, include lack of structural support and inclusion in sexuality and
puberty education.
Know Your Class
 Inclusion can only be achieved once you have formed a comprehensive
professional teaching relationship with your class.
 Every child will present with their own unique personalities and issues. Gender
and gender identity as well as prejudice and acceptance will be diverse amongst
your students.

BE INCLUSIVE
Know Your Class
 Inclusion can only be achieved once you have formed a comprehensive
professional teaching relationship with your class.
 Every child will present with their own unique personalities and issues. Gender
and gender identity as well as prejudice and acceptance will be diverse amongst
your students.

BE INCLUSIVE
Run Like a Girl
 What do you think of when you read this title?
 We are so lucky to be living in a time where the stereotypes
are disappearing.
 In Australia, through such an influential document such as
the Australian curriculum we are witnessing the demise of
gender stereotyping.
 However, we still have a long way to go!
 Issue: Single sex classes and single sex school's vs coed
classes and schools. Another very good topic that could be
covered as part of your first assessment task.
 Another good resource through ACHPER
 Purpose
AC Health
and Physical  PUBLIC HEALTH FOCUS: The goal of the Health and Physical
Schooling curriculum is to provide ongoing, developmentally
Education appropriate, and explicit learning about health and movement, with the
assumption that it may contribute to a range of goals other than
propositions 
education.
Through the Health and Physical Education curriculum, which is based
on multidisciplinary evidence, students are given learning
opportunities to practice, create, apply, and assess their knowledge,
understanding, and abilities in the learning area.
 Strengths Based Approach
 The Health and Physical Education curriculum in Australia
AC Health has shifted from a deficit to a strengths-based approach. It
and Physical helps students to obtain the knowledge, understanding, and
skills they need to make healthy, safe, and active choices that
Education are good for their own and others' health.

propositions  AC recognises that all children have unique abilities that can
be enhanced to improve health, well-being, movement ability,
and physical activity engagement no matter what access to
personal and community resources.
 Strengths Based Approach
 The Health and Physical Education curriculum in Australia
AC Health has shifted from a deficit to a strengths-based approach. It
and Physical helps students to obtain the knowledge, understanding, and
skills they need to make healthy, safe, and active choices that
Education are good for their own and others' health.

propositions  AC recognises that all children have unique abilities that can
be enhanced to improve health, well-being, movement ability,
and physical activity engagement no matter what access to
personal and community resources.
 Value Movement
 Physical education focuses on developing movement skills to
AC Health participate in physical activities confidently. Its goal is to
and Physical promote lifelong engagement and thereby good health. It is
considered a personal and community asset to be cultivated
Education and improved.

propositions  Health and Physical Education fosters awareness of the

importance of movement in daily life. An established
scientific, social, cultural and historical knowledge base
informs our understanding of how and why we move, and
how to improve physical performance.
 Value Movement
 Physical education focuses on developing movement skills to
AC Health participate in physical activities confidently. Its goal is to
and Physical promote lifelong engagement and thereby good health. It is
considered a personal and community asset to be cultivated
Education and improved.

propositions  Health and Physical Education fosters awareness of the

importance of movement in daily life. An established
scientific, social, cultural, and historical knowledge base
informs our understanding of how and why we move, and
how to improve physical performance. PUBLIC HEALTH
 Health and Physical Literacy
 A person's ability to obtain access to, comprehend,
AC Health and use health information and services in ways that
and Physical promote and sustain health and wellbeing are referred
to as health literacy.
Education
propositions  Addressed in the Health and Physical Education
curriculum.
 Critical Enquiry
 Inthe health and movement sciences, the
AC Health
ACHPE curriculum emphasises critical
and Physical enquiry skills such as investigation, analysis,
Education application, and evaluation.
propositions  Lessons focus on examining contextual factors
that influence decision-making, behaviour,
and action, such as assumptions, power
disparities, and diversity.
 Supporting a Healthy School
 Good HPE outcomes should be evident
AC Health
throughout the school and the larger community.
and Physical  Allcurriculum areas and the school environment
Education need to support students to better practice and
propositions reinforce their knowledge, comprehension, and
talents in Health and Physical Education.
 A supportive school environment can be enhanced
through healthy school rules and processes, as
well as ties with parents, community
organisations, and specialist services.
AC Review 2021: Key Issues Focus

 Guidance and content relevant to the teaching of respectful relationships,

sexuality, and consent education have been strengthened.
 The K - Year 6 curriculum has been reviewed to demonstrate authentic
possibilities to educate about consent, boundary establishing, bodily rights and
autonomy, protective behaviours, and help-seeking strategies.
 Recognising Trauma as a Public Health Issue
So What Does Consent Education Look
Like?
 A controversial topic, only because of a lack of public awareness of what it
actually means.
 Little Kids:
So What Does Consent Education Look
Like?
 A controversial topic, only because of a lack of public awareness of what it
actually means.
 High School:
So What Does Consent Education Look
Like?
 A controversial topic, only because of a lack of public awareness of what it
actually means.
 Junior High School:
Issue: In your opinion, is the teaching of Social and Emotional Well Being (SEWB)
important in schools today?

Research has found clear links between poor SEWB and adverse childhood
experiences – experiences which are apparently really common in our society (Bethell
et al., 2017)
Adversity experienced at a young age can have far-reaching long-term consequences.
Children who are subjected to physical or mental abuse, who live with family
members who use drugs or alcohol, or who live in great poverty are at an increased
risk of developing heart disease, cancer, and other disorders (Davis et al., 2017).
Paediatrician Nadine Burke Harris explains that the repeated stress of adverse
childhood experiences has real, tangible effects on the development of the brain.
TEDx TALK – Dr Nadine Burke Harris
https://www.ted.com/talks/nadine_burke_harris_how_childhood_trauma_affects_health
_across_a_lifetime?language=en
 Practical strategies for you to implement
Moving in YOUR classroom…
from But first some theory about a trauma
informed approach
theory into
practice
1. Calmer classrooms
2. Making SPACE for learning
https://theactgroup.com.au/documents/m
akingspaceforlearning-traumainschools.p
df