5 E Instructional Model
This health curriculum has been designed to adhere to the principles of E5 Instructional Model. The E5 Model Instructional Model was launched in 2009. Developed and tested over 18 months, it is a reference point for school leaders and teachers to develop a deeper understanding of what constitutes high quality teacher practice in the classroom.
The E5 Instructional Model defines effective teacher practice and it will assist every teacher, every day in every classroom to know what high quality practice looks like and how you work with students to increase their understanding and build their knowledge base.
The five phases are essentially built around five active verbs: engage, explore, explain, elaborate and evaluate.
The most important thing about E5 is that it actually assists you to know where you’re at in your practice. Educators can self assess against the Continuum and know exactly where they’re located in terms of your proficiency level, and it gives them a sense of direction about those areas they can improve.
The E5 Instructional Model defines effective teacher practice and it will assist every teacher, every day in every classroom to know what high quality practice looks like and how you work with students to increase their understanding and build their knowledge base.
The five phases are essentially built around five active verbs: engage, explore, explain, elaborate and evaluate.
The most important thing about E5 is that it actually assists you to know where you’re at in your practice. Educators can self assess against the Continuum and know exactly where they’re located in terms of your proficiency level, and it gives them a sense of direction about those areas they can improve.
e5_instructional_model.docx | |
File Size: | 533 kb |
File Type: | docx |
AusVELS
The Health Curriculum has been tailored in accordance to the standards documented in AusVELS. Highlighted are key aspects that the Health Curriculum covers:
Learning focus
As students work towards the achievement of Level 10 standards in Health and Physical Education, they develop proficiency in a range of high-level movement and manipulative skills such as a smash in tennis, and focus on identifying and implementing ways of improving the quality of their performance during games, physical activities and sports. They may be introduced to new sports, games or activities which will require them to learn new skills or adapt previously learnt skills in a new context.
They investigate different components of fitness, how these vary between activities and how they contribute to the wellbeing of people at different stages of their lives. Students learn to set personal physical activity and/or fitness goals, develop an activity and/or fitness program and evaluate...
As students work towards the achievement of Level 10 standards in Health and Physical Education, they develop proficiency in a range of high-level movement and manipulative skills such as a smash in tennis, and focus on identifying and implementing ways of improving the quality of their performance during games, physical activities and sports. They may be introduced to new sports, games or activities which will require them to learn new skills or adapt previously learnt skills in a new context.
They investigate different components of fitness, how these vary between activities and how they contribute to the wellbeing of people at different stages of their lives. Students learn to set personal physical activity and/or fitness goals, develop an activity and/or fitness program and evaluate its success. They investigate community facilities available for health and physical fitness activities, engage in a variety of recreational and outdoor adventure activities, and develop skills, knowledge and behaviours for enhancing safe participation in these activities.
They learn and practise tactics and strategies relevant to the sports and activities in which they are participating, including the development of strategies to counter tactical challenges in game situations. Students participate in peer teaching or coaching situations with a focus on skill development and improvement. They discuss sporting conduct, and implement fair play and good sporting behaviours. They undertake a variety of roles in team games (for example, player, coach, umpire and administrator) and assume responsibility for the organisation of aspects of a sporting competition.
Students extend their learning about the major tasks in establishing personal identity. They describe social and cultural factors, such as family, the media, community expectations influencing the development of personal identity, including the development of identity as it relates to gender. They discuss ways to express independence and the rights and responsibilities associated with the development of increasing independence. They rehearse strategies for being assertive when protecting their own and others’ health.
Students discuss relationships and how the different aspects of relationships vary between people and over time. They consider how the different roles and responsibilities in sexual relationships can affect their health and wellbeing. They explore a range of issues related to sexuality and sexual health such as safe sex practices, sexual negotiation, same sex attraction and the impact of alcohol on sexual and personal safety. Students explore assumptions, community attitudes and stereotypes about young people and sexuality. They learn strategies for supporting themselves and other young people experiencing difficulties in relationships or with their sexuality, and learn about the community services available to assist. Students investigate and evaluate the policies and practices in their school in relation to sexual and racial harassment, homophobia and/or discrimination, and consider their rights and responsibilities in these areas.
Students examine mental health issues relevant to young people and consider the importance of family and friends in supporting their mental health and emotional health needs. They consider the stigma of mental illness as well as the challenges for those with a mental illness and for those caring for them.
Students examine perceptions of challenge, risk and safety in a variety of settings such as in the home, school, the workplace and the community. They contrast risks that promote personal and social growth with those that endanger health. They discuss ways to balance risk and safety, and refine and evaluate harm-minimisation strategies. They examine strategies to promote safety such as those associated with occupational health and safety. Students examine the concept of adventure in outdoor activities as well as perceived and actual risk. They learn basic first aid skills such as cardiopulmonary resuscitation (CPR), asthma management and sports injury management.
Students explore assertiveness and resilience strategies that could be used in a range of situations. Using techniques such as role-play or simulation games, students are provided with opportunities to practise and reflect on the usefulness of these strategies.
Students learn to use simple health data to identify the major causes of illness, injury and death in Australia. They investigate personal behaviours and community actions that may contribute to the health of specific groups. Students investigate the work of government departments and non-government bodies in promoting and protecting the health of young people, including laws, policies and provision of health services. They identify the services provided through Medicare.
Students examine the relationship between nutrition and stages of growth and development, and the eating practices associated with different stages in life. They learn to analyse the links between diet and current community health issues, and consider special dietary needs, and ways of improving their own diet. They research patterns of food consumption in Australia and investigate factors that influence food choice, such as changes in family life.
Learning focus
As students work towards the achievement of Level 10 standards in Health and Physical Education, they develop proficiency in a range of high-level movement and manipulative skills such as a smash in tennis, and focus on identifying and implementing ways of improving the quality of their performance during games, physical activities and sports. They may be introduced to new sports, games or activities which will require them to learn new skills or adapt previously learnt skills in a new context.
They investigate different components of fitness, how these vary between activities and how they contribute to the wellbeing of people at different stages of their lives. Students learn to set personal physical activity and/or fitness goals, develop an activity and/or fitness program and evaluate...
As students work towards the achievement of Level 10 standards in Health and Physical Education, they develop proficiency in a range of high-level movement and manipulative skills such as a smash in tennis, and focus on identifying and implementing ways of improving the quality of their performance during games, physical activities and sports. They may be introduced to new sports, games or activities which will require them to learn new skills or adapt previously learnt skills in a new context.
They investigate different components of fitness, how these vary between activities and how they contribute to the wellbeing of people at different stages of their lives. Students learn to set personal physical activity and/or fitness goals, develop an activity and/or fitness program and evaluate its success. They investigate community facilities available for health and physical fitness activities, engage in a variety of recreational and outdoor adventure activities, and develop skills, knowledge and behaviours for enhancing safe participation in these activities.
They learn and practise tactics and strategies relevant to the sports and activities in which they are participating, including the development of strategies to counter tactical challenges in game situations. Students participate in peer teaching or coaching situations with a focus on skill development and improvement. They discuss sporting conduct, and implement fair play and good sporting behaviours. They undertake a variety of roles in team games (for example, player, coach, umpire and administrator) and assume responsibility for the organisation of aspects of a sporting competition.
Students extend their learning about the major tasks in establishing personal identity. They describe social and cultural factors, such as family, the media, community expectations influencing the development of personal identity, including the development of identity as it relates to gender. They discuss ways to express independence and the rights and responsibilities associated with the development of increasing independence. They rehearse strategies for being assertive when protecting their own and others’ health.
Students discuss relationships and how the different aspects of relationships vary between people and over time. They consider how the different roles and responsibilities in sexual relationships can affect their health and wellbeing. They explore a range of issues related to sexuality and sexual health such as safe sex practices, sexual negotiation, same sex attraction and the impact of alcohol on sexual and personal safety. Students explore assumptions, community attitudes and stereotypes about young people and sexuality. They learn strategies for supporting themselves and other young people experiencing difficulties in relationships or with their sexuality, and learn about the community services available to assist. Students investigate and evaluate the policies and practices in their school in relation to sexual and racial harassment, homophobia and/or discrimination, and consider their rights and responsibilities in these areas.
Students examine mental health issues relevant to young people and consider the importance of family and friends in supporting their mental health and emotional health needs. They consider the stigma of mental illness as well as the challenges for those with a mental illness and for those caring for them.
Students examine perceptions of challenge, risk and safety in a variety of settings such as in the home, school, the workplace and the community. They contrast risks that promote personal and social growth with those that endanger health. They discuss ways to balance risk and safety, and refine and evaluate harm-minimisation strategies. They examine strategies to promote safety such as those associated with occupational health and safety. Students examine the concept of adventure in outdoor activities as well as perceived and actual risk. They learn basic first aid skills such as cardiopulmonary resuscitation (CPR), asthma management and sports injury management.
Students explore assertiveness and resilience strategies that could be used in a range of situations. Using techniques such as role-play or simulation games, students are provided with opportunities to practise and reflect on the usefulness of these strategies.
Students learn to use simple health data to identify the major causes of illness, injury and death in Australia. They investigate personal behaviours and community actions that may contribute to the health of specific groups. Students investigate the work of government departments and non-government bodies in promoting and protecting the health of young people, including laws, policies and provision of health services. They identify the services provided through Medicare.
Students examine the relationship between nutrition and stages of growth and development, and the eating practices associated with different stages in life. They learn to analyse the links between diet and current community health issues, and consider special dietary needs, and ways of improving their own diet. They research patterns of food consumption in Australia and investigate factors that influence food choice, such as changes in family life.
health_curriculum_ausvels.docx | |
File Size: | 66 kb |
File Type: | docx |
Health Curriculum P0LT
This Health Curriculum has been specifically designed to incorporate the key principles underlying the Principles of Learning and Teaching (PoLT).
The PoLT initiative is a component of the Blueprint for Victorian Government Schools, Flagship Strategy 1: Student Learning. The principles aim to capture the essence of effective learning and teaching and provide a basis for teachers to review and develop their teaching practices. The Principles of Learning and Teaching states that students learn best when:
1. The learning environment is supportive and productive
2. The learning environment promotes independence, interdependence and self-motivation
3. Students’ needs, backgrounds, perspectives and interests are reflected in the learning program
4. Students are challenged and supported to develop deep levels of thinking and application
5. Assessment practices are an integral part of teaching and learning
6. Learning connects strongly with communities and practice beyond the classroom
The Principles of Learning and Teaching P-12 initiative aims to:
- Build consistent, comprehensive and improved pedagogical approaches within and across schools, while still allowing flexibility, innovation and local decision making at the school level
- Focus teaching to meet the diverse needs of students
- Strengthen learning communities within and beyond the school
Each phase of Health Curriculum has incorporated PoLT as a model for planning to cater for the needs of a variety of classrooms (resources, students and teachers). Each stage of the unit provides a range of activities that could be used to enhance the learning opportunities, challenge or extend students and provide a range of pathways to suit the needs of individual learners.
health_curriculum_polt.docx | |
File Size: | 66 kb |
File Type: | docx |
Philosophy Statement: Comprehensive School Health Approach
The aim of Health Education in Year 7 to Year 10 is to enable students to apply health knowledge in daily life in order to increase health-enhancing behaviours and decrease health-risking behaviours.
The goals of Health Education in Year 7 through to 10 are:
A comprehensive school health program is designed to influence positively the knowledge, attitudes, and behaviours of students. Through the involvement of home, school, and community, a comprehensive school health program relates to the emotional, intellectual, moral, physical, and social aspects of a student's life.
A comprehensive school health program includes a wide range of school and community personnel collaborating to enhance the well-being of students. The health instruction component of the program should be co-ordinated with health services, within a healthy school and community environment. The foundational pillars to comprehensive school health include instruction, support services, healthy school environment, and social support.
Comprehensive school health programs achieve their goals through:
The goals of Health Education in Year 7 through to 10 are:
- acquire and evaluate health-related information
- make knowledgeable decisions to improve health
- apply decisions to improve own physical, mental, and social well-being and that of peers, families, and communities
A comprehensive school health program is designed to influence positively the knowledge, attitudes, and behaviours of students. Through the involvement of home, school, and community, a comprehensive school health program relates to the emotional, intellectual, moral, physical, and social aspects of a student's life.
A comprehensive school health program includes a wide range of school and community personnel collaborating to enhance the well-being of students. The health instruction component of the program should be co-ordinated with health services, within a healthy school and community environment. The foundational pillars to comprehensive school health include instruction, support services, healthy school environment, and social support.
Comprehensive school health programs achieve their goals through:
- formal and informal instruction
- support services
- healthy school environment
- social support of peers, families, school, and community
philosophy_statement.docx | |
File Size: | 65 kb |
File Type: | docx |