Teaching Health and Physical education Guidelines
As teachers their are written guidlines that must be adhered too in order to understand what acactually stusdents are expected to learn and skills gained through being taught Health and physical education.
These skills have been broken into age /stage appropriate age groups and materials and outcomes are implemented as appropriate. These include EarlyChildhood, Middlechildhood, Early Adolencent and late adolecent.
At present these guidline for health and physical education in particular focus Nutrion awarness and healthy choices are set by the Curriculum council for western asutraila and may vary from state to state. We are currently undergoing a signifcant Change to the education system, where all guidlines are being standadized for a nation wide approach and will be set by The Australian Curriculum, Assessment and Reporting Authority (ACARA)
These guidlines are broken into 5 key outcome areas, these are as follows:
WA CURRICULUM FRAMEWORK
A&V-develop attitudes and values associated with healthy lifestyle
SPA - develop Fms in the early years which support play, games, Dance, sport and Recreation
K & U - Know and Understand health concepts that support an active healthy lifesyle
SMS - Develop skills that allows for informed decision making, goal setting,Se development stress managment and changes
IPS - Skills that allow meaningful interactions with others,Communication,Coflict resolustion assertiveness and negotiation skills
The lesson plan provided Will cover all aspects of the curriculum outcomes and pays partiocular attention to the following points within the ACARA guidlines:
Foundation (typically
5–6 years of age)
50. Students need to develop an understanding of how their body
is growing and changing as well as basic health concepts that relate to healthy
development, including the benefits of daily physical activity and making
healthy food choices at school and at
home.
53. Purposeful play-based learning provides opportunities for
students in the Foundation year to learn as they discover, create, improvise and
imagine.
Year 1–2 (typically 6–8
years of age)
61. Students also require opportunities to develop an
understanding of what makes a person healthy‘ and how healthy food choices and
regular physical activity contribute to good
health.
64. Students will be provided with opportunities
to play a range of minor games and develop an understanding of how to apply
basic rules and demonstrate safe and fair play practices. They will develop the
knowledge and skills needed to be able to transfer and adapt what they have
learnt in a game or movement activity to other similar contexts. This is the reason for the activity cards within the game
Years 3–4 (typically
8–10 years of age)
70. Students further develop their understanding about what
being healthy‘ means and explore
a range of personal and social factors that can influence their health and
wellbeing. Students develop the knowledge, understanding and skills to
de-construct and interpret the health information and messages that proliferate
the media and internet, in order to make informed decisions about their own
health.
These skills have been broken into age /stage appropriate age groups and materials and outcomes are implemented as appropriate. These include EarlyChildhood, Middlechildhood, Early Adolencent and late adolecent.
At present these guidline for health and physical education in particular focus Nutrion awarness and healthy choices are set by the Curriculum council for western asutraila and may vary from state to state. We are currently undergoing a signifcant Change to the education system, where all guidlines are being standadized for a nation wide approach and will be set by The Australian Curriculum, Assessment and Reporting Authority (ACARA)
These guidlines are broken into 5 key outcome areas, these are as follows:
WA CURRICULUM FRAMEWORK
A&V-develop attitudes and values associated with healthy lifestyle
SPA - develop Fms in the early years which support play, games, Dance, sport and Recreation
K & U - Know and Understand health concepts that support an active healthy lifesyle
SMS - Develop skills that allows for informed decision making, goal setting,Se development stress managment and changes
IPS - Skills that allow meaningful interactions with others,Communication,Coflict resolustion assertiveness and negotiation skills
The lesson plan provided Will cover all aspects of the curriculum outcomes and pays partiocular attention to the following points within the ACARA guidlines:
Foundation (typically
5–6 years of age)
50. Students need to develop an understanding of how their body
is growing and changing as well as basic health concepts that relate to healthy
development, including the benefits of daily physical activity and making
healthy food choices at school and at
home.
53. Purposeful play-based learning provides opportunities for
students in the Foundation year to learn as they discover, create, improvise and
imagine.
Year 1–2 (typically 6–8
years of age)
61. Students also require opportunities to develop an
understanding of what makes a person healthy‘ and how healthy food choices and
regular physical activity contribute to good
health.
64. Students will be provided with opportunities
to play a range of minor games and develop an understanding of how to apply
basic rules and demonstrate safe and fair play practices. They will develop the
knowledge and skills needed to be able to transfer and adapt what they have
learnt in a game or movement activity to other similar contexts. This is the reason for the activity cards within the game
Years 3–4 (typically
8–10 years of age)
70. Students further develop their understanding about what
being healthy‘ means and explore
a range of personal and social factors that can influence their health and
wellbeing. Students develop the knowledge, understanding and skills to
de-construct and interpret the health information and messages that proliferate
the media and internet, in order to make informed decisions about their own
health.