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Introduction to the Health syllabus ACHPER Conference — 18 August 2017
About you
1. Have you read a draft of the Health syllabus?
2. Have you seen the online Health syllabus?
3. Have you participated in a Health syllabus
implementation workshop?
Introduction to the Health syllabus
Session goals:
• Understand the key components of the Health syllabus.
• Explore the resources and professional learning
opportunities available for teachers.
Session plan
Introduction to Health
Online resources − What is available
− Where they can be found
Unit 1 Sample assessment
Learning area — Senior phase changes
AC:HPE P–10 Key ideas
1. Focus on educative purpose
2. Take a strengths-based approach
3. Value movement
4. Develop health literacy
5. Include a critical inquiry approach
Alignment with the P–10 AC:HPE
Shape of the Australian Curriculum: Health and Physical Education (2012, p. 7)
33. The Personal, social and community health strand acknowledges health is
multidimensional, is influenced by individual and group actions, and that most students
in Australia are in good health. It recognises that there are four key factors that affect
health – human biology, personal behaviour, physical environment and psychosocial
environment (for example socioeconomic status, peer pressure, exposure to
advertising and social support systems). The health-related aspects of this curriculum
are informed by areas of study such as medicine, epidemiology, sociology of health,
psychology of health and health promotion.
34. The Personal, social and community health strand will develop students’ knowledge,
understanding and skills to support a positive sense of self, to effectively respond to life
events and transitions and to engage in their learning. Effective communication,
decision-making and goal-setting skills are integral to this strand as they help to
establish and maintain relationships in family, school, peer group and community
settings, support healthy and safer behaviours, and enable advocacy. Students will
source and examine a range of health information, products, services and policies, and
evaluate their impact on individual and community health and safety.
Personal, social and community health strand
Health — course structure
Senior phase — similarities and differences
Health inquiry model
Health inquiry model
Health — online resources
Health syllabus online
Teaching, learning and assessment plans
Teaching, learning and assessment plans
Teaching, learning and assessment plans
Teaching, learning and assessment plans
Teaching, learning and assessment plans
Teaching, learning and assessment plans
Salutegenics Psychology n.d., ‘Positive Psychology’,
www.salutegenics.com.au/positive-psychology.html.
World Health Organization (WHO) n.d., ‘The Ottawa Charter for
Health Promotion: Health promotion emblem’,
www.who.int/healthpromotion/conferences/previous/ottawa/en/i
ndex4.html..
Case study — Unit 1
Stage 2: Plan for action in a personal health context
How can resilience be reframed as a personal health action strategy?
• investigate the PERMA and PERMA+ frameworks for their capacity to
develop their own personal skills
• synthesise information to make decisions about two elements of
PERMA+ that have the greatest capacity to enhance wellbeing and
resilience through the development of personal skills
• justify decisions with primary data and secondary data about the
indicators of personal wellbeing and resilience for the two elements of
the PERMA+ framework
• select one element of the PERMA+ framework to develop a personal
health action strategy that develops personal skills through the use of
issue statements or questions
− issue statements can include data and/or quotes from secondary
sources
− issue questions that specify the PERMA+ element, target group and
the social justice principle
Case study — PERMA+
Developing a PERMA+ action strategy
Structuring an assessment task for Unit 1
Structuring an assessment task for Unit 1
Structuring an assessment task for Unit 1
Sample assessment — draft
Context
Resilience is one of the greatest personal health resources young people
have enabling them to flourish and thrive. The higher the level of resilience
a young person has, the more likely they are to achieve academic
success, experience stable relationships, complete schooling, be
persistent problem solvers and show constructive leadership (Resilient
Youth Australia 2016). You have been asked to advocate for and enable
the development of a personal health action strategy to enhance your
resilience.
Sample assessment — draft
Task description
You are required to investigate the impact of resilience as a personal health resource
and prepare an analytical exposition/action research that:
• defines the issue and identifies the issue statement/s
• uses two of the following PERMA+ elements — (P)ositive emotions, (E)ngagement,
(R)elationships (M)eaning, (A)ccomplishment + optimism, physical activity, nutrition
and sleep to complete a personal needs assessment that
− analyses and interprets the most significant supporting secondary data, pre-test
primary data, trends barriers and enablers related to your resilience
− analyses the relationship between personal, social and community resources to
draw conclusions about the most significant area of need
− critiques a range of information to distinguish the most significant determinants
related to your resilience
− synthesises information to determine a relevant social justice principle and justify
the need for a personal health action strategy
• uses the Ottawa Charter personal skills action area to synthesise investigated
information to develop a personal health action strategy based on the PERMA+
element that has the greatest capacity to enhance your resilience.
Assessment — draft To complete this task, you must
include the following genre and referencing conventions:
• report headings — title page, executive summary, table of contents, introduction, discussion,
planning for action, reference list and appendixes
• analytical exposition requires an extended response, including sustained analysis, synthesis
and evaluation in relation to a specific question, hypothesis or issue in an assignment or
article format
− the assignment should use written features without headings and could be a persuasive
argument or informative text
− the article should use written features suitable for a health magazine or publication and
enhanced by the use of complementary features such as a title, graphics, tables and/or
pictures
• written features — terminology/vocabulary, conventional spelling, punctuation and grammar
Scaffolding
A personal health action strategy should include:
• the methodology and the resources required to address your health needs in relation to
resilience as your personal health resource
• the most significant barriers and enablers and how these are to be considered for the
implementation phase
• post-test data collection strategies.
• investigate the evidence that can be
used to judge the impact of action in
relation to resilience
• recognise and describe RE-AIM as a
scientific method of systematically
considering the strengths and
weaknesses of action through the
steps of reach, effectiveness,
adoption, implementation and
maintenance
• reflect on the impact of the chosen
action and make decisions to
recommend improvements that
advocate, mediate and enable further
change to enhance resilience as a
personal health resource
Stage 3: Evaluate and reflect on action in a personal health context
What evidence can be used to judge the impact of action in relation to
resilience?
Networking
Health Education Discussion (email list)
Qld government teachers –
http://discussions.eq.edu.au/subscribe.html
Select list titled “Health Education Network”
Enter personal details and hit subscribe
Other teachers –
Email a request to join to Shane Roberts
Contact details
Carolyn Jones
Principal Education Officer
HPE & Technologies Learning area
Queensland Curriculum and Assessment Authority
154 Melbourne Street, South Brisbane QLD 4101
PO Box 307, Spring Hill QLD 4004
T +61 7 3864 0247
W www.qcaa.qld.edu.au
So how did we go…
Following today:
• What strategies can you use between now and
syllabus implementation in 2019?
• Questions I still have?
Enjoy the journey.
Thank you for your contribution today.
