Outcome 5

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					                           PDHPE Years 7–10 resource links – Stage 5
Outcome 5.1 – A student analyses how they can support                                            Resources
their own and others’ sense of self.
Students learn about:                    Students learn to:

   The interdependence between             analyse how a positive sense of         Stick figure (1996), Christine Fonana:
    a sense of self and health and           self can influence behaviour in         Hill of Content
    wellbeing                                social contexts relevant to young       Mary Jane (1996), Sancia Robinson:
     – how a sense of self can               people                                  Random House
        impact on health and
        wellbeing                           explore the relationship between
     – how personal health can               school, leisure, work and               index.jsp?area=factsheet
        impact on one’s sense of self        employment and a sense of self

   supporting yourself                     explain how thoughts can affect         Shoovy Jed (1997), Maureen Stewart:
    – identifying ‘put downs’                feelings and behaviour and              Random House
    – reframing negative thoughts            practice strategies to manage
       and statements and positive           unhelpful and unrealistic ways of       Taming student anger [video](1998):
       thinking                              thinking                                Media Australia
    – effective stress and anger
       management                           examine the role and impact of          Happiness, its up to you: easy steps
    – appropriate expression of              stress on health and rehearse a         to self acceptance and good
       needs and feelings                    range of positive management            relationships (1998), Sabine Beecher:
    – differentiating responsibilities       strategies eg yoga, relaxation,         Boolarong
                                             physical activity, listening to music

                                            analyse a variety of problem
                                             situations to determine the degree
                                             to which responsibility is personal,
                                             shared or owned by someone

   supporting others                       examine the role of community
     – valuing difference and                service, the business sector and
        diversity                            other structures in supporting the
     – recognising and challenging           welfare and interests of others eg
        inequities                           volunteer groups, trade unions
     – use of inclusive and
        exclusive language                  explore attitudes to and the            The only way out (1997), Deborah
     – supporting others to find their       importance of peer support for          Kent: Scholastic
        own solutions                        students with particular needs eg
     – identifying positive and              those who are pregnant or young         Jodie’s journey (1997), Colin Thiele:
        negative behaviours that             parents, those with a long term         Lothian
        impact on others.                    illness

                      © PDHPE Unit
                      Curriculum K-12 Directorate
                          PDHPE Years 7–10 resource links – Stage 5
Outcome 5.2 – A student evaluates their capacity to reflect                                   Resources
on and respond positively to challenges.
Students learn about:                   Students learn to:

   challenges and opportunities           analyse previous and predict
     – during adolescence                   future life challenges and identify   sp?content_id=fambreakup_factsheet
     – in future life transitions           opportunities for personal growth     &zone=chill
     – positive life experiences
        during adolescence                 critically analyse the gender         Whale Rider (2002): PG
     – responding to challenges             stereotypes that may impact on
     – planning for a positive future       life choices and evaluate the         Australian issues: Hers and his:
     – work, employment and                 effectiveness of strategies           gender roles in Australia (1996),
        unemployment                        designed to redress inequities        edited by Janet Mackenzie: Reed
     – balancing commitments                                                      Library
                                           formulate a safety plan to meet
                                            the particular needs of a             Personal safety plans (2000)
                                            challenging situation, listing        department of Education and Training
                                            choices and consequences and
                                            making a decision about the best      Ophelia speaks: adolescent girls write
                                            choice                                about their search for self (2000),
                                                                                  Sara Shandler: Doubleday
                                           explore the social and cultural
                                            influences on the way people          Girls talk: young women speak their
                                            think about life challenges           hearts and minds (1998), edited by
                                            including developing a work ethic     Maria Palatta-Chiarolli: Finch
                                            and acceptance of responsibilities

                                           identify and practice the skills
                                            required to apply for work eg
                                            application letter, locating and
                                            evaluating job advertisements

   strengthening resiliency               reflect on a past situation which     MindMatters: Enhancing Resilience 1
     – characteristics of resiliency        has required change and identify
     – skills that enhance resilience       difficulties encountered and the      Rabbit-proof fence (2002): PG
        eg problem-solving                  skills and personal characteristics
     – self-monitoring                      which assisted in dealing with this   Jumping to heaven: stories about
     – maintaining a realistic              change                                refugee children (1997, Katherine
        perspective                                                               Goode: Wakefield
     – attitudes to change                 examine case studies of people
                                            who have overcome adversity,          Dare to be different: a celebration of
                                            including Aboriginal and              freedom (1999): Amnesty
                                            Indigenous, and identify their        International
                                            characteristics and qualities

                      © PDHPE Unit
                      Curriculum K-12 Directorate
                          PDHPE Years 7–10 resource links – Stage 5
Outcome 5.3 – A student analyses factors that contribute to                                   Resources
positive, inclusive and satisfying relationships.
Students learn about:                   Students learn to:

   developing equal and respectful        develop ground rules and              Child Protection Education materials
    relationships                           boundaries when forming new                       - Power in
     – active listening                     relationships                                          relationships
     – decision-making
     – negotiation                         explore how the appropriate
     – conflict resolution                  use of personal power can
     – use of power in relationships        contribute to positive
     – empathy                              relationships
     – speaking up

   recognising and responding to          examine power, conflict and           Breaking the silence: teaching and
    abusive situations                      cooperation in different settings     learning about domestic violence
     – recognising situations where         including friendship groups, in       (1997), Dept for Education and
        abuse may occur                     the school context, family and        Children’s Services, SA.
     – family violence                      workplace
     – date violence                                                              Violence in the family (1998), edited
     – sexual harassment                   identify situations, such as in a     by Kaye Healey: Spinney Press
     – impact of violence and abuse         crowd, at a party, going out with
        on the individual and               others in cars, at work, in which     Child Protection Education materials
        relationships                       forms of abuse may occur and                      - Recognising Abuse
     – practical personal safety            suggest possible protective                       - Protective Strategies
        strategies                          strategies
     – planning for safety or seeking
        help                               practise trust, talk, take control,
     – importance of support and            as a strategy for dealing with
        updating adult support              abusive situations

   affirming diversity                    clarify personal values and           Remember the Titans (2000): PG
     – strength in diversity                challenge negative community          Bend it Like Beckham (2002): PG
     – empathy and understanding            values and images relating to
     – respect and trust                    diversity
     – building inclusion
     – appreciate diversity as normal      design an advocacy strategy
     – valuing individual differences       that affirms difference and
         and perspectives                   diversity

                     © PDHPE Unit
                     Curriculum K-12 Directorate
                           PDHPE Years 7–10 resource links – Stage 5
Outcome 5.3 – continued.                                                                          Resources

   discrimination, harassment and            explore the impact of                  Countering discrimination (1995)
    vilification                               discrimination and difference on       Department of Education and Training
     – Anti Discrimination Act (1977)          marginalised groups
     – extent of discrimination in the                                                Racism: No Way website
     – sources of discrimination              identify the various forms of          Resources for teaching against
     – impact of discrimination,               discrimination specified in the Anti   violence (1997) Department of
          harassment and vilification on       Discrimination Act (1977)              Education and Training
          individuals and the                 investigate school, community and
          community.                           workplace policies and practices
                                               and evaluate their role in
                                               addressing discrimination,
                                               harassment and vilification

                       © PDHPE Unit
                       Curriculum K-12 Directorate
                            PDHPE Years 7–10 resource links – Stage 5
Outcome 5.4 – A student adapts, transfers and improvises                                       Resources
movement skills and concepts to improve performance.
Students learn about:                        Students learn to:

   aspects of movement skill                   demonstrate movement skills in     Get skilled: Get active – A K-6
    development                                  increasingly complex and           resource to support the teaching of
     – body control and awareness                challenging activities from a      fundamental movement skills (2000)
     – object manipulation and                   selection of the following         Department of Education and
        control                                  contexts:                          Training.
     – anticipating and timing                    – athletics
     – technique                                  – aquatics
                                                  – dance
                                                  – games
                                                  – gymnastics
                                                  – recreational pursuits
                                                  – aerobics/fitness
                                                  – outdoor education

                                                adapt, transfer and improvise
                                                 movement in increasingly
                                                 demanding contexts eg varying
                                                 space, rules, equipment and
                                                 apparatus, time restrictions and

   influences on skill development             design and participate in
    and performance                              modified activities to improve
     – transfer of skills and concepts           performance and promote safe
     – learning environments                     participation in increasingly
     – feedback                                  complex and challenging
     – importance of practice                    situations
     – safety
     – the role of rules and
         regulations in safe participation

   applying mechanical principles to           experiment with the application
    enhance performance                          of simple mechanical principles
     – absorbing and applying force              to modify body position,
     – balance and stability                     technique and control to
     – momentum                                  enhance performance and
                                                 ensure safety

                       © PDHPE Unit
                       Curriculum K-12 Directorate
                         PDHPE Years 7–10 resource links – Stage 5
Outcome 5.5 – A student composes, performs and appraises                                     Resources
movement in a variety of challenging contexts.
Students learn about:                   Students learn to:

   features of movement                   participate in a range of
    composition                             increasingly complex and
     – purpose                              challenging movement activities
     – responding to stimuli                to further develop their ability to
     – improvising                          utilise the features of movement
     – planning                             composition
     – sequencing
     – performing                          use movement to effectively
                                            communicate and interact in
                                            group/team contexts

   elements of composition                compose and perform                   Space, time and dynamics in dance
     – space                                increasingly complex and    
     – dynamics                             challenging movement                  mposition/2437/manipulation_overvi
     – rhythm and timing                    sequences utilising the               ew.html
     – relationships                        elements of composition

   appreciating movement                  design and implement criteria to
    composition and performance             analyse the performance of self
     – aesthetic appreciation               and others in a range of
     – qualities of performance             movement activities
     – analytical techniques
                                           use performance feedback to
                                            improve quality of movement in
                                            a variety of contexts

                                           gather information about a
                                            performance using objective
                                            and subjective methods.

                                           enter performance data into a
                                            prepared spreadsheet template,
                                            format and analyse with
                                            consideration of ethical issues
                                            eg use, interpretation and
                                            publication of data

                     © PDHPE Unit
                     Curriculum K-12 Directorate
                          PDHPE Years 7–10 resource links – Stage 5
Outcome 5.6 – A student analyses attitudes, behaviours and                                   Resources
consequences related to health issues affecting young
Students learn about:                    Students learn to:
   mental health                           challenge negative community               - Understanding mental
    – understanding mental health            perceptions of mental health                    illness
    – maintaining connections                and identify reasons why these
    – help seeking behaviours                have developed             
    – loss and grief: helpful and                                                 jsp?content_id=worrdepres_factshee
       unhelpful strategies                 suggest positive strategies to       t&zone=chill
    – reaching out: helping yourself         deal with loss and grief
       and helping others                                                         Just being me: teaching and learning
                                                                                  about good mental health. Safety
                                                                                  strategies (2001), Sue Dawson: User
                                                                                  Friendly Resource Enterprises

                                                                                  Stop pretending (1999), Sonya
                                                                                  Sones: Orion Children’s Books

   healthy food habits                     explore the relationship             Stick figure(1996), Christine Fonana:
    – sources of nutritional                 between body image and               Hill of Content
       information                           gender, and the impact of the
    – consequences of disordered             media on the manufacture of          Mary Jane (1996), Sancia Robinson:
       eating and body image                 the ideal male and female body       Random House
    – diets, dieting, exercise and           types
       energy balance                                                             No fat chicks (1998), Margaret Clark:
    – sociocultural influences on food      investigate factors that             Random
       choices                               influence food choices eg
    – nutrition and fluid replacement        culture and customs, gender          The body snatchers: how the media
       for physical activity                 and media                            shapes women (2000), Cyndi
                                                                                  Tebbel: Finch
                                            identify appropriate fluid
                                             replacement strategies for 
                                             participation in physical activity   educators/lessons/lessons-
                                             and actions to manage                glance/lessons-junior.asp
                                                                                  Professional support and curriculum

   drug use                                examine the consequences of          Rethinking Drinking
    – effects on relationships               alcohol use on the individual
    – effects on community                   and community                        Know the risks: Cannabis kit (due for
    – marketing strategies and the                                                release Term 2)
       media                                investigate marketing strategies
    – influences on alcohol use and          and media influences       
       binge drinking                        associated with tobacco and          jsp?content_id=Alcohol_factsheet&z
    – influences on cannabis use             alcohol                              one=chill
    – polydrug use
    – other illicit drugs eg opiates,       describe the short-term effects
       hallucinogens,                        and long-term consequences of
       psychostimulants                      illicit drug use on the individual
    – consequences of illicit and            and community
       unsanctioned drug use

                     © PDHPE Unit
                     Curriculum K-12 Directorate
                          PDHPE Years 7–10 resource links – Stage 5
Outcome 5.6 – continued                                                                         Resources

   sexual health                             identify and evaluate safe         Talking Sexual Health Teacher
    – valuing yourself as a sexual             sexual health practices,           Resource (2002) ANCHARD
       being                                   including methods of
    – qualities valued in a partner            contraception                      Share website – SA FPA Health
    – appropriately expressing and
       exploring sexual feelings              examine personal values and        Unzipped: everything teenagers want to
    – power, gender and risk taking            attitudes related to sexual        know about love, sex and each other
    – consequences of being or not             health and identify factors that   (1999): HarperCollins
       being sexually active                   have contributed to their
    – planning and managing sexual             formation                          Reach Out! Website
    – sexually transmitted infections,        analyse how sexual attitudes,      ?content_id=startingou_factsheet&zone
       blood-borne viruses and                 behaviours and sexuality are       =chill
       HIV/AIDS                                influenced by expectations and
                                               assumptions associated with
                                               being male and female

   road safety                               propose and present                Road Whys: Speeding, Safety restraints,
    – responsible driver and                   strategies designed to promote     Driver Fatigue, Drink Driving
       passenger behaviour                     safe road use attitudes and
    – factors influencing road use             behaviours                         RTA website
    – major causal factors in road and        use simulation software to
       traffic related injuries eg human       make health decisions and
       (speeding, drug use, fatigue,           solve problems relevant to
       occupant restraint),                    young people eg determining
       environmental, vehicular                strategies that promote safe
    – consequences of unsafe road              road use
       use behaviour
    – skills and attitudes that support       describe priority actions and
       safe road behaviour eg hazard           first aid management in the
       perception, road sharing and            case of road injury and trauma

                      © PDHPE Unit
                      Curriculum K-12 Directorate
                         PDHPE Years 7–10 resource links – Stage 5
Outcome 5.7 – A student analyses influences on health                                      Resources
decision making and develops strategies to promote health
and safe behaviours.
Students learn about:                    Students learn to:

                                            recognise that health decisions     HTTP://WWW.MIDDLEWEB.COM/
   influences on health decision            and risk behaviours are not         ADOLESRISK.HTML
    making and risk behaviours               simply an individual
    – individual factors eg values and       responsibility but are shaped by    Blue Crush (2002): PG
        attitudes                            a range of influences
    – sociocultural factors eg family,
        peers, gender, culture              analyse the range of influences
    – political factors eg laws and          that impact on an individual’s
        regulations                          ability to behave in healthy and
    – economic factors eg personal           safe ways in relation to:
        and community                          – mental health
    – environmental factors eg                 – healthy food habits
        pollution, weather, built              – drug use
        environment                            – sexual health
                                               – road use
                                               – personal safety
                                               – physical activity
                                               – accessing support

   empowering individuals and              propose and evaluate                Nowhere to run (1999), Sue
    communities                              strategies that take into account   Welford: Oxford University Press
    – individual action                      influences on health decision
    – community action                       making and support young
    – consequences                           people to behave in healthy and
    – developing personal skills eg          safe ways
    – developing supportive                 identify inequities that exist in
       environments                          the local community and
                                             propose actions to address
                                             them eg homelessness.

                                            identify a key issue for
                                             individual or group action.
                                             Raise awareness and gather
                                             support for the issue using ICT
                                             skills including a mailmerge

                     © PDHPE Unit
                     Curriculum K-12 Directorate
                            PDHPE Years 7–10 resource links – Stage 5
Outcome 5.8 – A student critically analyses health                                           Resources
information, products and services to promote health.
Students learn about:                       Students learn to:

   health consumerism                         analyse the impact of peers and   Net texts: exploring electronic
    – developing critical literacy skills       the media on the selection of     English (2001), M. Kennedy and M.
    – influences on selecting health            health products and services      Lee-Ack: Heinemann
       products and services
    – rights and responsibilities              develop and apply criteria to     Beyond functional health literacy at
                                                assess the claims made by a       HTTP://WWW.NALD.CA/PROVINC
                                                range of health products and      E/QUE/LITCENT/HEALTH/FINALS
                                                services                          UM/BD/BD11.HTML

   the nature of health knowledge             identify how and why health
    – changes in health knowledge               knowledge has changed and
        and keeping current                     propose actions that may assist
    – dealing with uncertainty                  young people to manage the
    – accessing accurate information            constantly changing nature of
                                                health information

   factors influencing access to              locate health and support         Reach Out! Website
    health information, services and            services in the local area that   HTTP://WWW.REACHOUT.COM.A
    personnel by young people                   promote and maintain the          U/JSP/GROUP_INDEX.JSP?ARE
     – confidentiality                          health and wellbeing of young     A=KIT&SUBJECT=KIT01&GROUP
     – trust in patient/provider                people eg crisis                  =01
         relationship                           accommodation, support for
     – embarrassment in disclosing              pregnant and parenting
         health concerns                        students, counselling regarding
     – knowledge of services                    problem gambling
         available, what services offer
         and how they can be accessed          discuss the reasons why young
     – skills to access health                  people do not use health
         information, services and              services as much as other
         personnel                              groups. Propose strategies that
     – availability of health                   encourage young people to
         information, services and              access appropriate health
         personnel                              services

                                               account for how differences in
                                                accessing help might be related
                                                to age, gender and geographic

                       © PDHPE Unit
                       Curriculum K-12 Directorate
                          PDHPE Years 7–10 resource links – Stage 5
Outcome 5.9 – A student formulates goals and applies                                          Resources
strategies to enhance participation in lifelong physical
Students learn about:                    Students learn to:
   lifelong physical activities            participate in a range of             ADAY.COM/SCHOOLS.ASP
    – competitive/non-competitive            physical activities that meet
    – individual/group/team                  identified local needs and            HTTP://WWW.HEALTH.GOV.AU/P
    – recreational                           interests and evaluate their          UBHLTH/STRATEG/ACTIVE/
    – health and fitness                     potential as a lifelong physical
    – initiative/challenge activities        activity                              National physical activity guidelines
    – cultural significance                                                        HTTP://WWW.HEALTH.GOV.AU/P
                                            participate in challenging            UBHLTH/PUBLICAT/DOCUMENT/
                                             physical activities to develop life   PHYSGUIDE.PDF
                                             skills such as leadership,
                                             teamwork, creativity, goal
                                             setting and problem solving

   planning for regular physical           analyse barriers to regular           Bend it like Beckham (2002): PG
    activity                                 participation in physical activity
    – prioritising and setting goals         and propose strategies to             HTTP://WWW.ACTIVEAUSTRALI
    – time management                        overcome them                         ADAY.COM/SCHOOLS.ASP
    – identifying and locating
        resources                           reflect on their current levels of    HTTP://WWW.HEALTH.GOV.AU/P
    – barriers to participation in           physical activity and propose         UBHLTH/STRATEG/ACTIVE/
        regular physical activity            short and long term goals that
                                             will assist them to maintain          National physical activity guidelines
                                             regular participation in the
                                             future                                blicat/document/physguide.pdf

                                            use the internet and other
                                             resources to locate information
                                             about opportunities for physical
                                             activity in the local area

                                            participate in physical activities
                                             designed to overcome barriers
                                             or meet specific needs eg
                                             disabled sports, modified

                      © PDHPE Unit
                      Curriculum K-12 Directorate
                            PDHPE Years 7–10 resource links – Stage 5
Outcome 5.10 – A student adopts roles to enhance their own                                     Resources
and others’ enjoyment of physical activity.
Students learn about:                      Students learn to:

   roles in physical activity                investigate and make decisions       SEPEP kit: Sport Education in
     – administrative roles                    about the various roles they can     Physical Education: Australian
     – official roles                          adopt to enhance their own and       Sports Commission.
     – leadership roles                        others’ participation and
     – individual and team player              enjoyment of physical activity
     – coaching, instructing or               select and perform a variety of
         choreography roles                    roles as they organise, manage
     – media/publicity roles                   and participate in physical
     – volunteering                            activities

   strategies for enhancing others’          analyse strategies to enhance        HTTP://WWW.ACTIVEAUSTRALI
    enjoyment of and participation in          enjoyment and improve                ADAY.COM/SCHOOLS.ASP
    physical activity                          participation in physical activity
     – awareness raising                                                            HTTP://WWW.HEALTH.GOV.AU/P
     – establishing policy                    collaboratively design and           UBHLTH/STRATEG/ACTIVE/
     – identifying and accessing               conduct an action plan for a
         support structures                    school, workplace or                 National physical activity guidelines
     – identifying physical activity           community setting to increase
         needs                                 participation and enjoyment in       blicat/document/physguide.pdf
                                               physical activity

                        © PDHPE Unit
                        Curriculum K-12 Directorate