Health & Physical Education

Definition and rationale

The Health and Physical Education (HPE) Key Learning Area promotes the development of student knowledge, processes, skills and attitudes necessary to make informed decisions, take action and advocate in order to enhance:

Ä personal and community health, especially as it relates to food and nutrition, and to personal safety

Ä movement skills, physical performance and fitness

Ä personal development, and in particular identity, interpersonal relationships and resilience.

Students are encouraged to act, individually or collectively, in culturally appropriate ways to enhance their own physical, social and emotional health and to enhance physical performance that enables them to participate in a range of games, sports and other physical activities. They are also encouraged to take action to promote structures and environments that support such health and physical performance. With an emphasis on the social justice principles of diversity, equity and supportive environments, teachers should embrace an inclusive teaching approach that maximises opportunities for all students to be healthy, participate in physical activities and promote supportive environments.

While schools alone cannot turn around the status of young people with respect to health and physical performance, they have an important role to play. The alarming statistics related to health issues associated with nutrition and physical activity, along with those associated with social and emotional wellbeing reinforce the importance of an approach that empowers young people and their families to take action not only in relation to their own health and physical performance, but in relation to others in the community, and to the broader societal and environmental factors that impact on health and physical performance. Closing the gap on health disadvantage is essential to enable our young people to learn, and to participate effectively in the cognitive, social and emotional fabric of society.

Major outcomes

Students will:

Ä have a critical understanding of the biological, social, cultural and environmental factors that determine health (physical, social and emotional), and participation and performance in physical activities, and the resultant inequities

Ä have knowledges, processes, skills and attitudes to take informed and well-reasoned actions that:

Ä enhance personal, group and community health and safety, especially as it relates to food and nutrition and to personal safety

Ä enhance physical performance and fitness in games, sports and other physical activities

Ä develop personal and interpersonal skills and relationships, identity, sexuality, and resilience

Ä advocate for structures and environments to promote health (physical, social and emotional) and physical performance for self, groups and communities.

Summary of performance expected at different junctures

Promoting health of individuals and communities

In the early years, students understand that there are different dimensions of health (social, emotional, physical, etc.) and that products (e.g. food) or environments (e.g. sun) impact on all dimensions. They make decisions related to their own health, taking into account familiar and obvious influences – for example, they select a healthy alternative for one or more of the high-fat/sugar foods they eat.

By upper primary, students recognise that health behaviours are influenced by a range of factors (personal, media, availability, access, etc.) and more strategic actions are needed to promote their own health and that of others in the community. They take actions to promote the health of self and others in more complex situations (e.g. planning meals, strategies for avoidance of tobacco) as well as advocating for changes in the environment for healthier choices.

In lower secondary, the complexity increases as decisions take into account the interplay between recommendations for health (e.g. dietary guidelines, drug policies) and the social and emotional pressures experienced in adolescence. Their action plans extend to challenging societal structures and environments that impact on health and advocating for change.

Enhancing physical performance and fitness

In the early years, students understand and can perform basic body actions of fundamental movement skills and fitness activities, and understand how these affect the body. They understand that people choose to participate in physical activities for a range of reasons, and who/what influences the participation. The activities should promote positive participation so that students want to engage in the activities, regardless of the level of the expertise and skill that the student has.

By upper primary, students understand how fundamental movement skills can be used in a range of activities, and how different physical activities can promote fitness. They are able to demonstrate increasingly specialised skills and activities to enhance their performance and fitness. They understand how social and cultural influences impact on their participation in physical activities. The activities are designed so that students are supportive of each other, regardless of their expertise and skill.

In lower secondary, students apply strategies and concepts, including evaluative strategies, so that they continue to enhance their performance and fitness. They are able to transfer skills to different situations. They are cognisant of the personal and social influences on their participation. The activities are many and varied, taking into account different abilities and adolescent sensitivities associated with changing bodies.

Enhancing personal development

In the early years, students understand that individuals are unique but also have characteristics in common with others. They understand that they interact differently with various people, according to the level of intimacy (e.g. parent, teacher, stranger). Students learn strategies for managing their emotions.

By upper primary, students develop an understanding of the meaning of and impacts on identity, including stereotyping, fashion, media, etc. They understand how behaviours with other people change with developing sexuality. They are aware of how personal skills and social and emotional environments impact on their resilience. They develop assertiveness and the ability to manage conflict, as well as strategies to deal with intense emotions.

In lower secondary, students have a more complex and critical understanding of the beliefs, values, attitudes and behaviours that impact on identity and relationships, including sexual relationships. They develop skills to cope effectively with challenge and conflict, including situations associated with identity and relationships. They are able to analyse and take action to improve their communication skills.

For more information contact your Head of Campus.