ACHPER Queensland 2011 Brisbane HPE Conference

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Morris Phelps
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Phone: 3138 3577 Email: h.shannon@qut.edu.

au/staff/shannonh QCT registered teacher:

1 ACHPER Queensland 2011 Brisbane HPE Conference Lecturer Faculty of Health Phone: Web: QCT registered teacher: Health Education, Physical Education & Science Member: Institute of Health & Biomedical Innovation, ACHPER & Australian Health Promotion Association

2 ACHPER Queensland 2011 Brisbane HPE Conference The SurfAid International Schools Program Opportunities for HPE and Senior Health Education Schools program Professional standards and HPE KLA alignment The school context Examples and planning activity

3 Six programs

4 Schools program HPE KLA alignment

5 Schools program Global reach Australia New Zealand North America Europe Values-based education and origins of the Schools Program Australia Milton Brown New Zealand Vivienne Hill

Professional standards National and state Intellectual

Global awareness Cultural knowledge Empathy Active

6 Professional standards National and state Intellectual and social development Inclusive practice and diversity Global awareness Cultural knowledge Empathy Active citizenship AITSL Standards: QCT Standards:

Productive pedagogies: Intellectual quality, recognition of difference & connectedness Intellectual quality Higher-order thinking Deep knowledge Deep understanding Recognition of difference Cultural

7 Productive pedagogies: Intellectual quality, recognition of difference & connectedness Intellectual quality Higher-order thinking Deep knowledge Deep understanding Recognition of difference Cultural knowledge Narrative Active citizenship Connectedness Knowledge integration Connectedness to the world Problem-based curriculum A guide to Productive Pedagogies Classroom reflection manual

A focus on learning opportunities Bloom s Taxonomy of Learning Domains Cognitive, Psychomotor & Affective Hierarchy (increasing complexity) Cognitive Affective Shannon, H. & Brown, M. (2009).

8 A focus on learning opportunities Bloom s Taxonomy of Learning Domains Cognitive, Psychomotor & Affective Hierarchy (increasing complexity) Cognitive Affective Shannon, H. & Brown, M. (2009). From surfboard wax to salient health inequity: School programs to develop globally aware and active citizens. In T. Cuddihy and E. Brymer (eds.) Creating Active Futures: Edited Proceedings of the 26th ACHPER International Conference, 7-10 July 2009, Brisbane, Australia, pp

General alignment of educational outcomes and productive pedagogies with learning domains Cognitive Affective Inquiry process (investigation) Deep knowledge and understanding Higher order thinking

9 General alignment of educational outcomes and productive pedagogies with learning domains Cognitive Affective Inquiry process (investigation) Deep knowledge and understanding Higher order thinking Social responsibility Active citizenship (empowerment and motivation) Health issues inequity & complex relationships Global consciousness (attitudes and values) Egocentric Altruistic Cultural knowledge Narrative Global awareness and connectedness Values clarification

Curriculum, Assessment and Reporting (QCAR) Framework: Essential Learnings (Health and Physical

10 Health & Physical Education Queensland syllabus and planning documents QSA learning phases, year levels and foci Early (P - 3) Access Middle (4-9) Engagement Senior (10-12) Pathways Queensland Curriculum, Assessment and Reporting (QCAR) Framework: Essential Learnings (Health and Physical Education) Year 10 Guidelines: HPE learning area Senior Syllabus: Health Education & Senior Syllabus: Physical Education

11 HPE and Senior Health Education Embedded social justice orientation Inequity Attitudes and values (Senior HE: 4 th general objective) Core context: Health of specific populations

12 The school context Examples and planning activity

13 Examples Year 10 Health Education Marsden State High School Grace Lutheran College Research project The impact of a global health education perspective on student attitudes, values, understanding and actions Research questions: 1. Does an embedded global perspective support movement towards more complex functioning within the cognitive learning domain? 2. Can students through the acquisition and application of knowledge demonstrate evidence of affective learning including global consciousness, advocacy, value clarification and altruism? Qualitative: Student focus groups, structured journals and interviews (teachers) Quantitative: Review of student profile sheets and level of achievement

15 Potential alignment with curricular and co-curricular foci in a school setting Shannon, H. & Brown, M. (2009). From surfboard wax to salient health inequity: School programs to develop globally aware and active citizens. In T. Cuddihy and E. Brymer (eds.) Creating Active Futures: Edited Proceedings of the 26th ACHPER International Conference, 7-10 July 2009, Brisbane, Australia, pp

16 Your context

17 Your context A challenge for you Can you develop an integrated SurfAid focus in your school? What new experiences and opportunities can you offer your students?

18 Online resources Website:

19 Questions and comments

STRATEGY TACTICS KPI CATEGORY 2017 TARGET 2018 TARGET 2019 TARGET. 10 teachers per state (500 teachers) 12 schools

STRATEGY TACTICS KPI CATEGORY 2017 TARGET 2018 TARGET 2019 TARGET. 10 teachers per state (500 teachers) 12 schools Prove that 50MS is doable Identify, publicize, promote, and acknowledge HPE teachers who have succeeded in implementing innovative approaches to getting their students physically active and healthy. Engage