Book contents
- Frontmatter
- Foreword
- Contents
- About the authors
- Acknowledgments
- Chapter 1 Introduction
- Chapter 2 The foundation of movement skills
- Chapter 3 Teaching inclusively
- Chapter 4 What all teachers need to know about movement
- Chapter 5 Pedagogy
- Chapter 6 Planning for teaching and learning
- Chapter 7 ICT and general capabilities in the Australian Curriculum
- Chapter 8 Assessment in health and physical education
- Chapter 9 Health education
- Glossary
- Bibliography
- Index
- References
Chapter 9 - Health education
- Frontmatter
- Foreword
- Contents
- About the authors
- Acknowledgments
- Chapter 1 Introduction
- Chapter 2 The foundation of movement skills
- Chapter 3 Teaching inclusively
- Chapter 4 What all teachers need to know about movement
- Chapter 5 Pedagogy
- Chapter 6 Planning for teaching and learning
- Chapter 7 ICT and general capabilities in the Australian Curriculum
- Chapter 8 Assessment in health and physical education
- Chapter 9 Health education
- Glossary
- Bibliography
- Index
- References
Summary
Learning objectives
By engaging with the text in this chapter, students will be able to:
define health and wellbeing and understand the importance of health education in learning and life
appreciate the need for and recognise the value in using a positive, strengths-based approach that builds on the competencies and resources of students and the community to frame learning about personal, social and community health
understand how to address students’ needs and interests in a developmentally appropriate way to build health literacies
acknowledge the effectiveness of developing a whole-school and community approach to health promotion and preventative health
recognise and utilise health settings for integration of general capabilities and cross-curricular priorities in education(continued)
develop programs that are inclusive and address the diverse needs of the school and community
comprehend the imperative to find and use recent and credible research to inform teaching and student inquiry
effectively integrate health learning in, through and about movement and physical activity and within other learning areas
recognise the impact of social determinants of health on student capacity to implement behaviours conducive to health and wellbeing.
Courtney was appointed to a small rural secondary school where she was the fourth health and physical education specialist in four years. None of her predecessors had established health education as a credible area of learning, yet the school community had a history of vehicular and farm-related injuries and deaths, unplanned pregnancies, suicide and racially based bullying. Courtney knew the students needed a program about personal, social and community health that built on health literacies in a proactive and positive way. She decided to present a program outline to the school principal and develop a health and physical education work program that embraced the strengths of the students and the community to support healthy and safer behaviours.
- Type
- Chapter
- Information
- Health and Physical EducationPreparing Educators for the Future, pp. 158 - 177Publisher: Cambridge University PressPrint publication year: 2012