Learning sequence

Content descriptors

• Practise and apply strategies to seek help for themselves or others (ACPPS072 )

• Investigate and select strategies to promote health, safety and wellbeing (ACPPS073 - Scootle )

• Evaluate health information and communicate their own and others’ health concerns (ACPPS076 )

• Plan and use health practices, behaviours and resources to enhance health, safety and wellbeing of their communities (ACPPS077 )

• Plan and implement strategies for connecting to natural and built environments to promote the health and wellbeing of their communities (ACPPS078 )

• Participate in and investigate cultural and historical significance of a range of physical activities (ACPMP085 )

Achievement standards

By the end of Year 8, students investigate strategies and practices that enhance their own, others’ and community health, safety and wellbeing. They investigate and apply movement concepts and select strategies to achieve movement and fitness outcomes. They examine the cultural and historical significance of physical activities and examine how connecting to the environment can enhance health and wellbeing. They demonstrate skills to make informed decisions, and propose and implement actions that promote their own and others’ health, safety and wellbeing.

Within this phase, students will develop a base knowledge about the health benefits of physical activity. As HPE follows a strength-based approach the primary understanding will focus on health benefits with a limited number of important points to inform students of the negative impact physical inactivity has.

Beginning the mini-unit the students will be introduced to a number of digital platforms that they will utilise throughout the unit. The teacher will model and demonstrate how to set each platform up at an appropriate time, discuss features and settings and allow the students a chance to try it for themselves. The platforms that will primarily be used within phase 1 are:

• · Google blogger. Students will use this space in future lessons to record their analyses' and reflections.

• · Kahoot. Students will participate in Kahoot activities recap on prior knowledge and provide checks for learning, students will also create their own games for knowledge recall.

• · Wisc (online game builder). To work with a partner to practice their vocabulary and definitions.

• · Padlet- where students will save their online research that can be used for future tasks. The teacher will demonstrate how to find resources online, how to store them on padlet and how to share them with peers.

• 
  

Within this phase, students will conduct online research regularly to further develop their understanding of health and physical activity and to analyse what information and misinformation is readily available on the internet.

Students will use internet search engines to primarily engage in research however they have the option and freedom to explore some social media sites to gain further resources and articles.

Students will collaboratively use Popplet to create a mindmap of online resources and articles that are relevant to promoting the benefits of physical activity or outlining relevant risks of physical inactivity.

Students will compose their first blog post with their analysis of various resources or websites they have discovered on health and physical activity. They will use this task to be reflective and critical of any misinformation they found and ways to identify this.

The teacher will model the use of Google blogger and Popplet within this unit.

Students will create an informative interactive presentations using the research they have gathered on the health benefits of physical activity. They will include the potential risks associated with being physically inactive and will accompany this presentation with an audio voice over. They can use screen-casto-matic or PowerPoint audio function to record the voice over.

Students will post their interactive presentation to their blog and provide a comment to two other students on their blog post providing them with constructive feedback.

Students conduct online research of a local business or entity which interests them, via this research they are to gain as much information about the company, what they do, how many employees/visitors/ members etc and any initiatives they take part in for healthier living. This is done collaboratively within their groups to prepare for their final assessment task.

Students will work collaboratively to record a video of themselves through zoom, addressing a local business, workplace, gym, sports hub or any other relevant entity. Within the video, the students use a green screen to present data and statistics from their research gathering, follow this the students make a proposal to the audience of ways in which they can implement change into their business to promote more physical activity for their employees, clients, visitors, youths etc.

The teacher will model the use of interactive PowerPoint, screen-casto-matic, and zoom within this phase.