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Planning process

A planning process to implement the curriculum statement based on student's needs.

Analysing current health and physical education programmes

The following activity guides teachers through an analysis of their current health and physical education programme using a tracking sheet.

This activity acknowledges that teachers and students will already be covering aspects of this curriculum, though approaches to teaching and learning may need to be modified.

For a sample tracking sheet click on the appropriate level below:

Word icon. Level 1 tracking sheet (Word, 59 KB)

Word icon. Level 2 tracking sheet (Word, 61 KB)

Word icon. Level 3 tracking sheet (Word, 60 KB)

Word icon. Level 4 tracking sheet (Word, 56 KB)

Word icon. Level 5 tracking sheet (Word, 60 KB)

Word icon. Level 6 tracking sheet (Word, 58 KB)

Word icon. Level 7 tracking sheet (Word, 61 KB)

Word icon. Level 8 tracking sheet (Word, 60 KB)

These are Microsoft Word Files.

For instructions on how to use a tracking sheet to analyse your programme.

Identifying the learning needs of students

Read the needs of learners from the curriculum statement and reflect on how you identify the needs of your student. Identify any other strategies and considerations you could bear in mind. Note: the legislative requirements for consultation from the curriculum.

Planning to meet the needs of students

Look at page 9 of any of the Curriculum in Action booklets and identify which of the learning outcomes listed would be priorities for your students. You may want to select all the learning outcomes. However, you will need to decide on a clear focus for unit/s of learning so that each includes a manageable number of selected outcomes.

Planning programmes and units of work

Read the section planning and assessment from the curriculum statement

Developing units of Learning 

for guidelines and a range of sample planning templates for units of learning.

Unit Titles

It has become increasingly evident that a clever title for a unit can guide teachers more easily to identifying focus and supporting AOs. For example, Confidence in the Water, Being a Great Friend or Smart Snacks are more meaningful titles than Aquatics Friends or Nutrition. For titles other teachers have used.

Writing learning outcomes from achievement objectives

"Learning outcomes signal the learning that is expected to occur as a result of a particular learning activity, page eight Curriculum in Action."

Learning outcomes are developed from achievement objectives which are the "big picture". They specify how the learning in a particular context relates to the objective. Clear learning outcomes facilitate assessment.

An example from Bubbles to Buoyancy is:

Achievement objective 1A3

Students will describe and demonstrate simple health care and safety procedures.

Learning outcome

Students will describe and demonstrate simple practices that contribute to water hygiene.

Possible learning activity

Through class discussion, students can identify and chart the rules for safe and hygienic practices when at the pool. Students are encouraged to use these before each swimming session.

Assessment opportunity

Discuss and develop a class or partner based checklist with rules for hygienic pool practices. Teacher observes students using safe and hygenic practices at the pool.

An example we have developed for use in our teacher workshops is:

Achievement objective 2C3

Students will express their ideas, needs and feelings confidently, and listen sensitively to other people and affirm them.

Learning outcome

Throughout this workshop teachers will work cooperatively, expressing their ideas, needs and feelings confidently, and listening to others.

Possible learning activity

Teachers discuss and develop guidelines for working cooperatively together. Teachers practice these guidelines when engaged in cooperative activities.

Assessment opportunity

Teachers can self assess using a cooperative learning checklist.

Some learning outcomes will help you to cover more than one achievement objective and there will be some achievement objectives that will require more than one learning outcome for coverage. For each learning outcome you will need to develop activities.

An example of requiring more than one learning outcome is in Curriculum in Action: Choice Food. Refer to page 9.

Achievement objective 3A1

Students will identify factors that affect personal, physical , social, and emotional growth and develop skills to manage changes.

Learning outcomes

Students will identify their nutritional needs for physical, social, and mental and emotional growth, and factors that affect their food choices.
Students will develop an action plan to meet their nutritional needs.

Assessment of student achievement

For identification of assessment opportunities refer to planning and assessment from the curriculum. "When planning for assessment, teachers should ensure that the procedures they use enable them to assess and report on both individual student progress and overall student achievement."

Schools have to decide how much formal assessment they will carry out to enable them to make valid professional judgements about student progress. Teachers do not have to assess against every achievement objective they use within a unit.

Assessment in health education, home economics, and physical education needs to

  • be balanced
  • be guided by the achievement objectives
  • be part of the teaching and learning activities
  • relate to student needs and learning styles
  • use a range of strategies and situations
  • provide specific information about student progress
  • be used formatively throughout health, home economics and physical education activities to support and enhance student learning

Long Term Planning

Once you have completed an analysis of your programme and taught a unit then you can update your long term plan.

Critiquing Units of Work

For instructions on how to critique an existing unit of learning.

Programmes of learning are central to promoting well-being. Teachers are encouraged to give each other feedback on new or modified units of learning. When they complete such an activity, teachers became more aware of the verb in the achievement objective, and its inclusion in the learning outcome and in the assessment task.

Try this unit critique activity:

  • To print a unit plan developed by a teacher using the Curriculum in Action resource, Choice Food. All learning activities are based on the needs of her students.
  • For a copy of a .
  • Once you have critiqued this unit to compare notes with another teacher who also critiqued this unit.

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