It Takes 7 Links to ACARA

Links to ACARA

NOTE: It Takes 7 key acronymic saying Attitude is the ANSWER highlights the mental health and wellbeing focus of this program. Students learn ‘attitude’ or their ‘emotional states’ can drive their commitment to their healthcare practices (ANSWER). In the same way, a commitment to holistic healthcare practices (ANSWER– Air, Nutrition, Sunshine, Water, Exercise, Rest) can improve their ‘attitude’. The aim is to help students find a strong position to deal with emotional conflicts, disappointments or stresses as they arise in their everyday lives.

This approach is based on a biopsychosocial/environmental healthcare model and is highlighted in these HPE elaborations:  

• Year 1-2 ‘recognising own emotions and demonstrating positive ways to react in different situations’ (ACPPS020)
• Year 3-4 ‘recognising own emotional responses and levels of their response in different situations’ and ‘describing strategies they can use to identify and manage their emotions before making a decision’ (ACPPS038)
• Year 5-6 ‘exploring why emotional responses can be unpredictable’ (ACPPS056)

HEALTH and PHYSICAL EDUCATION

Content descriptors for Personal, Social and Community Health

Foundational Level

• Identify actions that promote health, safety and wellbeing (ACPPS006) 
• Identify and describe emotional responses people may experience in different situations (ACPPS005)

  Year 1-2

• Recognise situations and opportunities to promote health, safety and wellbeing (ACPPS018)
• Identify and practise emotional responses that account for own and others’ feelings (ACPPS020)
• Examine health messages and how they relate to health decisions and behaviours (ACPPSO21)

 Year 3-4

• Identify and practise strategies to promote health, safety and wellbeing (ACPPS036)
• Investigate how emotional responses vary in depth and strength (ACPPS038)
• Discuss and interpret health information and messages in the media and internet (ACPPS039)

 Year 5-6

• Plan and practise strategies to promote health, safety and wellbeing (ACPPS054)
• Exploring why emotional responses can be unpredictable (ACPPS056)
• Recognise how media and important people in the community influence personal attitudes, beliefs, decisions and behaviours (ACPPS0570)
• Investigate the role of preventive health in promoting and maintaining health, safety and wellbeing for individuals and their communities (ACPPS058)

Focus areas in health include:

• food and nutrition (FN)
• health benefits of physical activity (HBPA)
• mental health and wellbeing (MH)
• safety (S)

GENERAL CAPABILITIES

Critical and reflective thinking, personal and social capability, literacy, ethical understanding, information and communication technology.

Students use ICT as key tools for communicating, collaborating, creating content, seeking help and accessing information in the health and physical education field. 

CROSS CURRICULUM PRIORITIES – SUSTAINABILITY

Health and Physical Education

It is important for students to contexualise their own healthcare practices in terms of their connections and interactions with natural, managed and built environments, and with people in different social groups within their social networks and wider communities. Considering how these connections and interactions within systems play an important role in promoting, supporting and sustaining the wellbeing of individuals, the community and the environment as a whole, is also importantly juxtaposed with a present and futures perspective.

Students develop their world view by exploring concepts of diversity, social justice and consumerism as these relate to the promotion and maintenance of health and wellbeing. Through movement experiences, students are provided with opportunities to develop a connection in and with environments and to gain an appreciation of the interdependence of the health of people and that of environments.

NUMERACY – Statistics and Probability

Students collect data by asking questions, draw data displays and make inferences. Year 3-6 with or without the use of technology.

Foundational

• Answer yes/no questions to collect information and make simple inferences (ACMSP011)

Year 1

• Choose simple questions and gather responses and make simple inferences (ACMSP262)
• Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays (ACMSP263)

Year 2

• Identify a question of interest based on one categorical variable. Gather data relevant to the question (ACMSP048)
• Collect, check and classify data (ACMSP049)
• Create displays of data using lists, table and picture graphs and interpret them (ACMSP050)

Year 3

• Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording (ACMSP068)
• Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies (ACMSP069)
• Interpret and compare data displays (ACMSP070)

Year 4

• Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture graphs where one picture can represent many data values (ACMSP096)
• Evaluate the effectiveness of different displays in illustrating data features including variability (ACM SP097)

Year 5

• Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologies (ACMSP119)
• Describe and interpret different data sets in context (ACMSP120)

 Year 6

• Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables (ACMSP147)

Download: It Takes 7 Teaching Notes and Lesson Teaching Sequence Table