Relationships and Sexuality Education Topics †MyAssignmenthelp

Question: Discuss about the Relationships and Sexuality Education Topics. Answer: Introduction The portfolio deals with the materials suitable for teaching health and physical education topics. The portfolio is designed to contain the critique of the materials and resources suitable for teachers to use for children in their early life years (schooling and preschooling). The position statement on importance of health and physical education or HPE has been developed based on knowledge from Australian curriculum a part of the role of the Australian Council for heath, Physical Education and Recreation. It is the leading association contributing towards promotion of the HPE in learning areas in schools. The curriculum of HPE focuses on the 12 areas. It includes relationship and sexuality, health benefits of physical activity, food and nutrition, alcohol and other drugs, fundamental and movement skills, mental health and well being, safety, challenge and adventure activities, active play and minor games, games and supports, rhythmic and expressive movement activities and lifelong physical activity, (Lynch, 2014). HPE is important as the preschool years, is the phase of important learning experience. In this phase the growth and development tales place rapidly. It supports the cognitive, physical, social, emotional, domains. Physical education is important as in all young children there is an internal urge to strengthen bodys capacity for movement and become competent in the physical skills (Lynch 2015). Physical activities are important for children as it is integral component of everyday life. Movements are used by children to express their feelings, learn about objects and world. Children are found happy on physical accomplishment. Thus, physical activity occurs in many forms in early life (Lynch 2015). According to Stork and Sanders (2008), physical education helps provide children with opportunities to develop the psychomotor, cognitive, social skills. The physical education having the playful nature has been considered an effective option to develop all aspects of the personality in chil dren. Several research findings revealed that the school education program has been effective in child development physically Therefore, school environment is effective in teaching children to grow healthy and remain active (Hyndman et al., 2017). HPE is important for assisting children in acknowledging the diversity in relation to gander and sexuality. The HPE programs are thus designed by teachers to educate children about the impact of diversity on social world. The importance of HPE in this regard is to provide meaningful learning opportunities to same sex and gender diverse students. HPE in Australian curriculum is designed in the manner that the meets the needs of children in the health focus area of relationships and sexuality. Teachers are to ensure that the activities used are inclusive. The education is designed to consider the lived experience of all the students. When teaching about the reproduction and sexual health, the teachers ensure that the needs of children with gender diverse, same sex attracted or intersex are met (McKay et al., 2017). The teachers can use different pedagogical approaches For HPE. There are two important strands that are interrelated and support each other. It includes personal, social and community health and movement and physical activity. It is applicable for teaching right from Foundation to Year 10. Teachers create opportunities for practical applications. It enhances the knowledge, skills and understanding of variety of important and meaningful health and movement focus areas. Teachers play a vital role in assisting children to make decision related to health, and empower them to adopt them to make healthy behaviour. Thus, teachers design activities where children learn about behavioural aspects associated with the physical activities (Tsangaridou 2017). Teachers develop content in the curriculum that enables children to critically think about the factors influencing the health and well being of the communities. Therefore, students are assisted to focus on range of health areas and issues. te achers use of range of play activities, dramas, art, music, lesson plans for child acquisition of range of movement skills, learn the meaning of physical activity, and importance of outdoor sports across culture and time. Participation in various physical and movement activities helps children learn personal and social skills such as decision making, communication, problem solving, creative thinking, critical analysis and cooperation. Movement experiences also teach students about the self management, self-awareness, strive for enhanced performance, and persist with challenges (Garvis and Pendergast 2017). Resources description and critique on physical health Activity- talk about sex to children 5-8 years. The tips include keeping simple language and maintain honesty. It may be okay to say dont know. May involve parents and start conversation with reference to the videos or TV shows. The rationale is increasing rate of teenage pregnancy and sexually transmitted disease in Australian and Indigenous communities What it is Website https://raisingchildren.net.au/articles/sex_education_young_children.html Focus (topic) Area in AC: HPE Relationship and sexuality Location in AC:HPE Foundation Strand- Personal, social and community health Sub strand- identify, self identities, changes and transitions, making healthy and safe choices ACPPS016 General capabilities- strong sense of identity Integration Sex and relationship awareness HPE- create poster and present videos and different types of sex and relationships and read books on sexual diversity Science- concepts of sex and reproduction, Arts- play on gender diversity Who it is to be used by Teachers and parents can ask students to verbalise their feelings about sex and their relationships. Present the puberty and changes through posters and ask child to take turn to talk about themselves. Children can also engage with curiosity Why it is beneficial It is beneficial for the student to understand the sex and sexuality, and improve the childs feeling about the body development. It will allow children to better express the feelings of attraction, intimacy, and affection for others. Children when grow up can develop affection for others and marination respectful relationship with others. How the resource would be used Gender diversity, express intersex and same sex attraction, value diversity, understand emotions, health literacy, interaction with others Limits and considerations It is inclusive of children irrespective of gender, language, cultural diversity and ethnicity It also includes children from physical and mental disability Food and nutrition Information- Brochure informs of ways to boost brain with variety of foods is highlighted. The pamphlet creates awareness of the nutrition education program for children combined with thinking healthy. Applicable for children in kindergarten to 6thgrade. Malnutrition is the common issue in many Australian children especially those from remote and socioeconomically disadvantaged areas. Critique- What it is Pamphlet available at https://sites.psu.edu/nutr360spr14/page/8/ Focus (topic) Area in AC: HPE Food and Nutrition Location in AC:HPE Foundation Strand- personal, social and community health Sub strand- making healthy and safe choices, health literacy, and connecting to the environment and community health promotion, (ACPPS054) General capabilities- sense of well being Integration Eat and think healthy HPE- food and safety, nutrition and health benefits Arts- paint or draw healthy foods Science- foods containing vitamins and concepts minerals and nutrition Arts- drawing and painting abstract concepts on reproduction and sexual health Who it is to be used by Teachers to present posters on good food and taking care of body Teacher to read out to the student about the play and movement every day Parents developing activity to help children list their thoughts and feelings Teachers and parents can ask children to right things they like about themselves Why it is beneficial It is beneficial as the student can learn to think healthy. They may learn how to feel good about themselves and ways to take care of body. It will prevent health issues like obesity among children. It will help children in self engagement. How the resource would be used Collaboration, team work, decision making, healthy behaviour, self fulfilment , self esteem, health promotion and recognise illness Limits and considerations It is inclusive of all children irrespective of age, gender, physical disability and language It also includes children with specific allergies to learn how to choose healthy food Mental health and well being Activity- It is an education to children on social and emotional skills, education skills and sense of community using a framework, KidsMatter Early Childhood. The framework is the guiding principles to help children with mental difficulties. It is useful in helping children to create sense of community, work with parents and carers. Mental health is integral to development of physical health. Mental health in early childhood ensures the social, behavioural and emotional wellbeing in the young age. Critique- What it is Book and journal KidsMatter Early Childhood:A framework for improving children's mental health and wellbeing Component 1:The background to KidsMatter Early Childhood Component 2: Developing children's social and emotional skills Component 3 :Working with parents and carers Component 4: Helping children who are experiencing mental health difficulties Focus (topic) Area in AC: HPE Mental health and well being (MH) Location in AC:HPE Foundation- Strand- Personal, society and community health Sub strand- understanding emotions, connection with environment (ACPPS034) General capabilities- strong sense of well being Integration Grow with mind Science- mental health concepts and impact on physical well being Arts- drama and play to foster the knowledge of social inclusion Mathematics- enhance problem solving, high IQ Who it is to be used by Teachers may build arm and trusting relationships with children and avoid discrimination and isolation during role play. Teachers can use posters, videos and create welcoming environment. Parents can ask children to present positive and negative responses through play Why it is beneficial Students gain potential to manage the mental health independently. They can learn the impact of body image and self worth. Children learn to seek help when needed and coping skills. They tend to build network of support in community. How the resource would be used Collaboration, team work, negotiate, self esteem, optimism Limits and considerations It is inclusive of children irrespective of gender, culture, ethnicity, language, and disability Active play and minor games Activity- Children to make 6 parachute with handles and carry bag. It will help develop motor and cognitive skills. Critique- What it is Website https://www.kaplanco.com/product/143851/6-parachute-with-handles-and-carry-bag?c=12 Focus (topic) Area in AC: HPE Active play and minor games (AP) Location in AC:HPE Strand- Movement and physical activity Seastrand- moving the body, learning through movement, understanding movement ACPMP027 General capability- involved learning Integration HPE-safe areas for play, games with parachute Science- colours and cognition English-learn language by playing with parachute Arts- draw parachute, dance using active play material Who it is to be used by Teachers to negotiate making parachute and take a walk with parachute, discuss inventions of parachute and its uses. Students and parents can also initiate the activity Why it is beneficial It is beneficial in developing skills such as problem solving, negotiation, persistence, planning and cooperation. It is helpful in motor development How the resource would be used Small group games, imaginative play, collaboration, team work Limits and considerations It will include all the students and even those with disability. Children will have choice in choosing colours of carrybags. Involvement of cultural and social resources. Fundamental Motor skills This activity will help enhance children physical activity to keep them fit and healthy. It allows children to learn physical activities like rope-jumping to build stamina. It is easy for teachers to run the program and is easily adaptable to school calendar. The rationale is to promote healthy development of body parts such as heart. Critique- What it is Jump rope for heart Website- : https://www.healthykids.nsw.gov.au/teachers-childcare/healthy-lifestyle-programs-for-primary-schools/jump-rope-for-heart.aspx Focus (topic) Area in AC: HPE Fundamental motor skills (FMS) Location in AC:HPE Foundation Strand: Personal social and community health Sub strand- it is the play where children participates and engage with other children in outdoor setting Strand- movement and physical activity Sub strand- refining movement skills and development of movement, concepts and strategies, understanding physical fitness and physical active. (ACPPS007) Genera capabilities- socially responsible and belongingness to community Integration Jump to grow HPE- FMS safe areas to jump, skip with rope, and play in the natural world Integrated in English- learn language of movement, mathematics- spatial concepts, counting while skipping Who it is to be used by Teachers in the class engage children in jumping events or small competitions in the garden and play with rope. Discuss health benefits and fitness. Parents can also use the activity for children due to ease of access to activity Why it is beneficial Students gain knowledge of place, learn to bond with others, while developing health, improving motor functions and growth of body parts. Also gain playful learning opportunities How the resource would be used Movement, Locomotion and stability, team work, collaboration and building relationships Limits and considerations Maintain gender and linguistic inclusivity as it is the physical activity. This activity includes children irrespective of background. However, it is limited as children with physical disability cannot be included Rhythmic and expressive movement activities The activity will help learn different body movements with fun. The teachers must play a sing and teach movements and yoga while making sense to the lyrics. It helps children to navigate the life challenges through techniques of relaxation, self health and inner fulfilment. Critique- What it is Video https://www.youtube.com/watch?v=YFe0I8kkFOg Focus (topic) Area in AC: HPE Rhythmic and expressive activities (RE) Location in AC:HPE Foundation Strand: movement and physical activity Sub strand- understanding the elements of the movement, fitness and physical activity, refinement of movement skills, develop concept and strategies of movement (ACPMP064) General capability- effective communicators Integration Growing and moving with rhythm HPE: dance to music, while exercising, learn movements and directions English- learn songs in different languages and learn abstract concepts Mathematics- learning with numbers say figure 8 drawn with dance, spatial concepts Art- drama with dance Who it is to be used by Teachers can use the video to teach and discuss the different movements. Initiate yoga classes for mind and body development Teacher can create indoor or outdoor recess activities, create brain breaks and lessons in group activity using the kinaesthetic process. Parents may not have awareness to participate Why it is beneficial It is helpful for children with broken backs. It is fun way to teach yoga and teach different poses with song. It helps build vocabulary while improving cognition. Improvement in motor function. Cultivates lifelong wellness habits How the resource would be used RE- movement exploration, creative thinking, dance, circus skills, gymnastics (educational, and rhythmic) Limits and considerations Students can have choice in song, duration of the yoga, and clothes when performing reactivity. It does not include students with physical and intellectual disability. It is inclusive of gender, age, language, and any other background. References Garvis, S. and Pendergast, D. eds., 2017.Health and wellbeing in childhood. Cambridge University Press. Hyndman, B., Mahony, L., Te Ava, A., Smith, S. and Nutton, G., 2017. Complementing the Australian primary school Health and Physical Education (HPE) curriculum: exploring children's HPE learning experiences within varying school ground equipment contexts.Education 3-13,45(5), pp.613-628. KidsMatter. 2018.A Framework for improving children's mental health and wellbeing. [online] Available at: https://www.kidsmatter.edu.au/early-childhood/kidsmatter-early-childhood-practice/framework-improving-childrens-mental-health-and [Accessed 31 Mar. 2018]. Kidsmatter.edu.au (2018).Component 1: Creating a sense of community. [online] Kidsmatter.edu.au. Available at: https://www.kidsmatter.edu.au/sites/default/files/public/FrameworkBook_Component1.pdf [Accessed 31 Mar. 2018]. Kidsmatter.edu.au 2018.Component 2: Developing childrens social and emotional skills. [online] Kidsmatter.edu.au. Available at: https://www.kidsmatter.edu.au/sites/default/files/public/FrameworkBook_Component2.pdf [Accessed 31 Mar. 2018]. Kidsmatter.edu.au 2018.Component 4: Helping children who are experiencing mental health difficulties. [online] Kidsmatter.edu.au. Available at: https://www.kidsmatter.edu.au/sites/default/files/public/FrameworkBook_Component4.pdf [Accessed 31 Mar. 2018]. Kidsmatter.edu.au. 2018.Component 3: Working with parents and carers. [online] Available at: https://www.kidsmatter.edu.au/sites/default/files/public/FrameworkBook_Component3.pdf [Accessed 31 Mar. 2018]. Lynch, T., 2014. Australian curriculum reform II: Health and physical education.European Physical Education Review,20(4), pp.508-524. Lynch, T., 2015. Health and physical education (HPE): Implementation in primary schools.International Journal of Educational Research,70, pp.88-100. Lynch, T., 2015. Investigating childrens spiritual experiences through the health and physical education (HPE) learning area in Australian schools.Journal of religion and health,54(1), pp.202-220. McKay, E., Vlazny, C. and Cumming, S., 2017. Relationships and sexuality education topics taught in Western Australian secondary schools during 2014.Sex Education,17(4), pp.454-470. Raisingchildren.net.au. 2018.Sex education for children 0-8 years | Raising Children Network. [online] Available at: https://raisingchildren.net.au/articles/sex_education_young_children.html [Accessed 31 Mar. 2018]. Sites.psu.edu 2018.NUTR 360 Spr 2014 | Disseminating Nutrition Information | Page 8. [online] Sites.psu.edu. Available at: https://sites.psu.edu/nutr360spr14/page/8/ [Accessed 31 Mar. 2018]. Stork, S. and Sanders, S.W., 2008. Physical education in early childhood.The Elementary School Journal,108(3), pp.197-206. Tsangaridou, N., 2017. Early childhood teachers views about teaching physical education: challenges and recommendations.Physical Education and Sport Pedagogy,22(3), pp.283-300.