Curriculum and pedagogy
Awareness of the ‘South Australian Curriculum Standards and Accountability’ Framework (SACSA), ‘Curriculum bands’ and ‘Essential learning’s’ can assist health workers to understand the needs of schools and preschools and the language of educators. However, educators have the responsibility and expertise to design and deliver learning opportunities in developmentally appropriate ways to match the collective needs of students.
SACSA is the South Australian Curriculum, Standards and Accountability Framework.
The SACSA framework is the basis for the development and implementation of curriculum in the Department of Education and Children's Services schools and preschools, and in Catholic schools.
The South Australian Curriculum Standards and Accountability framework.
SACSA Scope and Standards Overview
Independent schools decide on curriculum frameworks at an individual level, with many using the SACSA framework in their teaching.
The SACSA framework is based on a constructivist theory of learning which involves students in their own learning. It builds on their existing knowledge, experience and understanding while challenging them with new information and experience. It includes Key Ideas and Outcomes that are the foundations for education programs from birth to Year 12.
In health promotion this relates to active learning about health and developing skills and values that are built on over time.
The concept of equity underpins the SACSA framework as it does health promotion. Education is central to the creation of a fair society, and is delivered in a way that favours all learners, not only the economically advantaged and culturally dominant. Diversity and opportunity are included in all learning areas.
There are four curriculum learning bands covering birth to Year 12:
- Early Years Band (birth to 3 years of age, 3 to 5 years of age, Reception to Year 2)
- Primary Years Band (Years 3, 4, and 5)
- Middle Years Band (Years 6, 7, 8 and 9)
- Senior Years Band (Years 10, 11 and 12).
In the SACSA framework there are specific learning areas in all curriculum bands. From Reception to Year 12 these are arranged around nationally agreed bodies of knowledge including:
- Arts
- Design and Technology
- English
- Health and Physical Education
- Languages
- Mathematics
- Science
- Society and the Environment
Literacy, numeracy and information and communication technologies are incorporated in all learning areas across curriculum bands.
Health promotion fits into all learning areas. Teachers have the expertise to make this link and health workers can support teachers with their expert knowledge and skills, and also by providing resources.
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Essential learnings are personal and intellectual qualities and capabilities developed throughout life. They enable people to engage with changing times as thoughtful, active, responsive and committed local, national and global citizens.
Examples of possible links with health promotion work are listed below:
Futures |
Developing the flexibility to respond to change. Recognising connections with the past and working on solutions for the future. |
A whole of school focus on mental health might involve developing resiliency. |
Identity |
Developing a positive sense of self, accepting individual and group responsibilities and respecting individual and group differences. |
Issues relating to body image and food. |
| Interdependence |
Developing the capability to work in harmony with others for common purposes, within and across cultures. |
Student representation on policy groups about school values. |
Thinking |
Developing the capability to be independent and critical thinkers, to appraise information, make decisions, be innovative and devise creative solutions. |
Links to finding good quality health information. |
Communication |
Developing the capability to communicate powerfully. |
Communication is a vital skill in health promotion including help seeking behaviours. |
Skills and attitudes fostered by the essential learnings can add value to any health promotion activity.
Some classrooms in schools and preschools adopt the inquiry approach to learning. This means that students:
- are actively involved in learning
- continually reconstruct understandings in the light of experience
- actively investigate issues
- integrate knowledge as they move from acquiring facts to developing understanding
Students develop skills such as reasoning, critical thinking and the ability to argue their case, thus fostering:
- self-confidence
- respect for others' point of view
- the ability to plan, organise, analyse, make decisions, evaluate and consider consequences
The teacher's role as facilitator is very different from that of the traditional teacher. They guide students' thinking rather than telling them what they ‘ought to know'. They do not plan the direction of their lessons, but allow it to develop in response to student interests.
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