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The Foundation Year curriculum provides the basis for developing knowledge, understanding and skills for students to lead healthy, safe and active lives. The content gives students opportunities to learn about their strengths and simple actions they can take to keep themselves and their classmates healthy and safe.
The content explores the people who are important to students and develops students’ capacity to initiate and maintain respectful relationships in different contexts, including at school, at home, in the classroom and when participating in physical activities.
The Foundation curriculum provides opportunities for students to learn through movement. The content enables students to develop and practise fundamental movement skills through active play and structured movement activities. This improves competence and confidence in their movement abilities. The content also provides opportunities for students to learn about movement as they participate in physical activity in a range of different settings.
Focus areas to be addressed in Foundation include:
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Students learn that humans are made in the image of God and that each person is to be respected, cared for and kept safe.
Identify personal strengths
Identify personal strengths
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Name parts of the body andhow their body is growing and changing
Name parts of the body andhow their body is growing and changing
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When planning for a Child Safety Education focus:
Implications for Teaching:
Identify people andprotective behaviours and other actions that help keep themselves safe and healthy
Identify people andprotective behaviours and other actions that help keep themselves safe and healthy
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When planning for a Child Safety Education focus:
Implications for Teaching:
Practise personal and social skills to interact positively with others
Practise personal and social skills to interact positively with others
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Identify andemotional responses people may experience in different situations
Identify andemotional responses people may experience in different situations
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When planning for a Child Safety Education focus:
Implications for Teaching:
Identify actions that promote health,and
Identify actions that promote health,and
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When planning for a Child Safety Education focus:
Implications for Teaching:
Participate inthat promotes engagement with outdoor settings and the natural environment
Practiseand movement sequences using different body parts
Participate in games with and without equipment
Explore how regularkeeps individuals healthy and well
Identify andhow their body moves in relation to effort, space, time, objects and people
Cooperate with others when participating in physical activities
Test possible solutions tothrough trial and error
Follow rules when participating in physical activities
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By the end of Foundation Year, students recognise how they are growing and changing. They identify and describe the different emotions people experience. They identify actions that help them be healthy, safe and physically active. They identify different settings where they can be active and demonstrate how to move and play safely. They describe how their body responds to movement.
Students use personal and social skills when working with others in a range of activities. They demonstrate, with guidance, practices and protective behaviours to keep themselves safe and healthy in different activities. They perform fundamental movement skills and solve movement challenges.
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The curriculum for Years 1 and 2 builds on the learning from Foundation and supports students to make decisions to enhance their health, safety and participation in physical activity. The content enables students to explore their own sense of self and the factors that contribute to and influence their identities. Students learn about emotions, how to enhance their interactions with others, and the physical and social changes they go through as they grow older.
The content explores health messages and how they relate to health decisions and behaviours, and examines strategies students can use when they need help. The content also provides opportunities for students to learn through movement. It supports them in broadening the range and complexity of fundamental movement skills they are able to perform. They learn how to select, transfer and apply simple movement skills and sequences individually, in groups and in teams.
Students also further develop their knowledge, understanding and skills in relation to movement by exploring simple rule systems and safe use of equipment in a variety of physical activities and games. Through active participation, they investigate the body’s response to different types of physical activities. In addition, students develop personal and social skills such as cooperation, decision-making, problem-solving and persistence through movement settings.
Focus areas to be addressed in Years 1 and 2 include:
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Students learn that humans are made in the image of God. They understand that all life is sacred, and that each person is to be respected, cared for and kept safe.
Students learn that they are good and unique beings, gifted by God. They are supported to use the anatomical names of private body parts when developing their understanding of body ownership, privacy, respect and responsibility.
Students continue to learn about just and respectful relationships, love and forgiveness. They develop their ability to make decisions to enhance their own and others’ safety and wellbeing. Students are guided to use clues to recognise safe and unsafe situations. They develop strategies
including persistence and use of safety helpers to react to and report unsafe situations.
their own strengths and achievements and those of others, andhow these contribute to personal
their own strengths and achievements and those of others, andhow these contribute to personal
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WHOLEHEARTED LIVING
Identifying one’s own strengths and achievements and being grateful for them as a gift from God, is essential for healthy growth. Identifying and authentically acknowledging others’ strengths and achievements requires an openness of heart and generosity of spirit. Learning to grow in this way promotes health, life-giving relationships and maturity. Each person grows through different stages of life, from childhood, through adolescence and adulthood, to old age at different rates. It is important for a person to understand the evolving nature of identity embrace those aspects that are positive and are life-affirming, and learn to carefully manage those that might damage one’s own wellbeing and hopes, and the wellbeing and hopes of others. The more a person understands about themselves and others and the role of successes, strengths, achievements, mistakes, weaknesses, limitations and failures in growing and becoming, the more empowered they are to build on areas of strength, adapt to life’s changes, and make changes that would enrich their lives and the lives of others. This is the essence of wholehearted living.
Foundational Theological Concepts: The Person; Love; Sexuality; Loving Ethically & Living Safely
Scripture: John 1:12; Ephesians 1:6; Mark 9:22-24; Colossians 1:10; Colossian 3:12; Romans 12:3; Romans 12:2
When teaching relationships and sexuality, school staff must read and enact on the guidance in Section Two of the Shape Paper: The Nature of Relationships and Sexuality Education in Catholic Schools and be informed by the hyperlinked theological teacher background.
Consider incorporating some of the following in planning and teaching:
Promote: authentic acknowledgment of own and others’ giftedness; inviolable dignity and worth of every person; self-awareness and understanding and self-management; wholehearted living; openness of heart and generosity of spirit; willingness to grow and learn (growth mindset)
Challenge: excessive individualism; personal identity that is based ‘on what we own, what we achieve, and who we know’; lack of self-awareness and acceptance of whole self; fear of failure/mistakes/limitations; meanness of spirit/jealousy; ‘better than’/’less than’ thinking; excessive competitiveness
Explore: enriching their own and other’s lives; the benefits and value of opening one’s heart in appreciation of others.
physical and social changes that occur as children grow older andhow family andacknowledge these
physical and social changes that occur as children grow older andhow family andacknowledge these
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OUR BODIES MAKE GOD VISIBLE
The body is good and is inextricably connected with the mind and spirit. Just as the body grows and changes so too does the mind and spirit, all of which are linked with the shifting social changes of growing up. Our bodies are the means through which we grow, communicate and form relationships. They express our unique selves made in the image of God. Every part of our bodies makes God visible in the way we reach out to, care for and love one another. Delighting in the gift and goodness of our bodies means much more than knowing body parts and functions and appreciating the differences between girls and boys, though these are very important. It is about becoming familiar with the miracle, gift and inherent dignity of our bodies, the uniqueness of being female or male, and the way in which we complement one another. Truly loving, nurturing and respecting our own and each other’s body as a unity of body, mind and spirit, is a way of expressing gratitude to God. One way in which families and church communities celebrate the stages of spiritual journey is through the sacraments of initiation.
Foundational Theological Concepts: The Person; Love; Sexuality; Loving Ethically & Living Safely
Scripture: Genesis 1:27; Psalm 139:13-14; Ephesians 4:15; Colossians 1:10
When teaching relationships and sexuality, school staff must read and enact on the guidance in Section Two of the Shape Paper: The Nature of Relationships and Sexuality Education in Catholic Schools and be informed by the hyperlinked theological teacher background.
Consider incorporating some of the following in planning and teaching:
Promote: the preciousness of all life; the role of the sacraments in initiation; inherent and equal dignity; the goodness and gift of the body; gratitude for the body; care of and respect for different bodies; nurturing the growing self; ways in which our bodies communicate God’s love
Challenge: gender inequality; disrespect for the gift of the body; disrespect for differences
Explore: the nature of change relating to the physical and social dimensions; the trusted role models in families and communities that support young people as they grow and change; commonalities and differences between girls and boys; the importance of good breathing in meditation and of the attention we pay to it (this may support or enhance learning and teaching of HPE content description of ACPMP028 Discuss the body’s reactions to participating in physical activities).
When planning for a Child Safety Education focus:
Implications for Teaching:
Practise strategies they can use when they feel uncomfortable, unsafe or need help with a task, problem or situation
Practise strategies they can use when they feel uncomfortable, unsafe or need help with a task, problem or situation
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PEACEFUL AND SAFE COMMUNITIES
It is a part of God’s plan that we strive for peaceful and safe communities where love and justice far outweigh violence and abuse. A Catholic perspective views love and justice as inseparable and calls for socially just actions against disrespect, inequality, marginalisation, exploitation, manipulation and abuse. It is also important to learn from others who are trusted – to ask questions, seek counsel, and to listen to, and take direction from. It is imperative to build student capacity to uphold the dignity, safety and wellbeing of themselves and all others through advocacy and active participation.
Foundational Theological Concepts: The Person; Love; Sexuality; Loving Ethically & Living Safely
Scripture: 1 Cor 3: 16-17 Psalm 23:1-4; Isaiah 41:10; Psalm 46:1
When teaching relationships and sexuality, school staff must read and enact on the guidance in Section Two of the Shape Paper: The Nature of Relationships and Sexuality Education in Catholic Schools and be informed by the hyperlinked theological teacher background.
Consider incorporating some of the following in planning and teaching:
Promote: dignity; non-violence; forgiveness and reconciliation; responsibility; advocacy for self and others; respect for one’s own and others’ bodies and person; looking for the good in self and others, being fair and just
Challenge: imbalance of power; marginalization and/or exclusion; judgmentalism; bystander behaviour
Explore: implications of God's plan for humanity and the way we treat ourselves and one another; ways in word and action to help keep each other safe.
When planning for a Child Safety Education focus:
Implications for Teaching:
situations and opportunities to promote health,and
ways to include others to make them feel they belong
ways to include others to make them feel they belong
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EVERYONE IS WELCOME
The essential nature of human beings, as created by God, is relational. We have been made by love and out of love in order to love God and one another and all of creation. Each and every person, in all their uniqueness, carries God’s presence and reveals God’s love through the way we notice, respect, include and care for one another. Jesus modelled hospitality through his inclusion of the marginalised in many diverse ways. He gave them honour and respect when others disregarded and excluded them. Likewise, we are encouraged to model and teach the young how be hospitable and foster a sense of belonging and inclusion. When we include one another, regardless of gender, personality, race or creed, we are being Christ to others. Real inclusion is about “opening our minds and our hearts and our lives and our talents to others” (especially those we least want to), and wondering how we can make each other’s lives better” (Chittister OSB, 1991 p. 126). Real inclusion is about being empathic and compassionate towards others so that everyone has a place of belonging, comfort and safety.
Foundational Theological Concepts: The Person; Love; Sexuality; Loving Ethically & Living Safely
Scripture: Matt. 25-35; 1 Peter 3:8-12; Matthew 7:12; 1 John 4:20-21
When teaching relationships and sexuality, school staff must read and enact on the guidance in Section Two of the Shape Paper: The Nature of Relationships and Sexuality Education in Catholic Schools and be informed by the hyperlinked theological teacher background.
Consider incorporating some of the following in planning and teaching:
Promote: hospitality in word and action; gender equality; Jesus’ example of inclusion of all; attitudes and actions that increase a sense of welcome and belonging; acceptance; forgiveness and reconciliation; personal and social responsibility; affirming words and actions that model empathy, compassion and hospitality in daily life
Challenge: discrimination; inequality; exclusion; power imbalance; us/them thinking; unwillingness to forgive and reconcile; unwillingness to be hospitable; meanness of word and action
Explore: ways to be hospitable and inclusive in daily living in diverse contexts; Jesus as a model for loving relationships; ways in which our class can be more welcoming, safe and inclusive; well-mannered respectful behaviours
Identify and practise emotional responses that account for own and others’ feelings
Identify and practise emotional responses that account for own and others’ feelings
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EMOTIONS ARE ESSENTIAL
The life and witness of Jesus shows us that our emotions are essential to our humanity, and the health of our emotions is essential to our mental, physical, spiritual and social wellbeing. Jesus faced many emotional situations which required clear thinking and a capacity to respond courageously to injustice through word and actions. He did this in a way that maintained his dignity and the dignity of others. Learning to become emotionally mature requires an understanding of the impact we have on others and the impact that others have on us. The truth about emotions is that they are the foundation of our ability to understand ourselves, connect authentically with others, and to wholeheartedly experience life. Whether male or female, emotions provide us with valuable information about who we are, what's going on inside of us and can help steer us towards directions that are life-giving for ourselves and others. Young people need practise to identify feelings and accept them in their bodies, learn to listen to them, and learn how to respond constructively to different emotions.
Foundational Theological Concepts: The Person; Love; Sexuality; Loving Ethically & Living Safely
Scripture: Matt 15:32; John 11:3-5; John 15:9-11; John 3:5; John 2:15-16; 1 Cor 6:19; 1 Timothy 4:4
When teaching relationships and sexuality, school staff must read and enact on the guidance in Section Two of the Shape Paper: The Nature of Relationships and Sexuality Education in Catholic Schools and be informed by the hyperlinked theological teacher background.
Consider incorporating some of the following in planning and teaching:
Promote: emotions as essential to being human; identifying, accepting and directing emotions constructively and responsibly; awareness of how other’s emotions and feeling impact on individuals and groups; responding to others’ feelings compassionately and with dignity; spiritual practices (e.g. meditation, mindfulness) to cultivate being in touch with, present to and listening to feelings in the body; wholeheartedness
Challenge: denying emotions; directing emotions unhelpfully and irresponsibly; disrespecting others’ feelings; emotional responses that impact negatively on individuals and groups
Explore: strategies that build capacity to keep calm and think clearly; importance of self-awareness and self-discipline; the links between emotions and health, learning and wellbeing
health messages and how they relate todecisions and behaviours
health messages and how they relate todecisions and behaviours
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COMBATTING HARMFUL INFLUENCES
The influence of the various media and digital platforms that children are exposed to is likely to be greatest and most enduring on children of this age group and younger (Rutherford, Bittman, & Biron, 2010). All messages communicate what it means to be human, how to act, and how to live. They also reflect the values and positions of their author. Consequently, young people must be guided to understand the values and positions underlying messages. Messages that broadcast unhealthy, unrealistic and harmful concepts of the body, femaleness and maleness, beauty, sexuality, success, and relationships, and the unsustainable acquisition of goods, are especially concerning and must be challenged. For the Christian, the promotion of life-giving values such as respect and care for the body (44), is essential for young people to make healthy decisions (101-103) and choose responsible behaviours.
Foundational Theological Concepts: The Person; Love; Sexuality; Loving Ethically & Living Safely
Scripture: James 1:5; Proverbs 11:14; Philippians 4:8; Psalm 119:105; Galatians 5:25
When teaching relationships and sexuality, school staff must read and enact on the guidance in Section Two of the Shape Paper: The Nature of Relationships and Sexuality Education in Catholic Schools and be informed by the hyperlinked theological teacher background.
Consider incorporating some of the following in planning and teaching:
Promote: critical thinking and literacy; the goodness of the body; equality of dignity of all people; gender equity; healthy decision-making processes for the good of self and others; personal and social responsibility
Challenge: unhealthy representations of the body and gender; ill-considered actions; stereotyping; disrespect for the gift of the body; limiting and harmful concepts of maleness and femaleness; the unsustainable acquisition of goods
Explore: God’s plan for human thriving; the impact of a Catholic perspective on one’s health, happiness and wellbeing; health messages that promote life-giving Christian values.
Explore actions that help make the classroom a healthy, safe and active place
Explore actions that help make the classroom a healthy, safe and active place
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TRANSFORMING HOW WE SPEAK AND ACT
The way we think about and treat one another provides us with opportunities for encountering God in one another. If we understand God as forgiving, loving, compassionate, tender, welcoming and just and allow ourselves to echo these qualities in our relationships, we will find ourselves on the path to happiness, health and safety. Over time, all human beings develop ways of speaking to, and acting towards others. Regardless of how we choose to speak and act, we are responsible for what we do and say, and in so doing, choose to become one sort of person or another (Coultier, 2008). It is important for children not only to practise loving ways but to also know why they might choose one action over another. Knowing why, will provide the motivation for adjusting, ceasing or adopting particular actions (Coultier, 2008). When inspired by the words and deeds of Jesus, the way we think about and treat one another will be transformed.
Foundational Theological Concepts: The Person; Love; Sexuality; Loving Ethically & Living Safely
Scripture: Ephesians 4:32; Ephesians 4:29-32; John 15:12; Romans 15:7
When teaching relationships and sexuality, school staff must read and enact on the guidance in Section Two of the Shape Paper: The Nature of Relationships and Sexuality Education in Catholic Schools and be informed by the hyperlinked theological teacher background.
Consider incorporating some of the following in planning and teaching:
Promote: hospitality; forgiveness and reconciliation; tenderness; responsibility; moral decision-making; gratitude; inclusion; equality; seeing the good and positive in self and others
Challenge: meanness; lack of mercy; unkindliness; lack of forgiveness; lack of responsibility; focussing on the weaknesses and mistakes of others
Explore: the relationship between thoughts, words and actions and the kind of people we become; Jesus’ example for being in relationship.
When planning for a Child Safety Education focus:
Implications for Teaching:
Identify and explore natural and built environments in the localwherecan take place
similarities and differences in individuals and groups, and explore how these are celebrated and respected
similarities and differences in individuals and groups, and explore how these are celebrated and respected
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THERE IS BUT ONE, INCREDIBLY DIVERSE HUMAN RACE
From a Catholic perspective the human race, with all its similarities and differences, reflects God’s being as a community, as a family, of love and justice. Each person expresses God (2) in a unique way and we come to know God through loving and just encounters with one another. So essential are relationships that God calls us to love one another, in all our diversity, as God loves each of us (John:13-34). To love as God loves is more than recognising, respecting and celebrating each other’s similarities and differences. It is to recognise that diversity is grounded in love and justice (5,6,7,66). Diversity is truly honoured when inclusion and equality have a central place in our attitudes, words and actions. The starting place is with ourselves and lies in seeing one another with fresh eyes. Eyes that choose to recognise and admire the goodness in others are eyes that choose to see as God sees (61-67) (Chittister OSB, 2003).
Foundational Theological Concepts: The Person; Love; Sexuality; Loving Ethically & Living Safely
Scripture: Galatians 3:27; 1 Cor 12:27; Genesis 1:27; 1 Cor 6:17; 1 Thessalonians 3:12
When teaching relationships and sexuality, school staff must read and enact on the guidance in Section Two of the Shape Paper: The Nature of Relationships and Sexuality Education in Catholic Schools and be informed by the hyperlinked theological teacher background.
Consider incorporating some of the following in planning and teaching:
Promote: classrooms of love and justice through: showing mercy; acknowledging and celebrating similarities and differences; respecting diversity; equality; showing gratitude for one another
Challenge: gender inequality; exclusion; power imbalance; unrealistic and harmful representations and stereotypes of femaleness and maleness
Explore: attitudes, words and actions that promote inclusion, belonging, and love; what is means to ‘see as God sees’ (67)
Performin a variety of movement sequences and situations
and participate in games with and without equipment
the body’s reactions to participating in physical activities
Incorporate elements of effort, space, time, objects and people in performing simple movement sequences
Use strategies to work in group situations when participating in physical activities
Propose a range of alternatives and test their effectiveness when solving
Identify rules and fairwhen participating in physical activities
Show subject-specific achievement standard
By the end of Year 2, students describe changes that occur as they grow older. They recognise how strengths and achievements contribute to identities. They identify how emotional responses impact on others’ feelings. They examine messages related to health decisions and describe how to keep themselves and others healthy, safe and physically active. They identify areas where they can be active and how the body reacts to different physical activities.
Students demonstrate positive ways to interact with others. They select and apply strategies to keep themselves healthy and safe and are able to ask for help with tasks or problems. They demonstrate fundamental movement skills in a variety of movement sequences and situations and test alternatives to solve movement challenges. They perform movement sequences that incorporate the elements of movement.
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The Year 3 and 4 curriculum further develops students’ knowledge, understanding and skills in relation to their health, wellbeing, safety and participation in physical activity. In these years, students begin to explore personal and social factors that support and contribute to their identities and emotional responses in varying situations. They also develop a further understanding of how their bodies grow and change as they get older.
The content explores knowledge, understanding and skills that supports students to build and maintain respectful relationships, make health-enhancing and safe decisions, and interpret health messages from different sources to take action to enhance their own health and wellbeing.
The curriculum in Years 3 and 4 builds on previous learning in movement to help students develop greater proficiency across the range of fundamental movement skills. Students combine movements to create more complicated movement patterns and sequences. Through participation in a variety of physical activities, students further develop their knowledge about movement and how the body moves. They do this as they explore the features of activities that meet their needs and interests and learn about the benefits of regular physical activity.
The Year 3 and 4 curriculum also gives students opportunities to develop through movement personal and social skills such as leadership, communication, collaboration, problem-solving, persistence and decision-making.
Focus areas to be addressed in Years 3 and 4 include:
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Students learn that humans are made in the image of God, and that their growing and changing bodies and emotions are gifts from God. They understand that each person is to be respected, cared for and kept safe.
Students learn about the influence that others, including the media, may have on their identities, behavior and gender attitudes. Students use anatomical names of private body parts when developing their understanding of body ownership, privacy, respect and responsibility.
Students learn how making loving and just decisions help to build relationships and communities. Students develop situational awareness and use clues to recognise safe and unsafe situations. They react by applying strategies including using networks and reporting unsafe situations to safety helpers.
Explore how success, challenge and failure strengthen
Explore how success, challenge and failure strengthen
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WHOLEHEARTED LIVING
Young people soak up many messages from many different sources about what it means to be human and what it means to be successful and happy. Messages that encourage young people to strive for perfection rather than authenticity, avoid mistakes and challenges, and fear failure, will only serve to inhibit their God-given capacity for a full, vital and wholehearted life. It can be too easy to fall into the trap of allowing our identities to be defined by what we do (and what we do not do), what we achieve (and what we do not achieve) and what we have (and what we do not have). Rather, it is our whole and full selves, our being and becoming, our failures and successes, that help us strengthen our personal identities. The richness of our lives and the contributions we make to the world derives from taking responsibility for our full and whole selves – our gifts, strengths, successes, hopes, our limitations, weaknesses, mistakes, and failures. The gifts of the Holy Spirit help Christians on the journey of life.
Foundational Theological Concepts: The Person; Love; Sexuality; Loving Ethically & Living Safely
Scripture: Genesis 1:27; Isaiah 49:16; Romans 8:26
When teaching relationships and sexuality, school staff must read and enact on the guidance in Section Two of the Shape Paper: The Nature of Relationships and Sexuality Education in Catholic Schools and be informed by the hyperlinked theological teacher background.
Consider incorporating some of the following in planning and teaching:
Promote: wholehearted living; acceptance; responsibility; personal and social responsibility; persistence and resilience; celebration of and gratitude for own and other’s gifts/achievements
Challenge: worthiness as being more than doing and having; lack of persistence; non-acceptance of whole selves; fear of failure and considered risk taking; measuring self against other's gifts/achievements; striving for perfection rather than cultivating a growth mindset and authenticity
Explore: the absolute worthiness of every person; the potential of challenges, mistakes, limitations and failure to help us grow; the gifts of the Holy Spirit to support the journey of life.
Explore strategies to manage physical, social and emotional change
Explore strategies to manage physical, social and emotional change
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RESILIENCE, CHANGE AND FLOURISHING
Change can be difficult. Yet, while the joys and challenges of changing and growing are a vital part of God’s plan for full human maturity, the presence of God accompanies us on each and every step of our life’s journey. Because of God's love, we trust that we have been gifted with capacity and resources, within ourselves and with and through trusted others, to not only manage change and challenge, but to flourish. Developing our capacities for self-knowledge, self-discipline, responsibility, gratitude and resilience is key to positive personal growth and managing change. The amazing gift and goodness of our bodies, integrated with emotions, thoughts and spirit, is honoured by befriending our bodies, not taking them for granted, and not comparing them to unrealistic expectations. All change is made easier to navigate when we accompany and support one another generously and tenderly along the way.
Foundational Theological Concepts: The Person; Sexuality; Love; Loving Ethically & Living Safely
Scripture: Genesis 5:2; Jeremiah 29:11; Joshua 1:9
When teaching relationships and sexuality, school staff must read and enact on the guidance in Section Two of the Shape Paper: The Nature of Relationships and Sexuality Education in Catholic Schools and be informed by the hyperlinked theological teacher background.
Consider incorporating some of the following in planning and teaching:
Promote: the goodness of the body; equality of dignity; respect for the commonalities and differences of being male and female; self acceptance; gender equality in word and action; responsibility; supporting one another; hope and resilience
Challenge: excessive stereotyping; sexism; inequality; power imbalance; judgmentalism; discrimination; unrealistic representations of the body; body objectification
Explore: the nature of growing and changing in all of creation; the miracle of new life; the biological processes suitable to the students’ stage of development on the context of the whole person (1,8, 40)
When planning for a Child Safety Education focus:
Implications for Teaching:
andstrategies that can be used in situations that make them feel uncomfortable or unsafe
andstrategies that can be used in situations that make them feel uncomfortable or unsafe
Discover Take a deep breath in Resource Link
THE BUILDING BLOCKS FOR HUMAN THRIVING
Intentionally building the capacity of the young to protect themselves and others responds to the foundations for Christian moral living: within scripture, the Decalogue (Ten Commandments), the Beatitudes, and the fruits of the Spirit. These moral codes form conscience and enable a person to discern right from wrong and respond accordingly. How we treat one another, respond to one another and advocate for one another matters. Inspired by the words and deeds of Jesus, there is no room for: violence, abuse, gossip, manipulation, coercion, put downs, exclusion, inequality, discrimination, better than/less than thinking. God intends for all to be in communities enriched by relationships founded on love, equality, justice and peace. Also, in order for the young to identify and respond to perceived and real risks to safety and wellbeing requires the development of personal and social competencies. These competencies (self-awareness; self-management; social-awareness; relationship-building skills; and moral decision-making) are the building blocks for human thriving and, for Christians, are underpinned by the values of Jesus Christ. These same competencies contribute to spiritual wellbeing and the development of conscience.
Foundational Theological Concepts: The Person; Love; Sexuality; Loving Ethically & Living Safely
Scripture: 1 John 3:18; Micah 6:8; Philippians 2:3; Jeremiah 7:5
When teaching relationships and sexuality, school staff must read and enact on the guidance in Section Two of the Shape Paper: The Nature of Relationships and Sexuality Education in Catholic Schools and be informed by the hyperlinked theological teacher background.
Consider incorporating some of the following in planning and teaching:
Promote: understanding Christian living based on: the Decalogue (Ten Commandments), the Beatitudes and the fruits of the Spirit; gender equity; personal and social responsibility; the personal and social skills of: self-awareness; self-management; social-awareness; relationship-building skills; and moral decision-making; and formation of conscience
Challenge: stereotyping; sexism; inequality; discrimination; limited acceptance; better than/less than thinking; put downs; bystander behaviour
Explore: human dignity and implications for how we treat one another; the use of conscience to make judgements about what is right or wrong in a variety of scenarios; moral challenges according to students own experiences and how to respond based on the values of Jesus.
When planning for a Child Safety Education focus:
Implications for Teaching:
Identify and practise strategies to promote health,and
Identify and practise strategies to promote health,and
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CULTIVATING HABITS FOR A TRULY HUMAN LIFE
Discovering who we are and who we are becoming depends on valuing and forming the life-long habits of reflection, prayer, relaxation, creativity, playfulness and dreaming. Never being at ease, and not knowing how to be still and calm, is spiritually destructive to health and wellbeing. It saps the ability to be fully present to ourselves and others and keeps us from forming the kinds of relationships and communities we long for. It is in the ‘downtimes’ of inactivity, free from over-scheduling, competition, and the disturbances and disruptions of all things digital, curricula and extra-curricula, that the murky waters of busyness can settle, and space is made to simply be, and to be with. Spiritual practices such as prayer, scripture, reflection, mindfulness, meditation and contemplation serve to cultivate calm and perspective leading us more deeply into awareness of and connection to God, self, and others, and God’s plan for our thriving. Helping the young form life-long habits that keep them connected to the wisdom of their bodies and their own and others’ hearts and souls is the pathway to living a truly human and wholehearted life.
Foundational Theological Concepts: The Person; Love; Sexuality; Loving Ethically & Living Safely
Scripture: Psalm 46:10; James 5:15; Acts 1:14; Psalm 107:30
When teaching relationships and sexuality, school staff must read and enact on the guidance in Section Two of the Shape Paper: The Nature of Relationships and Sexuality Education in Catholic Schools and be informed by the hyperlinked theological teacher background.
Consider incorporating some of the following in planning and teaching:
Promote: spiritual practices such as prayer, reflection, mindfulness, meditation, contemplation, stillness, presence; creativity; perspective-taking; calmness, patience; learning to listen to the body
Challenge: excessive busyness and distraction; lack of quiet and still time; impatience
Explore: the link between nourishing spirituality, health and wellbeing; God’s plan for our thriving
When planning for a Child Safety Education focus:
Implications for Teaching:
how respect, empathy and valuingcan positively influence relationships
how respect, empathy and valuingcan positively influence relationships
Discover The wizard, the ugly and the book of shame in Resource Link
HONOURING THE DIVINE PRESENCE IN ALL
The relationality and diversity which characterises the world, mirrors the essential and defining attributes of God as Trinity. The essence of the Trinity is loving relationship, and Trinity form their unity through diversity (Coultier, 2008). God’s idea of loving relationships and communities is never closed but always open to others and is always welcoming of diversity. Simply put, the Trinity has room for, and overflows with love for everyone, in their commonalities, their diversity and their distinctiveness. Building the communities of abundant life that God desires for us means first recognizing God within each of us and what that means for us to be alive as brothers and sisters, as male and female (Radcliffe OP, 1998; Andrews, 2008). Being respectful, inclusive, empathic, compassionate and forgiving are characteristics of true relationships and true communities. However, if we are only respectful, empathic, inclusive, compassionate and forgiving of ourselves and those like us, then we have not understood what it means to be made in, and mirror, the image of God.
Foundational Theological Concepts: The Person; Love; Sexuality; Loving Ethically & Living Safely
Scripture: Matthew 25:38; Matthew 14:14; Matthew 20:34; Mark 11:25
When teaching relationships and sexuality, school staff must read and enact on the guidance in Section Two of the Shape Paper: The Nature of Relationships and Sexuality Education in Catholic Schools and be informed by the hyperlinked theological teacher background.
Consider incorporating some of the following in planning and teaching:
Promote: gender equity; equality of dignity; unconditional acceptance and celebration of differences; moral decision-making; empathy and compassion
Challenge: violence in any form; excessive stereotyping; exclusion; sexism; inequality; exclusion; discrimination; marginalisation; manipulative and exploitative relationships
Explore: how relationships improve when there is respect for, and acceptance of, diversity; real-life application of inclusivity, compassion, forgiveness and reconciliation in a variety of contexts; appropriate ways of demonstrating and expressing affection and love in different relationships
When planning for a Child Safety Education focus:
Implications for Teaching:
how emotional responses vary in depth and strength
how emotional responses vary in depth and strength
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CHANNELING EMOTIONS LOVINGLY AND RESPONSIBLY
It is our capacity for emotions that makes us most human and it is our emotional state which often dictates how we behave. There is great diversity in how people respond emotionally and learning how to channel emotions lovingly and responsibly is critical to healthy human development. Understanding the emotional responses of others begins with understanding and reflecting on our own. Emotions help us to know ourselves, to be real, make sense of the world, gauge situations, make decisions and to deeply connect with others. Suppressing, denying, projecting, numbing and distancing ourselves from our emotions has capacity to do great harm to individuals, relationships and communities. There can be no greater confirmation of the gift and importance of emotions in becoming fully human than the life of Jesus. Jesus’ capacity for empathy and compassion for all, flowed out from his intimacy with God and he channelled his feelings to heal and transform lives and living. In this way, Jesus reveals the nature of God.
Foundational Theological Concepts: The Person; Love; Sexuality; Loving Ethically & Living Safely
Scripture: 2 Timothy 1:7; Matthew 20:34
When teaching relationships and sexuality, school staff must read and enact on the guidance in Section Two of the Shape Paper: The Nature of Relationships and Sexuality Education in Catholic Schools and be informed by the hyperlinked theological teacher background.
Consider incorporating some of the following in planning and teaching:
Promote: the significance of emotions; learning how to identify, listen to, accept, understand, respond to, and channel our own feelings respectfully, lovingly and responsibly; gender equity in word, attitude and action
Challenge: denying or ignoring emotions; lack of management of feelings and projecting onto others; emotional manipulation/abuse; excessive stereotyping; disregard and disrespect for others’ feelings; limiting gender stereotypes and beliefs such as females being more emotional than males
Explore: the role and diversity of emotions in decision-making, actions and relationship quality.
When planning for a Child Safety Education focus:
Implications for Teaching:
and interpretinformation and messages in the media and internet
and interpretinformation and messages in the media and internet
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PROTECTING AND PROMOTING GOD'S VISION FOR ALL
Many health messages in the media and internet are frequently well-intentioned and helpful, though some are not. All messages communicate what it means to be human, how to act, and how to live. They reflect the values and positions of their author. Learning to interpret and make informed decisions about the values underpinning information and messages is challenging, yet essential. Over time young people need to develop skills of interpretation and decision-making skills. Christian values and positions promote dignity, justice, equality, love and wholehearted living. Gender inequality, harmful concepts of the body and of maleness and femaleness, sexualisation, body objectivity and competition, excessive stereotyping and power imbalance, misrepresent God’s vision for humanity (37-39; 123). They diminish the health, wellbeing and prosperity of individuals, relationships, communities and societies. The Beatitudes and the Commandments (101.4) and Catholic social teachings (117-123) provide a moral basis to guide responsible Christian living.
Foundational Theological Concepts: The Person; Love; Sexuality; Loving Ethically & Living Safely
Scripture: Proverbs 3:5-6; James 1:5; Proverbs 11:14; James 3:17
When teaching relationships and sexuality, school staff must read and enact on the guidance in Section Two of the Shape Paper: The Nature of Relationships and Sexuality Education in Catholic Schools and be informed by the hyperlinked theological teacher background.
Consider incorporating some of the following in planning and teaching:
Promote: critical thinking and reflection; moral decision-making; God’s vision for humanity; Catholic understanding of the body; equality of dignity and gender equity
Challenge: excessive consumerism; stereotyping; gender inequality; sexism; exaggerated and harmful representations of the body, beauty and relationships; power imbalance; discrimination; marginalisation; exclusion; body objectivity
Explore: the values that underpin information and messages; the Beatitudes and Commandments (101.4) as guides (117) to living a Christian life
When planning for a Child Safety Education focus:
Implications for Teaching:
strategies to make the classroom and playground healthy, safe and active spaces
strategies to make the classroom and playground healthy, safe and active spaces
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SPIRITUAL PRACTICES FOR SAFE AND HARMONIOUS RELATIONSHIPS
The capacity of young people for peaceful, safe and harmonious relationships within and beyond the classroom is made possible through the cultivation of spiritual practices and spaces. Because young people have an ability to be totally present in the moment, they are ‘ripe’ for practices such as body prayer, centering prayer, meditation, contemplation, mindfulness and the like, which enables them to experience God within and beyond themselves (Freeman OSB, 2012). The fruits of these spiritual practices and strategies lead to young people using words and taking actions that: reflect values; deepen connection with others; engage in non judgmental listening and compassionate and moral decision-making; reduces inter-personal conflict, stereotyping and cross-cultural misunderstanding; and increases compassion towards others (Smalley & Winston, 2010). Young people need quiet and safe places to retreat, and they need opportunities to practise being still and reflective.
Foundational Theological Concepts: The Person; Love; Sexuality; Loving Ethically & Living Safely
Scripture: Mark 6:31; Matthew 11:28-30; Genesis 2:3
When teaching relationships and sexuality, school staff must read and enact on the guidance in Section Two of the Shape Paper: The Nature of Relationships and Sexuality Education in Catholic Schools and be informed by the hyperlinked theological teacher background.
Consider incorporating some of the following in planning and teaching:
Promote: spiritual and reflective practices such as prayer, meditation, contemplation, mindfulness, journaling; forgiveness and reconciliation; Sabbath, an attitude of gratitude
Challenge: excessive busyness; multi-tasking; endless distraction; shortcuts; lack of quality reflection and ‘being still’ time; impatience; inability to be still and reflective
Explore: the fruits and benefits of spiritual practices and spaces for improved wellbeing and safe, harmonious relationships.
When planning for a Child Safety Education focus:
Implications for Teaching:
Participate in outdoor games and activities tohow participation promotes a connection between the community, natural and built environments, andand
Research own heritage and cultural identities, and explore strategies to respect and value
Research own heritage and cultural identities, and explore strategies to respect and value
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LOVE ONE ANOTHER AS I HAVE LOVED YOU
The richness and uniqueness of each person’s heritage, culture and story is to be valued and respected. There is a great diversity in our stories. The diversity of the human race gives expression to the nature of God who is a dynamic, interrelated community. Every person is endowed with inalienable dignity and worthiness and together we are family. When we recognise the dignity and worthiness of others we see as God sees. We are called to recognise the divine in everyone, especially in those who are not like us, or whom we do not like. There is no room for an ‘us/them’ or a ‘better than/less than’ mentality in God’s plan for us. There is no room for inequality and power imbalance and exclusivity. God desires us to treasure and respect the rich diversity of one another and to strive for unity and oneness, not sameness and uniformity.
Foundational Theological Concepts: The Person; Sexuality; Love; Loving Ethically & Living Safely
Scripture: John 13:34; 1 Cor 12:12; Hebrews 10:24-25
When teaching relationships and sexuality, school staff must read and enact on the guidance in Section Two of the Shape Paper: The Nature of Relationships and Sexuality Education in Catholic Schools and be informed by the hyperlinked theological teacher background.
Consider incorporating some of the following in planning and teaching:
Promote: respect for diversity; respect for one another’s histories; dignity and worthiness; justice; equality in attitude, word and action; belonging and unity; hospitality; inclusion; forgiveness and reconciliation; looking for and acknowledging the good in others
Challenge: violence in any form; inequality; intolerance; power imbalance; sexism (25); gossip; rumour; exclusivity; better than/less than thinking
Explore: the richness of diversity within our histories; spiritual practices such as prayer, contemplation and loving-kindness meditation to deepen connection with one another; personal and social responsibility; God’s plan for us; seeing as God sees; attitudes, words and actions that build authentic connection and loving and just communities.
Practise and refinein a variety of movement sequences and situations
Practise andmovement concepts and strategies with and without equipment
the benefits oftoand
Combine elements of effort, space, time, objects and people when performing movement sequences
Participate in physical activities from their own and other cultures
Adopt inclusive practices when participating in physical activities
innovative and creative thinking in solving
basic rules and scoring systems, andfairwhen participating in physical activities
Show subject-specific achievement standard
By the end of Year 4, students recognise strategies for managing change. They identify influences that strengthen identities. They investigate how emotional responses vary and understand how to interact positively with others in a variety of situations. Students interpret health messages and discuss the influences on healthy and safe choices. They understand the benefits of being healthy and physically active. They describe the connections they have to their community and identify local resources to support their health, wellbeing, safety and physical activity.
Students apply strategies for working cooperatively and apply rules fairly. They use decision-making and problem-solving skills to select and demonstrate strategies that help them stay safe, healthy and active. They refine fundamental movement skills and apply movement concepts and strategies in a variety of physical activities and to solve movement challenges. They create and perform movement sequences using fundamental movement skills and the elements of movement.
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The Year 5 and 6 curriculum supports students to develop knowledge, understanding and skills to create opportunities and take action to enhance their own and others' health, wellbeing, safety and physical activity participation. Students develop skills to manage their emotions, understand the physical and social changes that are occurring for them and examine how the nature of their relationships changes over time.
The content provides opportunities for students to contribute to building a positive school environment that supports healthy, safe and active choices for everyone. Students also explore a range of factors and behaviours that can influence health, safety and wellbeing.
Students refine and further develop a wide range of fundamental movement skills in more complex movement patterns and situations. They also apply their understanding of movement strategies and concepts when composing and creating movement sequences and participating in games and sport. Students in Years 5 and 6 further develop their understanding about movement as they learn to monitor how their body responds to different types of physical activity. In addition, they continue to learn to apply rules fairly and behave ethically when participating in different physical activities. Students also learn to effectively communicate and problem-solve in teams or groups in movement settings.
Focus areas to be addressed in Years 5 and 6 include:
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Students learn that humans are made in God’s image and are whole in body, mind and spirit. They understand that each person is to be respected, cared for and kept safe.
Students examine the changes and transitions associated with their body, emotions, and relationships. They learn about gender equality, and develop their understanding of body ownership. Students use anatomical terms when learning about their body including puberty and bodily functions.
Students learn about being in loving and just relationships, and the value of living in diverse, respectful, empathetic and forgiving communities. Students apply situational awareness to recognise and react to unsafe situations. They develop and practice responsible decision and practice using discernment in challenging contexts. Students use appropriate networks and helpers when reporting unsafe situations.
howare influenced by people and places
howare influenced by people and places
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EQUALITY OF DIGNITY FOR ALL
Our personal and cultural identity is influenced by people and places. There are many dimensions and influences that form a person’s identity, sexuality, and gender being significant. Biologically, the human being is essentially female and male, made equal in dignity reflecting the likeness of God. For the Catholic Church this essential biological differentiation, so necessary for procreation, constitutes a partnership that is complementary. Learning to be woman or man is shaped by those around us and the cultures and places we live in. However, being a woman or a man goes well beyond physical differences and the process of procreation. A person’s gender identity, developed over time, is a sense of femaleness or maleness. In nearly all instances, gender identity is self-identified as a result of a combination of inherent and environmental factors. A gender role is the outward reflection of gender identity and set by of societal and cultural norms dictating what types of behaviours are generally considered acceptable, appropriate or desirable for a person based on their actual or perceived sex (Shuvo, 2015). Unchecked, some norms can promote rampant inequality and sexism. It is important to identify and tackle limiting and harmful gender representations and exaggerated stereotyping which diminish, over simplify, or stifle the capacity and potential of humanity to be, and to live, in the fullness and unity dreamed by God.
Foundational Theological Concepts: The Person; Love; Sexuality; Loving Ethically & Living Safely
Scripture: Gen 1: 26-27; Gal 3:28; Gal 5:13-15; Romans 12:4
When teaching relationships and sexuality, school staff must read and enact on the guidance in Section Two of the Shape Paper: The Nature of Relationships and Sexuality Education in Catholic Schools and be informed by the hyperlinked theological teacher background.
Consider incorporating some of the following in planning and teaching:
Promote: healthy sense of one’s identity and understanding of how it is shaped; equality of dignity; gender equity; responsibility; the virtue of chastity/reverence in shaping healthy identity
Challenge: excessive stereotyping; sexism; inequality; power imbalance; discrimination; limiting the human person to the physical and the process of procreation; objectification of the body
Explore: Catholic perspective on the identity of the person; the virtue of chastity to shape and protect identity formation; how the lived experience of worthiness and being dignified shape positive identities; cultural, religious and social norms about femininity and masculinity that impact on identity formation and God's vision for humanity
resources and strategies to manage changes andassociated with puberty
resources and strategies to manage changes andassociated with puberty
Discover Mummy laid an egg in Resource Link
THE GOODNESS OF THE BODY
Transitioning from childhood to adulthood is, more often than not, a challenging time for many young people. Wise, caring and trusted elders can support young people through these changes and help them to understand the bodily, emotional and spiritual changes all of which are a part of God’s plan. And, with the changes and transitions, come new desires and feelings, new questions and curiosities, and new experiences, which require respect, understanding, resilience, and growth in discipline and responsibility. Too often the body is trivialized and objectified, compared and contrasted, and separated from the unity of body, mind and spirit. Catholic belief is founded on the goodness of the body and sexuality, and provides a rich and beautiful touchstone for the maturing young person. Each body (with its feelings, desires and thoughts) gives expression to a unique person as a masterpiece created by God. Through the body, God’s goodness and love is revealed. Our bodies, interconnected with the emotional, sexual and spiritual dimensions, are a source of wisdom for our physical, mental and spiritual wellbeing. As gifts to ourselves, and eventually as a gift to another in a loving, committed, covenanted relationship, our bodies are deserving of being respected, cared for and kept safe.
Foundational Theological Concepts: The Person; Love; Sexuality; Loving Ethically & Living Safely
Scripture: 1 Cor 6:19; Gen 1: 27-28; Gen 2:23-24; 1 Cor 13:4-7; Ecc 3:1-8
When teaching relationships and sexuality, school staff must read and enact on the guidance in Section Two of the Shape Paper: The Nature of Relationships and Sexuality Education in Catholic Schools and be informed by the hyperlinked theological teacher background.
Consider incorporating some of the following in planning and teaching:
Promote: the goodness of the body; sanctity of life; sexuality as gift; gender equity; responsibility; unity of the body, mind and spirit; chastity; care and nourishment of the body, mind and spirit; Catholic perspective on sexual identity (Yr 6)
Challenge: trivialization and objectification of the body; excessive stereotyping; sexism; comparing and contrasting with artificial representations of the body
Explore: the biological processes suitable to the students’ stage of development - puberty; the Church’s position on masturbation; reproduction (Yr 6) within the context of the Catholic understanding of the body, sex, love, marriage, family; the links between resilience and maturation
When planning for a Child Safety Education focus:
Implications for Teaching:
Investigateresources and ways to seek help about health,and
Plan and practise strategies to promote health,and
Plan and practise strategies to promote health,and
Discover Bully dance in Resource Link
When planning for a Child Safety Education focus:
Implications for Teaching:
Practise skills to establish and manage relationships
Practise skills to establish and manage relationships
Discover Dan's grandpa in Resource Link
When planning for a Child Safety Education focus:
the influence of emotional responses on behaviour and relationships
the influence of emotional responses on behaviour and relationships
Discover Class captain in Resource Link
When planning for a Child Safety Education focus:
Implications for Teaching:
how media and important people in theinfluence personal attitudes, beliefs, decisions and behaviours
how media and important people in theinfluence personal attitudes, beliefs, decisions and behaviours
Discover Louis beside himself in Resource Link
When planning for a Child Safety Education focus:
Implications for Teaching:
the role of preventivein promoting and maintaining health,andfor individuals and their communities
the role of preventivein promoting and maintaining health,andfor individuals and their communities
Discover Rules of summer in Resource Link
LET GOD BE GOD IN US
For Christians, human flourishing is about living life to the full (Jn 10:10). We profoundly contribute to the promotion or weakening of our own, others and community wellbeing and capacity to be happy and safe. Our capacity to flourish is influenced by what we choose to focus upon, the choices we make, and the responsibility we take, matters. Our way of speaking to one another, the kindnesses that we offer (or withhold), and the services and attention we provide (or not) determines the quality of our relationships and the culture we cultivate. When we focus on the bad in life, act impatiently, harbour grudges, complain often, speak ill of others and allow ourselves to languish in pessimism, our health, safety, mental and spiritual wellbeing are put at risk. However, when we focus on the good in life, express gratitude, nourish faith, act kindly and share optimism and hope with others, we make God knowable. This is the way of wholehearted living. In this way individuals and communities experience a quality of life that vitalizes, strengthens and regenerates. Making God knowable is what it means to let God be God in us (Meister Eckhart in Mills OP, 2015). Letting God be God in us enables us to give and receive peace, compassion, forgiveness and kindness and contributes to promoting and maintaining health, safety and wellbeing.
Foundational Theological Concepts: The Person; Love; Sexuality; Loving Ethically & Living Safely
Scripture: Colossians 3:12; Hebrews 24: Psalm 133:1 ; Psalm 103: 12
When teaching relationships and sexuality, school staff must read and enact on the guidance in Section Two of the Shape Paper: The Nature of Relationships and Sexuality Education in Catholic Schools and be informed by the hyperlinked theological teacher background.
Consider incorporating some of the following in planning and teaching:
Promote: wholehearted livinghttps://curriculum.bne.catholic.edu.au/Content/Sections?secs=29; recognizing and cultivating gratitude for the signs of goodness and God’s love; kindness, compassion (29), optimism and hope; moral decision-making, personal and social responsibilityhttps://curriculum.bne.catholic.edu.au/Content/Sections?secs=93
Challenge: pessimism; grudges; thinking and speaking ill of others; focusing in the negative in life and others; impatience; complaining; better than/less than thinking
Explore: explore the meaning of living life to the full; the role of forgiveness in healthy and happy communities; the role of faith in personal and community wellbeing; implications of being made in God’s image for the way we treat one another and live life (122)
When planning for a Child Safety Education focus:
Implications for Teaching:
Explore how participation in outdoor activities supports personal andandand creates connections to natural and built environments
Identify how valuingpositively influences theof the
Identify how valuingpositively influences theof the
Discover Tales from outer suburbia in Resource Link
THERE IS ALWAYS ROOM AT THE TABLE FOR MORE
God as Trinity, loves the diversity of all creation. Because humanity is made in the image of God, we are one family reflecting God’s image in different ways. We see things differently, think about things differently, and do things differently, yet we all flow from, and are connected by, and to, God’s love. Diversity gives life substance and richness and it also gives life turmoil. And all too easily we can slip into divisive thinking and behaviours that harmfully stereotypes, discriminates, dominates and marginalises. It is God’s love that can move us beyond the limitations and boundaries of our attitudes and emotions, our tendencies to form cliques, our tendencies to avoid those who look different, sound different, who do not agree with us, who block us, who contradict us (Vanier, 1989). Yet God’s love is made believable only when it is experienced. Making God’s love believable is to be “seeking, fostering, and sustaining connections with that which is different and other – without domination, absorption or fusion – in delight, in care, in compassion” (Olthuis in Andrews, 2008 p. 30). Recognising, accepting and respecting the differences of others is the foundation of all human relationships, leading to a sense of oneness with all of life, revealing the pathway to unity and to peace (Wheatley, 2001). Everyone belongs. There is always room at the table for more.
Foundational Theological Concepts: The Person; Love; Sexuality; Loving Ethically & Living Safely
Scripture: 1 Cor 12:12-14; Romans 12:13; Hebrews 13:2; Matthew 25:38
When teaching relationships and sexuality, school staff must read and enact on the guidance in Section Two of the Shape Paper: The Nature of Relationships and Sexuality Education in Catholic Schools and be informed by the hyperlinked theological teacher background.
Consider incorporating some of the following in planning and teaching:
Promote: The Christian understanding of Trinity and the implications for humankind; diversity in all creation; the absolute equality and dignity of every human being (1); personal and social responsibility; intimacy; inclusivity; hospitality; non-judgementalism; acceptance; respectfulness; the importance of self-awareness and self-management in building unity; solidarity; compassion; forgiveness and reconciliation
Challenge: exclusion; domination; cliques; harmful stereotypes; marginalisation; alienation; sexism; homophobia; racism; put-downs; violence
Explore: what it means to make God’s love believable in the classroom, playground etc.; how accepting and respecting the differences of others leads to unity and peace; characteristics of different kinds of healthy relationships; interdependency vs individualism
Practiseandthem in a variety of movement sequences and situations
Propose andmovement concepts and strategies with and without equipment
Participate in physical activities designed tofitness, andthe impact regular participation can have onand
and modify elements of effort, space, time, objects and people tomovement sequences
Participate in physical activities from their own and others’ cultures, andhow involvement createsconnections and intercultural understanding
Participate positively in groups and teams by encouraging others and negotiating roles and responsibilities
critical and creative thinking processes in order to generate and assess solutions to
ethical behaviour and fairthat aligns with rules when participating in a range of physical activities
Show subject-specific achievement standard
By the end of Year 6, students investigate developmental changes and transitions. They explain the influence of people and places on identities. They recognise the influence of emotions on behaviours and discuss factors that influence how people interact. They describe their own and others’ contributions to health, physical activity, safety and wellbeing. They describe the key features of health-related fitness and the significance of physical activity participation to health and wellbeing. They examine how physical activity, celebrating diversity and connecting to the environment support community wellbeing and cultural understanding.
Students demonstrate fair play and skills to work collaboratively. They access and interpret health information and apply decision-making and problem-solving skills to enhance their own and others’ health, safety and wellbeing. They perform specialised movement skills and sequences and propose and combine movement concepts and strategies to achieve movement outcomes and solve movement challenges. They apply the elements of movement when composing and performing movement sequences.
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The Year 7 and 8 curriculum expands students’ knowledge, understanding and skills to help them achieve successful outcomes in classroom, leisure, social, movement and online situations. Students learn how to take positive action to enhance their own and others’ health, safety and wellbeing. They do this as they examine the nature of their relationships and other factors that influence people’s beliefs, attitudes, opportunities, decisions, behaviours and actions. Students demonstrate a range of help-seeking strategies that support them to access and evaluate health and physical activity information and services.
The curriculum for Years 7 and 8 supports students to refine a range of specialised knowledge, understanding and skills in relation to their health, safety, wellbeing, and movement competence and confidence. Students develop specialised movement skills and understanding in a range of physical activity settings. They analyse how body control and coordination influence movement composition and performance and learn to transfer movement skills and concepts to a variety of physical activities. Students explore the role that games and sports, outdoor recreation, lifelong physical activities, and rhythmic and expressive movement activities play in shaping cultures and identities. They reflect on and refine personal and social skills as they participate in a range of physical activities.
Focus areas to be addressed in Years 7 and 8 include:
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the impact of transition and change on
the impact of transition and change on
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WHEN WE FORGET WHO WE ARE
The journey of the maturing person and their developing identity is often encompassed by intense and confusing changes and challenges. At any stage of life if human beings do not have a sense of who they truly are, and do not understand their basic human rights, they can be easily influenced by unwholesome representations of what it means to be human, how to live and how to act. This is especially true of harmful expectations of what it means to be a woman or a man which can profoundly affect the shaping of young people’s identity and their ability to make and act on decisions regarding their own sexual lives and relationships. Unrealistic concepts of the body, gender inequality, excessive stereotyping, power imbalance, violence and abuse misrepresent a sense of who they are in light of God’s vision for humanity and denigrates the safety, health, wellbeing and prosperity of individuals, relationships, communities and societies. Love, radical equality and mutuality, inclusivity, and justice with mercy, as imaged by the life and witness of Jesus, will diminish the violence, hatred and other forms of inhumanity in our world today.When teaching relationships and sexuality, school staff must read and enact on the guidance in Section Two of the Shape Paper: The Nature of Relationships and Sexuality Education in Catholic Schools and be informed by the hyperlinked theological teacher background.
Consider incorporating some of the following in planning and teaching:
When planning for a Child Safety Education focus:
strategies to manage personal, physical and social changes that occur as they grow older
strategies to manage personal, physical and social changes that occur as they grow older
Discover Made in the image of God in Resource Link
GROWING UP IS NOT THE SAME AS GROWING OLDER
A person could spend their life getting older but not growing up. Growing up and into maturity is dependent upon personal and relational growth. The journey towards holistic maturation requires understanding, responsibility, nurturing and moral decision making. Without such growth the potential for intimacy and wholehearted living will be impeded. The Catholic understanding of the body, sexuality and sex is anchored within the exquisite beauty of God’s love and self-giving. Sexuality is understood as an energy that can draw us towards interpersonal communion (Salzman & Lawler, 2008). However, when the body is separated from its unity with mind and spirit, there is potential for the body and sexuality to be made into idols, and become commodities, or objects (Benedict XVI, 2005). For the Christian, chastity is one of the keys to a healthy sexuality and healthy personhood. Spiritual practices such as discernment, reflection and meditation cultivate the conditions for wellbeing and wholehearted living. These practices deepen awareness of, and appreciation for, the magnificence of the human body (with its feelings, thoughts and desires). Such practices infuse awareness with kindness, tenderness and acceptance and lead to a deeper connection with God, the true self and others.When planning for a Child Safety Education focus:
Practise andstrategies to seek help for themselves or others
Practise andstrategies to seek help for themselves or others
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When planning for a Child Safety Education focus:
andstrategies to promote health,and
andstrategies to promote health,and
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ARE WE HEADING IN THE DIRECTION WE WANT TO?
A key to promoting the health, safety and well-being of individuals and communities is to understand the interrelationship between who we believe we are, who we want to be, the choices we make and the actions we take. Every choice and action has a purpose, or aim. And what sits behind the reasons why we make certain decisions (or not) and take certain actions (or not) is what we believe to be our ultimate purpose. Without an overall sense of purpose, without thinking about what it means to be human and what we really want for our lives and for our world, we diminish our capacity to intentionally shape our lives and the world in which we live. Without an overall sense of purpose to guide decisions and actions we leave ourselves open to be easily swayed by multiple and competing influences – be they good or harmful to health, safety and wellbeing. As Christians it is important to grow in our understanding of God’s love and God's plan for all humanity to flourish.
Foundational Theological Concepts: The Person; Love; Sexuality; Loving Ethically & Living Safely
Scripture: 1 Timothy 1:5; Proverbs 3:5-6; Matthew 7:12
When planning for a Child Safety Education focus:
Implications for Teaching:
the benefits of relationships andtheir impact on their own and others’and
the benefits of relationships andtheir impact on their own and others’and
Discover Love, ghosts and nose hair in Resource Link
CREATED BY LOVE, FOR LOVE
Relationships give life meaning and purpose. Authentic relationships enable the flourishing of love, intimacy and wellbeing. Cultivating and experiencing authentic relationships begins with knowing ourselves, created in God’s likeness, as being loved, and capable of loving (Delio, 2013). Life-giving benefits of authentic relationships flow out of the gospel meaning of love which is characterised by radical equality and mutuality, inclusivity and justice with mercy (Hilkert, 1995). A deep respect for the dignity and diversity of all human beings provides the basis for good relationships and responsible moral decision making (99-103).
Foundational Theological Concepts: The Person; Love; Sexuality; Loving Ethically & Living Safely
Scripture: Col 3:11-14; 1 Corinthians 13:4-7; 1 Thessalonians 5:11; Romans 15:5
When planning for a Child Safety Education focus:
factors that influence emotions , andstrategies toempathy and sensitivity
factors that influence emotions , andstrategies toempathy and sensitivity
Discover Big mouth and ugly girl in Resource Link
EMOTIONS ARE AN ESSENTIAL PART OF BEING IN RELATIONSHIP
The maturing of the physical body does not happen in isolation from the emotional, relational and spiritual dimensions. Emotion is the link that connects the mind, body and spirit and provides the foundation of our ability to understand ourselves and relate to others with empathy and sensitivity. Burying, denying or suppressing emotions can lead to mental, physical, relational and spiritual unwellness (Pert, 1997 ). However, when well understood and directed responsibly, emotions can bring us more closely together reflecting the true nature of our connectedness. In this way we can better understand the truth that whatever we serve and strengthen in others, we also serve and strengthen in ourselves; and whatever we diminish in others, we also diminish in ourselves (Remen, 2000). The skills of social and emotional learning (self-awareness, self-management, social awareness, building relationships; decision making), underscored by gospel values, must be learned and practiced to increase the likelihood of life-application for the enhancement of individual and relational wellbeing.When planning for a Child Safety Education focus:
health information andtheir own and others’concerns
health information andtheir own and others’concerns
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FOR THE GOOD OF ONE AND ALL
Contemporary society is bombarded with messages about who we are, about our bodies, relationships and sex. And not all of those messages are life-enhancing nor respect the sanctity of life. Critical literacy and discernment are required to counterbalance this phenomenon for overall health and wellbeing. The body, mind, emotions and spirit are powerful gifts and when understood and channelled in generative ways (prudence and chastity) lead to greater self-efficacy, a stronger sense of and commitment to shared humanity, and inspire compassionate and principled decision-making and action. For Christians, the flourishing of an individual is always associated with the flourishing of the community. The guidance offered by the moral teachings of Jesus (the Beatitudes), Catholic social teaching, and the Church’s full position on the person, sexuality, love and loving ethically serve to cultivate personal integrity and direct decision making to protect and support human thriving in all dimensions of being human.
When planning for a Child Safety Education focus:
Plan and usepractices, behaviours and resources tohealth,andof their communities
Plan and usepractices, behaviours and resources tohealth,andof their communities
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MIND, BODY, SPIRIT
Contemporary life can be hectic and chaotic for many people, and exacerbated by endless disturbances and interruptions such as social media, mobile phones, emails, and computers. Mind, body and spirit can too easily become separated from their natural state of interconnection. Without Sabbath, space, silence and stillness the capacity for reflection, wonder and gratitude is lost and health, safety and wellbeing is compromised. For centuries, religious traditions such as Christian, Jewish, Buddhism and Islamic have practiced prayer, ritual and meditation. For Christians, prayer and meditation lead believers towards a state of Grace and interconnectedness with God and all of Creation. Over time believers discover what it means to, “Be still, and know that I am God” (Psalm 46:10) and come to realise that, “We have to slow down. Nothing will change for the better until we do” (Wheatley, 2002). By nurturing inner peace and the spiritual dimension of life through regular reflection, stillness, prayer and worship, lives can be renewed and strengthened. For it is in this peaceful place that emotional reactivity can be understood and directed in life-enhancing ways. Consequentially, healthy moral decision-making and actions have the potential to shape the kind of people we want to become. This in turn creates healthy, safe and life-giving communities.
When planning for a Child Safety Education focus:
Plan and implement strategies for connecting to natural and built environments to promote theandof their communities
the benefits to individuals and communities of valuingand promoting inclusivity
the benefits to individuals and communities of valuingand promoting inclusivity
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WE THRIVE ON CONNECTIONS WITH ONE ANOTHER
Communities that value and celebrate diversity and promote inclusivity, thrive. These communities flourish because individuals and groups, no matter their gender, race, colour or creed, are united and sustained by genuine feelings, words and actions of belonging, justice and love. For Catholic Christians unity and oneness are revealed through our understanding of the Trinity - Creator, Son and Holy Spirit (ccc2789) - as one God. As such all of creation is one dynamic and interrelated community. Authentic community as modelled on the Trinity is about mutuality, not hierarchy; interdependence, not domination; and is characterised by radical equality (Phil 2:6-6; 2 Cor 8:13-15). Pope Francis urges Christians to engage in true and 'concrete' love and not mere words. Rather, ‘doing' love means engaging in actions towards others, especially those we least want to, that are reflective of unconditional acceptance, radical equality and mutuality, inclusivity, and justice with mercy.When planning for a Child Safety Education focus:
Implications for Teaching:
Use feedback to improve body control and coordination when performingin a variety of situations
Practise,and transferwith and without equipment
Participate in physical activities thathealth-related andcomponents, andand monitor personal fitness plans
andhow the elements of effort, space, time, objects and people canmovement sequences
Participate in andcultural and historical significance of a range of physical activities
Practise andpersonal and social skills when undertaking a range of roles in physical activities
andreasons for decisions and choices of action when solving
Modify rules and scoring systems to allow for fair play,and inclusive participation
Show subject-specific achievement standard
By the end of Year 8, students evaluate strategies and resources to manage changes and transitions and investigate their impact on identities. Students evaluate the impact on wellbeing of relationships and valuing diversity. They analyse factors that influence emotional responses. They 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.
Students apply personal and social skills to establish and maintain respectful relationships and promote safety, fair play and inclusivity. They demonstrate skills to make informed decisions, and propose and implement actions that promote their own and others’ health, safety and wellbeing. Students demonstrate control and accuracy when performing specialised movement sequences and skills. They apply movement concepts and refine strategies to suit different movement situations. They apply the elements of movement to compose and perform movement sequences.
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The Year 9 and 10 curriculum supports students to refine and apply strategies for maintaining a positive outlook and evaluating behavioural expectations in different leisure, social, movement and online situations. Students learn to critically analyse and apply health and physical activity information to devise and implement personalised plans for maintaining healthy and active habits. They also experience different roles that contribute to successful participation in physical activity, and propose strategies to support the development of preventive health practices that build and optimise community health and wellbeing.
In Years 9 and 10, students learn to apply more specialised movement skills and complex movement strategies and concepts in different movement environments. They also explore movement concepts and strategies to evaluate and refine their own and others’ movement performances. Students analyse how participation in physical activity and sport influence an individual’s identities, and explore the role participation plays in shaping cultures. The curriculum also provides opportunities for students to refine and consolidate personal and social skills in demonstrating leadership, teamwork and collaboration in a range of physical activities.
Focus areas to be addressed in Years 9 and 10 include:
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Students learn that being made in God’s image, gifts them with the capacity and responsibility to grow in, advocate for, and contribute to the health, safety and wellbeing of individuals and communities.
factors that shapeandhow individuals impact theof others
factors that shapeandhow individuals impact theof others
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When planning for a Child Safety Education focus:
the impact of changes andon relationships
the impact of changes andon relationships
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When planning for a Child Safety Education focus:
Plan, rehearse andoptions (includingand first aid) for managing situations where their own or others’ health,andmay be at short or long term risk
Propose, practise andresponses in situations where external influences may impact on their ability to make healthy and safe choices
Propose, practise andresponses in situations where external influences may impact on their ability to make healthy and safe choices
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When planning for a Child Safety Education focus:
how empathy and ethical decision making contribute to respectful relationships
how empathy and ethical decision making contribute to respectful relationships
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When planning for a Child Safety Education focus:
situations and propose appropriate emotional responses and then reflect on possible outcomes of different responses
situations and propose appropriate emotional responses and then reflect on possible outcomes of different responses
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When planning for a Child Safety Education focus:
andhealth information from a range of sources todecisions and situations
andhealth information from a range of sources todecisions and situations
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When planning for a Child Safety Education focus:
Plan, implement and critique strategies tohealth,andof their communities
Plan, implement and critique strategies tohealth,andof their communities
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When planning for a Child Safety Education focus:
Plan andnew and creative interventions that promote their own and others’ connection toand natural and built environments
Critique behaviours andthat influenceandof diverse communities
Critique behaviours andthat influenceandof diverse communities
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When planning for a Child Safety Education focus:
Provide andfeedback toandspecialised movement skills in a range of challenging movement situations
Develop, implement andmovement concepts and strategies for successful outcomes with and without equipment
Design, implement andpersonalised plans for improving or maintaining their own and others’and fitness levels
the impact of effort, space, time, objects and people when composing and performing movement sequences
the role physical activity,and sportin the lives of Australians andhow this has changed over time
Devise, implement andstrategies demonstrating leadership and collaboration skills when working in groups or teams
Transfer understanding from previous movement experiences tosolutions to
Reflect on how fairand ethical behaviour can influence the outcomes of movement activities
Show subject-specific achievement standard
By the end of Year 10, students critically analyse contextual factors that influence identities, relationships, decisions and behaviours. They analyse the impact attitudes and beliefs about diversity have on community connection and wellbeing. They evaluate the outcomes of emotional responses to different situations. Students access, synthesise and apply health information from credible sources to propose and justify responses to health situations. Students propose and evaluate interventions to improve fitness and physical activity levels in their communities. They examine the role physical activity has played historically in defining cultures and cultural identities.
Students demonstrate leadership, fair play and cooperation across a range of movement and health contexts. They apply decision-making and problem-solving skills when taking action to enhance their own and others’ health, safety and wellbeing. They apply and transfer movement concepts and strategies to new and challenging movement situations. They apply criteria to make judgements about and refine their own and others’ specialised movement skills and movement performances. They work collaboratively to design and apply solutions to movement challenges.
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