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Respect and Responsibility

Promoting values in education

Curriculum Mapping

Personal Developemnt, Health and Physical Education (PDHPE) Stage 4
Syllabus links Opportunities for learning

Strand 1: Self and Relationships

Outcome

A student:

4.1 describes and analyses the influence on a sense of self

Students learn about:

  • a sense of self
  • defining a sense of self
  • being the same as and different from others
  • factors that influence a sense of self
  • self-acceptance

When teaching students about their sense of self and how it is formed and influenced, opportunity exists to emphasise the importance of self-respect. Self-acceptance, including an honest awareness of personal differences, strengths and weaknesses is a key characteristic that would enable young people to be more accepting of differences in others.

Students have the opportunity to reflect on factors that influence self-image, eg media, peer pressure, gender expectations.

Students may be able to engage with the idea of the fear of difference being at the heart of prejudice. The study of self and others allows for the possibility of students to realise their own fears as well as processes in which they have overcome the sense of fear of difference in coming to know someone they originally saw as foreign to their experience.

Dimensions of respect and responsibility:

Outcomes

A student:

4.3 describes the qualities of positive relationships and strategies to address the abuse of power

4.13 demonstrates cooperation and support of others in social, recreational and other group contexts

Students learn about:

  • types and nature of relationships
  • caring and respectful relationships
  • power in relationships
  • bullying and harassment

Respect and responsibility are key values forming the foundation of for positive interpersonal relationships. Opportunity exists in PDHPE for students to explore the qualities of respectful relationships in a range of relevant settings, eg with peers, in the workplace, at school. Students examine the concept of power in relationships from both positive and negative perspectives. They learn to identify and respond to various forms of bullying and harassment, including sex-based harassment.

Opportunity exists for students to explore real life examples of people and/or organisations that have defended the rights of others, including marginalised groups.

Dimensions of respect and responsibility:

Strand 3: Individual and Community Health

Outcomes

A student:

4.6 describes the nature of health and analyses how health issues may impact on young people

4.12 assesses risk and social influences and reflects on personal experience to make informed decisions

Students learn about:

  • sexual health
  • expectations of males and females
  • rights and responsibilities in sexual relationships

Respect and responsibility are values that would be drawn out in discussions regarding sexuality, sexual relationships and sexual health. Students can explore how individual and community attitudes and expectations in regards to sexual activity and sexual health are influenced.

Dimensions of respect and responsibility:

Outcomes

A student:

4.7 identifies the consequences of risk behaviours and describes strategies to minimise harm

4.12 assesses risk and social influences and reflects on personal experience to make informed decisions

Students learn about:

  • strategies to minimise harm
  • safe attitudes, eg concern for others, impunity, responsibility

Students learn about and develop a range of strategies and skills that can used to minimise harm in potentially unsafe situations. Opportunity exists to emphasise and draw out the value of responsibility by encouraging students to examine ways they can minimise harm to others as well as themselves, eg friend being offered drugs, friend feeling depressed.

They can also investigate strategies they can adopt to influence others to modify their behaviour, eg smoking, poor nutrition, exposure to the sun.

Dimensions of respect and responsibility:

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