Jessica Harris – VCAA Specialist - PowerPoint Presentation

Slide1

Jessica Harris – VCAA Specialist Teacher,Wodonga Senior Secondary College

Respectful

Relationships within the Victorian Curriculum F-10Slide2

Session Aims:To become familiar with where respectful relationships is reflected in the Victorian

Curriculum

To explore the importance of respectful relationships in

today’s

society

To develop an understanding of the content of the Respectful Relationships resources

To consider starting points to begin implementing an excellent Respectful Relationships Education program in your school settingSlide3

WarningSome of the material covered today may be challenging or upsetting

We encourage an open mind and willingness to look critically at the content

It is ok to take a moment outside to acknowledge any feelings or emotions you may experience

National 1800RESPECT Line

Telephone and online counselling and information 

1800 737 732Slide4

“Children must be taught how to think, not what to think”- Margaret MeadSlide5

Respectful Relationships Definition

Respectful Relationships Education is the

holistic approach

to school-based, primary prevention of gender-based violence.

It

uses the

education system as a catalyst

for

generational

and cultural change

by engaging schools, as both educational institutions and workplaces to

comprehensively address

the

drivers

of gender-based violence and create a future free from such violence.

Our

Watch Victoria, Respectful Relationships Education in Schools: Evidence Paper, December 2015Slide6

Why teach respectful relationships?

Royal Commission into Family Violence:

Evidence is clear that a

contributor to gender-based

and family violence is

strict adherence to gender roles, and gender stereotyping

.

The aim of respectful relationships is to

change these attitudes

in young people, so that as they enter into intimate relationships they are less likely to engage in gender-based or family violence.

Respectful Relationships as

school-based primary prevention

has been a strong focus of the Royal Commission into Family Violence.

Slide7

Royal Commission into Family ViolenceSlide8

True / False StatisticsFor each of the following statistics, respond whether you believe the statistic to be True or False.Slide9

True / False Statistics1 in 3 Australian women have experienced physical violence since the age of 15Slide10

True / False Statistics1 in 3 Australian women have experienced physical violence since the age of 15

True (ABS 2012)

Aboriginal and Torres Strait Islander women experience both far higher rates and more severe forms of violence compared to other women.

Violence against women is not limited to the home or intimate relationships.  Every year in Australia over 300,000 women experience violence - often sexual violence - from someone other than a partner.

7Slide11

True / False StatisticsThe Australian Bureau of Statistics’ Personal Safety Survey (2005) found that 30% of women surveyed reported that the violence had been witnessed by childrenSlide12

True / False StatisticsThe Australian Bureau of Statistics’ Personal Safety Survey (2005) found that 30% of women surveyed reported that the violence had been witnessed by children

The percentage is actually higher -

59%Slide13

True / False StatisticsResearch has found that violence-supportive cultures are evident (to varying degrees) in schoolsSlide14

True / False StatisticsResearch has found that violence-supportive cultures are evident (to varying degrees) in schools

-Ellis

2008Slide15

True / False StatisticsHaving friends or knowing other young people who are experiencing violence in their romantic relationships is a significant preventative factor for violence.Slide16

True / False StatisticsHaving friends or knowing other young people who are experiencing violence in their romantic relationships is a significant preventative factor for violence.

False -

It

is NOT. It is actually a risk factor. This may normalise violence, or may represent contact with delinquent peers.

However

, peer influence may also be positive: there is evidence that peers are an important source of support for children living with domestic violence

.Slide17

True / False StatisticsApproximately one in ten Australian Year 4 to Year 9 students report being bullied every few weeks or more often (considered to be frequent) during the last term at school.Slide18

True / False StatisticsApproximately one in ten Australian Year 4 to Year 9 students report being bullied every few weeks or more often (considered to be frequent) during the last term at school.

False – 1 in 4 (27%) in 2016 – see bullying no way .

comSlide19

A few more statistics for you…One in five

Australian women has experienced sexual

violence.

One in four

Australian women has experienced physical or sexual violence by an intimate

partner.

Women are at least

three times

more likely than men to experience violence from an intimate partner.

Women

are

five times

more likely than men to require medical attention or

hospitalisation

as a result of intimate partner violence, and

five times

more likely to report

fearing for their

lives

.

Domestic

or family violence against women is the single largest

driver of homelessness

for

women

,

a common factor in

child protection

notifications

 and results in a police call-out on average

once every two minutes

across the

country.

The combined health, administration and social welfare costs of violence against women have been estimated to be

$21.7 billion

 a year, with projections suggesting that if no further action is taken to prevent violence against women, costs will accumulate to

$323.4 billion

over a thirty-year period from 2014-15 to 2044-45

.Slide20

What about violence against men?

Women

Men

Physical

1 in 3

1 in 2

Sexual

1 in 5

1 in 22

Emotional

1 in 4

1 in 7

Physical or sexual abuse by a current or former partner?

Women = 1

in

6 Men = 1

in

19Slide21

Whole school approach

The Victorian Curriculum F-10 provides the basis for the design of teaching and learning programs.

Content descriptions identify what teachers are expected to teach and what students are expected to learn

Achievement standards describe what students are typically able to do and are the basis for assessment and reporting student achievementSlide22

Respectful relationships in the Victorian CurriculumThe development of respectful relationships teaching

and learning programs in schools will draw upon:

Health and Physical Education

Personal and Social Capability.

The two curricula are complementary

The Personal and Social Capability (P&SC) involves learning

to

recognise

and regulate emotions, develop empathy for others and understand relationships, establish and build a framework for positive relationships, work effectively in teams and develop leadership

skills

HPE enables

students to

recognise

personal qualities,

understand identity

and

strategies for respectful relationships

Together

HPE and P&SC develops

knowledge

and skills to promote respectful relationships

that are safe and equitable.Slide23

Health and Physical Education Structure

Strands

Personal, Social and Community Health

Movement and Physical Activity

Sub-strands

Being healthy, safe and active

Moving the body

Communicating and interacting for health and wellbeing

Understanding movement

Contributing to healthy and active communities

Learning through movement

Achievement

standards

The

first achievement standard at Foundation and then at Levels 2, 4, 6, 8 and 10.

A

curriculum for students with disabilities is provided in this learning area.

Strands and sub-strandsSlide24

HPE Structure - Focus areas

Alcohol and other drugs

Active play and minor games

Food and nutrition

Challenge and adventure activities

Health

benefits of physical activity

Fundamental movement skills

Mental health and wellbeing

Games and

sports

Relationships and sexuality

Lifelong physical activities

Safety

Rhythmic

and expressive movement

The focus areas provide the context through which the

Content

Descriptors and Achievement Standards

are

taught and

assessedSlide25

Health and Physical Education Achievement Standard

Levels

3

& 4

Levels 9 & 10

By the end of Level 4,

students recognise strategies for managing change.

They examine influences that strengthen identities.

They investigate how emotional responses vary and understand how to interact positively with others in different situations including in physical activities.

Students interpret health messages and discuss the influences on healthy and safe choices. They understand the benefits of being fit and physically active.

They describe the connections they have to their community and how these can promote health and wellbeing.

By the end of Level 10,

students critically analyse contextual factors that influence their identities, relationships, decisions and behaviours.

They

analyse the impact of attitudes and beliefs about diversity 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 situations in the home, in the school and the community.

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

.Slide26

Health and Physical Education Achievement Standard

Levels

3

& 4

Levels 9 & 10

Students apply

strategies for working cooperatively and apply rules fairly.

They select and demonstrate strategies that help them stay safe, healthy and active at home, at school and in the community.

They refine fundamental movement skills and apply movement concepts and strategies in different physical activities and to solve movement challenges. They create and perform movement sequences using fundamental movement skills and the elements of movement.

Students

identify and analyse factors that contribute to respectful relationships. They explain the importance of cooperation, leadership and fair play across a range of health and movement contexts.

They

compare and contrast a range of actions that could be undertaken 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 judgments about and refine their own and others’ specialised movement skills and movement performances. They work collaboratively to design and apply solutions to movement challenges

.Slide27

Personal and Social Capability Structure

Strands and Sub-strands

Self-Awareness and Management

Social Awareness and Management

Recognition and expression of emotions

Relationships and diversity

Development of resilience

Collaboration

Achievement standards

The first achievement standard at Foundation and then at Levels 2, 4, 6, 8 and 10.

A curriculum for students with disabilities will be developed in this learning area.Slide28

Personal & Social Capability Achievement Standard

Levels

3

&

4

Levels 9 & 10

By the end of Level 4, students explain the

consequences of emotional responses

in a range of social situations. They recognise

personal strengths

and challenges and identify skills they would like to develop.

They suggest

strategies for coping with difficult situations

. They persist with tasks when faced with challenges and adapt their approach when first attempts are not successful.

Students discuss the

value of diverse perspectives

and through their interactions they demonstrate

respect

for a diverse range of people and groups. They describe factors that contribute to positive relationships with peers, other people at school and in the community.

They explain

characteristics of cooperative behaviours

and they use criteria to identify evidence of this in group activities. They identify a range of

conflict resolution strategies

to negotiate positive outcomes to problems.

By the end of Level 10, students

reflect critically on their emotional responses to challenging situations

in a wide range of contexts. They demonstrate

persistence, motivation, initiative and decision-making

through completion of challenging tasks. They evaluate personal characteristics, strategies and

sources of support

used to

cope with stressful situations

/life

challenges.

Students

analyse the effects of actions that repress

human rights

and limit the expression of diverse views. They analyse factors that influence different types of relationships. They critique their ability to devise and enact

strategies for working in diverse teams

, drawing on the skills and contributions of team members to complete complex tasks. They develop and apply criteria to evaluate the outcomes of group tasks and make recommendations for improvements. They generate, apply and evaluate strategies to

prevent and resolve conflicts

in a range of contexts.Slide29

Progression of learning - poll

Which content description represents the lower level of knowledge/skills? (A, B or C?)

Which content description represents the higher level of knowledge/skills? (A, B or C?)

A

B

C

Describe what it means to be confident, adaptable and persistent and why these attributes are important in dealing with new or challenging situations

Analyse

the significance of independence and individual responsibility in the completion of challenging tasks

Explain how being prepared to try new things can help identify strategies when faced with unfamiliar or challenging situationsSlide30

Progression of learning - poll

Refer to the scope and sequence document

Level

5-6

Level

9-10

Level

1-2

Describe what it means to be confident, adaptable and persistent and why these attributes are important in dealing with new or challenging situations

Analyse

the significance of independence and individual responsibility in the completion of challenging tasks

Explain how being prepared to try new things can help identify strategies when faced with unfamiliar or challenging situationsSlide31

Continuum of learning

Health and Physical Education content descriptionsSlide32

Working with the curriculum

Content

Description

Achievement

Standard

(part of)

Focus

Area/s

Teaching and learning

activities

Assessment strategy

Health and Physical

Education

Level 5-6

Investigate resources to manage changes and transitions associated with puberty



Students investigate developmental changes and transitions.

RS

MH

Catching on Early

Changes for boys, girls and both sexes

Coping with body changes

Growing up kit

Dear Abby – student response to letters

Personal and Social Capability

Level 9-10

Develop specific skills and a variety of strategies to prevent or resolve conflict, and explore the nature of conflict resolution in a range of

contexts



They generate, apply and

evaluate strategies to prevent and resolve conflicts in a range

of contexts.

S

cenarios and problem solving worksheet from RRRR resource (topic 4)

Class discussion and exploration around assertive, submissive and aggressive statements

Create an interactive

game which demonstrates an

understanding of problem

solving and following

through with positive actions

and assertive statements

– using the RRRR Solve it! Six steps for problem solvingSlide33

Explicit teaching and assessmentThe

Personal and Social Capability describes social and emotional learning as discrete knowledge, understandings and skills, rather than a statement of

pedagogy

For example, just because a student completes a task as part of the team, this does not mean that they acquire the knowledge, understandings and skills necessary to work collaboratively with others. The knowledge, understandings and skills for working collaboratively, such as communication, negotiation, time management and conflict resolution, need to be explicitly

taught and assessed.

Successful social and emotional learning programs move beyond giving information to explicitly teaching and providing opportunity for students to practise interpersonal skills. Slide34

How would you assess this?An example Level 7-8

Content descriptor:

Recognise

the impact of personal boundaries, intimacy, distribution of power and social and cultural norms and mores on the ways relationships are expressed

Achievement

standard

(

part of):

They

identify indicators of respectful relationships in a range of social and work-related situations.

Possibilities –

Case studies

Group discussion

Test

Roleplay

Reflective writing

Assignment

Story boarding

Mind mapping

Other ideas?Slide35

DET ResourcesAvailable now on FUSE: http://fuse.education.vic.gov.au/ResourcePackage/ByPin?pin=2JZX4R

Slide36

DET Resources

Unit 1: Gender, respect & relationships

Unit 2: The Power connection

Unit 3: Gender, power & media

http://

fuse.education.vic.gov.au/ResourcePackage/ByPin?pin=H9WQYKSlide37

Building Resilience Social and Emotional Learning materials (F-12)Emotional

literacy

Personal strengths

Positive coping

Problem solving

Stress management

Help seeking

Gender and Identity

Positive Gender Relations

https://fuse.education.vic.gov.au/pages/View.aspx?pin=5DZ88S

Slide38

Which of these 8 topics do you believe is most needed at your school?Emotional

literacy

Personal strengths

Positive coping

Problem solving

Stress management

Help seeking

Gender and Identity

Positive Gender RelationsSlide39

Remember the facts…Respectful Relationships Education is part

of

the new Victorian Curriculum – it is not an

add-on or an additional program

, it

must be taught in all schools. The

Personal

and Social

Capability and Health and Physical Education outline

the progression of topics in an age-appropriate, research-based manner.

The Government

has accepted all recommendations from the Royal Commission into Family Violence. Teaching about respectful relationships is one of these recommendations.

Gender-based violence is very real – it

has been labelled

an

epidemic

in recent reports. Don’t forget the statistics…

http://

www.aph.gov.au/Parliamentary_Business/Committees/Senate/Finance_and_Public_Administration/Domestic_Violence/ReportSlide40

The 7 elements of best practice (Our Watch, 2015)

Addresses drivers of gender-based

violence

Have

a long term vision, approach and

fundingTake a whole school approach

Establish

mechanisms for collaboration and coordinated

effort

Ensure

integrated evaluation and continual

improvement

Provide

resources and support for

teachers

Use

age-appropriate,

interactive, inclusive

and

participatory curriculum

teaching and learningSlide41

“The standard you walk past, is the standard you accept.”

- Army Chief, Lieutenant

General David Lindsay MorrisonSlide42

Jessica Harris

VCAA Specialist Teacher Personal and Social Capability and

Health

and Physical Education

Nerida Matthews – Curriculum Manager

matthews.nerida.a@edumail.vic.gov.au

Further reading:

http://

www.theaustralian.com.au/opinion/respectful-relationships-education-teaching-kids-respect/news-story/c5547247977056d85c085aed23004bf6