Teaching and Learning Strategies

TEACHING
AND
LEARNING
STRATEGIES
TEACHING
AND
LEARNING
STRATEGIES
TEACHINGAND
LEARNINGSTRATEGIES
100852 C & C Blue Tabs 3/11/05 10:36 AM Page 1

Classroom
strategies
Classroom
strategies
Classroom
strategies
The classroom strategies have been further divided into the following sections and include a range of
strategies as shown below:
• Before and after 338
• Graffiti 338
• KWL 339
• Picture talk 339
• Shared reading 340
Tuning in
• Brainstorm 341
• Circle talk 342
• Four squares 342
• Guest speakers 343
• Head talk 345
• Maths investigations 345
• Trigger videos - viewing 346
Finding out
• Arts ideas 347
• Design a game 348
• Mind maps 348
• Music and movement 349
• Puzzles and games 349
• Sequencing information 349
• Story map 350
• T and Y charts 350
• Text innovation 351
• Venn diagram 351
Sorting out
• Around the table 353
• Choose a corner 354
• Values continuum 354
Developing values
• Brave talk 356
• Decision-making model 359
• Placemat 364
• Planning 364
• Role-play 365
Making decisions
• Assertive communication 367
• Barrier game 369
• Think-pair-share 369
Speaking out
• Journals 371
• Reflective questions 371
• Sharing circle 372
• Unfinished sentences 372
• Thought shapes 373
Reflecting
SECTION TEACHING AND LEARNING STRATEGIES PAGE

➤ This section of the resource identifies some of a wide range of teaching and learning
strategies used by early childhood teachers to support children’s learning and
development.
Early childhoodEarly childhood education
Teaching and learning strategies 20330
EARLY CHILDHOOD PEDAGOGY
Early childhood pedagogy includes both the provision
of a supportive learning environment and the
strategies adults use to motivate children and
support their learning and development. Adults
involved in early childhood education use a variety of
meaningful ‘hands on’ learning experiences to develop
children’s knowledge, skills and understandings across
the curriculum. They use interactions, both verbal and
non-verbal in apparently simple techniques that are
powerful in shaping children’s learning. These
interactions are key to effective pedagogy.
SUPPORTIVE LEARNING ENVIRONMENT
Adults, in consultation with the children, manipulate
both the indoor and outdoor environments to
challenge children and to help them consolidate their
learning. Materials are placed to encourage children
to be curious, to solve problems, to make decisions,
to reflect and to interact with the materials, each
other and adults.
Adults ensure there is time for adult and child initiated
learning experiences while at the same time allow
sufficient flexibility to build on unpredictable ‘teachable
moments’ that can arise at any point during the day.
They ensure there is time to become deeply involved
in sustained shared thinking with children.
Adults consider the feeling of security that routines
give to young children, the teaching opportunities
they offer and continually reflect on the effectiveness
of the routines.
STRATEGIES TO MOTIVATE AND
SUPPORT STUDENT LEARNING
➤ Co-construction and sustained shared thinking
Co-construction and sustained shared thinking involves
adults and children as active constructors of knowledge.
It involves two or more individuals working together
to solve a problem, clarify a concept, evaluate a
learning experience, extend a narrative etc. All
contribute and through the process of expressing,
sharing and reflecting on their own and on each
others’ meanings and understandings, their thinking
is developed and extended.
Successful group activities don’t occur automatically.
Adults need to pay attention to how groups are
formed, the roles of group members and the process
that allow groups to achieve their goals. Some
considerations when forming groups are:
Assign students to groups rather than allowing
them to choose.
Often children choose to sit in their friendship groups.
In many of the resilience promoting learning experiences
in this resource, forming connections with students
outside friendship groups is crucial. Groups can be
randomly formed by children finding others who:
• have a matching piece of puzzle
• have the same coloured bead or block
• are the same height
• have similar hair or eye colouring
• have a name that starts with the same letter.
How many children in a group?
This depends on the learning strategy or experience.
Pairs are usually appropriate for younger students and
older students can manage groups of three or four.
How long should groups stay together?
Working together successfully does take time, so it is
best to leave groups together for at least two activities.
Forming mixed-ability or similar ability groups.
This depends very much on the nature of the activity,
but it is a good idea occasionally to form mixed
ability groups. Children will benefit from explaining
and sharing their knowledge and skills with others.

Forming groups based on students’ learning styles.
Groups can be formed based on learning styles so
that different children carry out roles they feel
comfortable with.
Roles in groups.
Older children can be assigned a role that is their
responsibility during a group task such as encouraging
other students, keeping time, presenting the group
findings or collecting and returning material. Teachers
may model each role to students as this will assist
understanding of their responsibility and increase
cooperation among group members.
➤ Encouraging
Encouragement can be verbal or non-verbal. It supports
children learning new skills and builds dispositions
such as perseverance. Praise that is meaningful and
focused can both encourage the child and help to
develop their self-assessment skills.
➤ Explicit teaching
Explicit teaching is usually associated with ‘traditional’
teaching methods and sometimes not thought of as
being appropriate for young children. However, adults
instruct children when they inform them about a
particular topic, when they show, or tell them how to
do things. When used in a balanced approach, it is
an effective early childhood teaching strategy.
➤ Feedback
Feedback helps children to clarify what they are
doing and to develop self-assessment skills in
relation to their actions, progress and achievement.
➤ Listening
Adults listen to children to try to better understand
them. When adults really listen they focus on what
the child is saying, interpret what is said in light of
their knowledge of the child and often use it to plan
for future interactions and learning. Being listened to
helps children to feel valued and supports their
development of a positive self-image.
➤ Modelling
When adults model to children they are priming the
children to develop the attitudes, actions and
language that are valued by those around them.
Modelling shows children appropriate ways to
behave and positive dispositions to learning. By
‘thinking aloud’ teachers model their thinking skills to
support children’s metacognitive development. Many
of the learning experiences outlined in this resource
should be first modelled by adults.
➤ Questioning
Questions can be open or closed. Open questions
do not look for a right or wrong answer and children’s
answers can include their thoughts or feelings. They
are useful in encouraging children to problem solve
and to talk through their conflicts with others. Closed
questions are useful to encourage children to state
facts. They can help them to overcome shyness and
develop confidence and help the development of
early oral language skills.
It is useful when engaging in a group learning
experience to ask children what they already know
and what they want to learn before engaging in the
experience. Many of the Tuning in learning
experiences in this resource will provide examples of
these questions.
During the learning experience, ask open-ended
questions to direct students to read, listen, view or
think critically about a specific issue.
After the learning experience, ask questions to
encourage students to justify their opinions or
responses to a specific issue. Students can also use
this time to reflect on their learning.
Strategies that will engage students in reflecting on
their learning have been suggested in the Reflecting
section of this resource. Teachers can use other
learning strategies included in this resource to
involve students in reflecting on their learning (e.g. by
completing the last column of a KWL table, students
will be required to consider changes in their
understanding and attitudes).
The question cues describe in the Revised Bloom’s
Taxonomy (Anderson 1999) model can be used to
develop questions. It identifies six levels within the
cognitive domain, from simple recall to creating new
ideas and ways of thinking. By considering the
taxonomy, teachers can ensure questions within
discussions and assessment tasks will stimulate and
develop students’ thinking.
Early childhood education
Teaching and learning strategies331

CREATING
Can the student generate
new products, ideas or
ways of viewing things?
combine, write, change,
rearrange, construct, produce,
plan, create, design, invent,
compose, prepare…
Create a poster to tell others about
the benefits of being smoke free.
Design a bike helmet that everyone
will want to wear.
• Blocks and
construction
• Text innovation
• Planning
EVALUATING
Can the student justify a
decision or course of
action?
assess, check, decide, test,
measure, evaluate, recommend,
select, rank, explain, conclude,
compare, choose, summarise,
estimate…
Choose which one of these responses
you would use if someone was
smoking in a car with you.
Choose which of these responses you
would use if you had to ride in a car
where there wasn’t a seatbelt for you.
• Around the table
• Values continuum
• Choose a corner
ANALYSING
Can the student
differentiate between
constituent parts?
analyse, order, explain, plan,
connect, classify, arrange, divide,
discuss, compare, contrast,
select, infer, organise, collate,
cluster, investigate…
What else do you need to know
about the people who can help you?
Compare the different types of
restraints to explain which one is
best for you.
• Placemat
APPLYING
Can the student use the
new knowledge?
apply, demonstrate, calculate,
complete, illustrate, solve,
examine, manipulate, relate,
change, classify, discover, use,
demonstrate, put into practice…
Which adult would you go to for
help in each of these situations?
If we know that all cars don’t travel
at the same speed, what does that
mean to pedestrians?
• Maths investigations
• Barrier games
UNDERSTANDING
Can the student explain
ideas or concepts?
describe, classify, compare,
explain, estimate, discuss,
demonstrate, guess…
Explain to your partner why we
have rules about taking medicines.
Explain to your partner why you
should always cross the road with
an adult.
• Mind map
• Story map
• T and Y charts
• Venn diagram
REMEMBERING
Can the student recall
information?
describe, identify, name, show,
who, when, where, what, know,
list, tell…
Who helps you when you are sick?
Tell me what happens when you go
for a ride in the car.
• Brainstorm
• Four squares
• Graffiti
• Jigsaw
• Circle talk
COGNITIVE LEVEL QUESTION CUES QUESTION EXAMPLES
SOME LEARNING
STRATEGIES IN THIS
RESOURCE
THE REVISED BLOOM’S TAXONOMY

➤ Reading
When an adult reads to individuals, small groups or a
whole group of children and the book is matched to
children’s interests, it can support their social and
emotional development, stimulate their interests,
increase their general knowledge and extend their
understandings. Many of the Tuning in learning
experiences in this resource are based on
storybooks and the Early Childhood literature section
of this resource provides a list of suggested reading
that may help students achieve relevant outcomes.
➤ Recalling
Much learning is dependent on a child’s ability to
memorise and recall. Games and questioning that
encourage recall support children’s development in
language and problem solving. Children need time
and relevant activities to help them develop this skill.
Many of the music and movement and games
learning experiences in this resource focus on
students’ recall.
➤ Scaffolding
This strategy involves a more competent person
helping a less competent child. The younger the child,
the more likely it is that the more competent person
will be an adult. The adult finds out what a child can
do with help and gradually withdraws the support as
the child’s competence grows. Scaffolding demands
adults spending time with individuals or small groups
of children. Many of the learning experiences in this
resource focus on using adult help or buddy classes.
➤ Singing
Songs and rhymes are used to enhance learning across
the curriculum. Most children enjoy singing and apart
from the content of a song supporting learning, their
positive emotional response can help to consolidate
the learning and support the development of memory
and recall. The Challenges and Choices CD provides
a range of songs, raps and rhymes. Learning
experiences using the CD are found in the Sorting
out section of many focus areas.

➤ The strategies described in this resource represent well-recognised and effective teaching
practices for early childhood education. They promote critical and reflective thinking, research,
evaluation, collaborative learning and focus on literacy and play. The strategies have been
designed to accommodate differences in learning styles and reflect contemporary learning
theory including Gardner’s Multiple Intelligence Theory and the revised Bloom’s Taxonomy.
OverviewOverview of teaching and learning strategies
TEACHING AND LEARNING
STRATEGY SECTIONS
The strategies have been organised as follows:
CLASSROOM STRATEGIES
The classroom strategies have been further divided
according to the basic elements of an inquiry process.
These elements are also fundamental to the decision-
making process in the Self-management skills outcome.
The sections and focus of each are as follows:
Tuning in: The strategies can determine students’
current knowledge, skills and attitudes prior to planning
a health education program. They will engage and
focus students in the learning experiences and content.
Finding out: The strategies encourage investigation
and independent learning about key health and
physical education concepts.
Sorting out: The strategies encourage the analysis,
organisation, review and reflection of information.
Developing values: The strategies allow students to
identify, discuss and develop positive attitudes towards
safer and healthy lifestyles.
Making decisions: The strategies provide opportunities
for students to develop decision-making skills to
enable them to make safer and healthier choices.
Speaking out: The strategies provide opportunities
for students to develop the communication and
negotiation skills required for safer healthier lifestyles.
Reflecting: The strategies allow students to identify,
discuss and consider changes in understandings,
attitudes and values.
REAL WORLD STRATEGIES
Skills related to health and physical education, are
best developed through practice in real-life situations.
Students can begin to develop related skills by
observing, discussing and practising healthy, safer
behaviours with the supervision of adults in a real-
world setting.
The strategies in this section will provide
opportunities for students to observe safer and
healthier skills, plan how they can become safer and
healthier, and form positive and healthy attitudes.
SIMULATED STRATEGIES
The simulated learning strategies will support students
to experience a range of situations; develop
interpersonal (communication and negotiation skills)
and self-management (decision-making and planning)
skills; observe key health and physical education
concepts and develop positive health and safety
attitudes.
Classroom
strategies
Real-world
strategies
Simulated
strategies
TEACHING
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LEARNING
STRATEGIES
TEACHING
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TEACHINGAND
LEARNINGSTRATEGIES

Overview of teaching and learning strategies
• Before and after 338
• Graffiti 338
• KWL 339
• Picture talk 339
• Shared reading 340
CLASSROOM
REAL WORLD
Tuning in
• Brainstorm 341
• Circle talk 342
• Four squares 342
• Guest speakers 343
• Head talk 345
• Maths investigations 345
• Trigger videos - viewing 346
Finding out
• Arts ideas 347
• Design a game 348
• Mind maps 348
• Music and movement 349
• Puzzles and games 349
• Sequencing information 349
• Story map 350
• T and Y charts 350
• Text innovation 351
• Venn diagram 351
Sorting out
• Around the table 353
• Choose a corner 354
• Values continuum 354
Developing
values
• Brave talk 356
• Decision-making model 359
• Placemat 364
• Planning 364
• Role-play 365
Making decisions
• Assertive communication 367
• Barrier game 369
• Think-pair-share 369
Speaking out
• Journals 371
• Reflective questions 371
• Sharing circle 372
• Unfinished sentences 372
• Thought shapes 373
Reflecting
• Out and about 375
• Parent information and at home activities 376
SIMULATED
• Home corner 378
• Interactive CD ROMs and websites 379
• Replicating the real world 379
• Technology challenges 380
SECTION TEACHING AND LEARNING STRATEGIES PAGE
Every effort has been made to contact the authors of the original material of the above strategies.
The classroom, real world and simulated sections have been further divided and include the teaching and learning
strategies as shown in the table below.

➤ Teachers are encouraged to use their professional judgment to review the suggested
strategies and then decide on the most appropriate for meeting the needs of their
students and allow delivery of the essential content in either a drug or road safety context.
➤ Teachers should also consider the appropriateness of the strategies for students after
reading the Scope section (pp. 29–30) and the Principles of Learning, Teaching and
Assessment (pp. 134–9) of the Curriculum Framework.
SelectingSelecting teaching and learning strategies
EFFECTIVE HEALTH AND
PHYSICAL EDUCATION PROGRAMS
After considering students’ needs, learning styles
and levels of achievement in relation to the learning
outcomes, it is important to select strategies:
• from the classroom, real world and simulated
sections
• focusing on the development of knowledge,
skills and attitudes
• that will support and extend learning
• that will enable students to make progress in
their achievement and maximise their
accomplishment of the learning outcomes
• that will assist students to engage in the
essential content.
ADDRESSING STUDENTS’
LEARNING STYLES AND NEEDS
When teachers are asked to cater for individual
differences it does not mean that every student must
be given an individual work program or that
instruction must be on a one-to-one basis. When
teaching and learning is individualised it is reflected
in classroom organisation, curriculum and instruction.
Teaching and learning strategies and experiences can
include a range of whole class, group and individual
activities to accommodate different abilities, skills,
learning rates and styles that allow every student to
participate and to achieve some degree of success.
Approaches to teaching and learning such as open-
ended, student-focused learning, Gardner’s Multiple
Intelligence Theory and the revised Bloom’s Taxonomy
need to be considered in the selection or design of
learning strategies and experiences for a health
education program.
The strategies and experiences in the Challenges and
Choices resource have been designed with an emphasis
on different learning styles, intelligences and levels of
student thinking.
BEING INCLUSIVE OF ALL
STUDENTS
All students are able to learn. However, for students
with disabilities or severe learning difficulties, their
learning rate may be influenced by nature, the severity
of their disability or their access and interaction with
the environment. Individualised educational programs
may be needed in order for these students to
demonstrate particular outcomes.
HANDLING SENSITIVE ISSUES
It is important for teachers to recognise that there may
be students within any group that have been directly
or indirectly involved in drug or road-related trauma
and its consequences. Talking about drug and road
user issues and road trauma with young children can
raise a range of issues, concerns and/or emotions.
Students may disclose information about:
• personal problems or experiences with drugs
and road trauma
• the need for trauma counselling and support
services
• dangerous or harmful situations they have
been exposed to or involved in.
When dealing with sensitive issues, teachers need to be
proactive and know their students backgrounds and
experiences. They should also be reactive and
protectively interrupt students who are about to disclose
this information and divert attention from the student
by using redirecting statements. If issues arise that are
beyond the teacher’s knowledge or level of expertise,
they can refer students to appropriate professionals.

The strategies included in this section are:
➤ Before and after
➤ Graffiti
➤ KWL
➤ Picture talk
➤ Shared reading
What is tuning in?
‘Tuning in’ strategies provide the opportunity for students to explore their current knowledge,
attitudes and values about health and safety issues. While working independently or collaboratively,
students can use suggested graphic organisers to record and share information.
Teachers will be able to use evidence gathered from students’ responses to plan a health and
physical education program to cater for the needs of all students.
Tuning in
BEFORE AND AFTER
➤ This strategy will help students to:
• consider and reflect on their own and others’
current knowledge, skills, beliefs and attitudes
• identify changes in their own knowledge, skills,
beliefs and attitudes.
➤ How is it implemented?
1. Devise a set of statements or a questionnaire that will
identify students’ understanding, beliefs and
attitudes towards health issues. The focus may be on
one issue (e.g. smoking or restraint use) or a range of
issues (see the example provided below).
2. Ask students to respond to each
statement/question before and after one or
several learning experiences.
3. In pairs or small groups, ask students to reflect on
any changes in their understanding or thinking.
GRAFFITI
• generate ideas and cover several issues or
aspects efficiently
• work collaboratively to learn from and share
with others.
1. Divide class into small groups. Give each group a
large sheet of paper and different coloured felt
pens (a different colour for each group member
allows for individual contributions to be tracked).
2. Provide each group with a different question, issue or
statement, which can be written on the paper.
3. Within a designated time, groups ‘graffiti’ their
paper with words, phrases or drawings related to
their question, issue or statement. Advise
students that they ‘own’ the
word/comments/drawings they record. This
means that they could be asked to explain or
clarify information where necessary.
4. The graffiti sheets are then passed to another
group. Instruct students to avoid repetition of
ideas by ticking the comments they agree with,
writing comments next to ideas and writing their
own new ideas.
5. The process is repeated until the group’s original
sheet is returned.
6. Groups read, discuss and summarise the graffiti
sheets. Comments may be categorised in order
BEFORE STATEMENTS AFTER
Adults should decide what
little kids eat.
Exercise is only for little kids.
There are safe levels of
smoking.
Advertising influences the
type of foods you eat.
Tuning inTuning in
Classroom strategies 338

Tuning in
Classroom strategies339
to draw conclusions or present a brief summary
presentation to the class. Use the responses to
identify further learning required by the students.
Variation
Graffiti walk
A variation of the graffiti strategy is a Graffiti walk.
The graffiti sheets can be displayed around the
room, or after Step 4, groups leave their graffiti sheet
behind and walk around the room, adding their
comments to other graffiti sheets. Remind groups
that they cannot return to their original sheet unless
consideration has been given to all other sheets.
After a given time, students return to their original
graffiti sheet. Groups read, discuss, summarise and
present their graffiti sheets to the class (as per step 6).
(Every effort has been made to contact the author of the original material.)
KWL (KNOW, WANT TO KNOW,
LEARNT)
• recall and record prior knowledge and identify
future learning needs
• reflect on changes in their understanding, skills
and attitudes.
1. Explain to students that this strategy will help
them to record what they already know, identify
issues they would like to learn more about and
plan the direction of their program.
2. Pose a question, statement or issue for the
students to consider.
3. Brainstorm with the class what they know about the
question, statement or issue and fill in the ‘What I
know’ column to show students the wide range of
knowledge already shared as a group.
4. Let students think about what they want to know.
This can be done individually, with a partner or
small group.
5. Complete the ‘What I want to know’ column to
show the group’s areas of interest. It may help to
model making a contribution to this column of the
KWL table.
6. Keep the KWL table, then at the conclusion of
one or several learning experiences, complete the
last column to identify what students have learnt,
if there have been any changes in attitudes, and
determine if further planning of learning
experiences is required for students to achieve
the outcomes.
Variation
The first two columns of the KWL can be completed
either individually, with a partner of in a small group.
Students can join with another person, pair or small
group to compare notes and circle similar ideas.
PICTURE TALK
• identify and discuss health information through
viewing photographs and posters.
Before
1. Give students one or two minutes to work with a
partner and share all the things they notice in a
poster or picture.
During
1. Ask students questions to focus the discussion.
The discussion photos included in this kit provide
questions.
2. Ensure that the questions prompt students to
think beyond the here and now. For example:
Why do you think...?
What might happen...?
What would you do if …?
Who might help you if this happened?
What I know
Students recall
what they know
What I want to
know
Students
determine what
they want to
know.
What I learnt
Students identify
what they have
learnt.

Tuning in
3. Write questions that students generate to promote
future discussions or research activities.
After
1. Involve students in learning experiences that
support the learning gained during the picture
talk. For example:
• explain the information provided in
the picture to another class member
• redraw the picture then add speech
or thought bubbles to characters
• create an acrostic poem using information
gained during the picture talk. An example is
given below.
Hold a grown up’s hand to walk to school
Always hold hands to cross the road
Never walk alone
Do the right thing – hold hands together.
Variation
When discussion of the picture has commenced,
move away from the group to allow students to
continue talking, pointing out details and creating
stories related to the picture.
SHARED READING
• identify health related information through a
written text
• develop skills in speaking and listening in a
variety of situations.
Before the story
Display the book where all students can see it. Keep
this pre-reading discussion brief and stimulating to make
sure students are keen to listen to the story that follows.
If students have not read the story before:
1. Show the cover of the book and discuss the
cover, illustration and title.
2. Brainstorm to activate and identify background
knowledge that will help students relate to the
story.
3. Ask students to predict what the story may be
about or what might happen. Ask questions such
as:
Why do you think there is a person’s name in the
title?
What do you think might happen in this story?
Who do you think will be in the story?
4. Accept all suggestions and ask students to see if
their ideas come true.
5. Provide any essential knowledge that will assist
student’s understanding of the story prior to
reading.
If students have read the story before:
1. Brainstorm to activate background knowledge
students have retained from previous reading of
the story.
2. Discuss the content and ask students to retell
parts of the story that they enjoyed or provide
information related to a discussion or inquiry.
3. Explain to students the purpose for rereading the
text.
During the story
1. Read the story encouraging students to join in,
predict, use picture cues and look for information.
Identify situations that students can relate to in the
story. Ask questions such as:
What do you think will happen next?
Why do you think that happened?
What have you found out from this part of the
story?
How would you feel if that happened to you?
What would you do?
How do you think this story might end?
2. Reread the story or parts of the text to clarify
meaning or further discussion.
After the story
1. Discuss the information gained through reading
the text. Ask questions such as:
Why do you think we read this story?
What are some of the important things you have
learnt from this story?
Who might you tell about the things you learnt
from this story?
2. Provide opportunities for students to demonstrate
their understanding such as:
• drawing a picture or cartoon strip
• writing two or three dot points
• talking with a partner
• dramatising parts of the story
• retelling the story in their own words
• innovating the story (e.g. change characters’
names, places, feelings or the ending) to make
a big book.
Variation
Follow the steps above using the audio recordings
included on the CD in the Challenges and choices kit.

➤ Brainstorm
➤ Circle talk
➤ Four squares
➤ Guest speakers
➤ Maths investigations
➤ Head talk
➤ Trigger videos – viewing
What is finding out?
‘Finding out’ strategies provide the opportunity for students to develop and demonstrate the
Health and Physical Education Knowledge and Understandings Outcome. They can identify
gaps in their existing knowledge and understanding, and work collaboratively to gather
information through self-directed investigation.
Students will be able to use the information gathered to generate and communicate ideas
and record responses.
Finding out
BRAINSTORM
• recall existing knowledge and organise ideas
• consider others’ views and ideas
• develop creative thinking processes and
problem solving skills.
1. Select a topic for the brainstorm and write it on
the board.
2. Students consider the topic and respond. Ideas can
be written randomly on a board or you may choose
to write the responses on post-it notes, so that
students can later cluster the responses.
3. The rules for brainstorms are:
• share whatever comes to mind
• the more ideas the better
• every idea counts – no put downs or criticisms
• build on others’ ideas
• write ideas as said – no paraphrasing.
4. Reflect and discuss the ideas, clarifying
responses where necessary.
5. Determine how the information can be further used.
Variation
Guided brainstorming
Include headings to assist children in generating ideas.
If I found a needle and syringe
I wouldn’t … I would…
• •
• •
Pedestrians
can can’t
• •
• •
➤ Brainstorming questions
Begin by brainstorming content related questions using
the framework below. An example has been provided
below for pedestrian rules and laws. Individually, in
pairs or in groups, students can research questions
then report to the class. Forms of inquiry include
researching websites through online learning, guest
speakers and interviews.
Finding outFinding out

Finding out
Brainstorming questions
Who?
…who makes up the rules for pedestrians?
…who makes sure pedestrians are following the rules?
How?
…how are pedestrian rules made?
…how do children learn the rules?
When?
…when do pedestrians forget the rules?
If?
…if all states and territories in Australia have the
same rules?
Where?
…where can we find pedestrian rules?
What?
…what happens when people break the rules?
…what would happen if pedestrians didn’t have rules?
Why?
…why do we have pedestrian rules?
…why do some people break the rules?
CIRCLE TALK
• share ideas and opinions and develop respect
for others’ opinions.
1. Using groups of six or more, place students in
two concentric circles (one circle within the other).
This structure facilitates dialogue between
students.
2. Sit students facing each other (knees to knees) to
encourage active listening between partners.
3. Pose a scenario, question or issue to the groups.
4. Allow thinking time of approx 15 to 30 seconds.
5. Now say ‘Person on the inside, tell the person on
the outside your thoughts. When you are finished
sharing, say ‘pass’ and then the outside person
will share their thoughts with the person on the
inside.’
6. The student sharing their ideas can hold a small
beanbag to indicate that it is their turn to speak.
The beanbag is then passed to their partner who
shares their ideas.
7. When finished, have the outside people rotate
one or two places to the left or right. The
discussion process is then repeated.
8. To debrief, discuss the ideas produced during the
circle talk and list questions that were identified,
to generate further learning.
Variations
If you have more than one group, vary the strategy
by swapping the outside circles from each group.
To avoid pairing students who will not talk or will argue,
change the move on instruction so that these students
do not face each other. This intervention will not single
the students out.
If you have an uneven number of students, place two
students together in an outside circle to act as one
person. This works well if you have a special needs
student as they can be paired with a more capable
student.
FOUR SQUARES
• gather a range of information and be exposed
to different attitudes relating to a topic or issue.
1. Each student folds a large sheet of paper into
four squares and circulates the room to find four
people who can give them information or opinions
relating to a topic or issue. For example: How would
you avoid passive smoke? What would you do if
you had a headache?
2. Each person who adds information or an opinion
to a square signs their name against their
contribution.
3. To debrief, common findings could be collated on
the blackboard or shared with another group.
Variation
Sit younger students in groups of four. Each student
passes their paper around the group for other
members to add information.

Finding out
GUEST SPEAKERS
• develop awareness and stimulate interest of
health issues
• listen to different perspectives on health issues
• develop written, oral and active listening skills.
For teachers
1. Identify the purpose and benefits for the guest
speaker presentation using the Resource Sheet 1:
Guidelines for engaging a guest speaker.
2. Determine how the guest speaker will ensure that
the content is relevant and aimed at the student
level.
3. Seek clarification of the guest speaker’s expertise
and request testimonies regarding presentations
made to other schools.
4. Invite the guest speaker acknowledging their
expertise and how they will complement the class
program.
5. Plan activities or information for students prior to
the guest speaker visit and consolidation
activities for students to complete after the
presentation. ‘One-off’ presentations that are not
part of a comprehensive school or class
education program are not recommended.
For further guidelines on the use of guest speakers in
schools, refer to:
• A Checklist for the Use of Guest Speakers in
Catholic Schools for Health Related Issues
(Catholic Education Office, WA)
• Visitors on School Premises Policy
(Department of Education and Training).
6. Refer to the appendix for a list of agencies and
contact details, and websites that will support
health education programs.
For students
1. Invite a guest speaker to present information to
the class either through a written invitation, email
or phone call.
2. Identify information required from the guest
speaker and devise questions.
3. Rehearse the interview process in a role-play
situation, prior to the presentation.
4. Record information gained during the interview by
taping, video recording or taking notes.

Focus Area 1: Promoting Resilience 344
Guidelines for engaging
a guest speaker 1Resource Sheet
❑ Read relevant system, sector or school guidelines and policies in relation to engaging
guest speakers.
❑ Consider the list of agencies included in the appendix and decide which
presentation/s best meet student needs and helps to achieve the program aim.
Ensure the guest speaker will promote the focus of your health program in their
presentation.
❑ Contact the guest speaker to determine details of their presentation.
❑ Ensure the guest speaker is aware of the health program being implemented for
students. Discuss relevant learning experiences that will be implemented before and
after the presentation to ensure it complements the health program.
❑ Suggest to the guest speaker that students will be more likely to be engaged when
the presentation:
- is interactive and entertaining
- includes up-to-date information and uses practical examples
- is relevant to students’ interests
- covers issues relevant to students’ local communities.
❑ Ask the guest speaker if there will be any associated costs and inform students and
parents/carers.
❑ Ensure the guest speaker receives a copy of the school’s health policy, if available.
❑ View the guest speaker’s resources and information prior to the presentation to
ensure they are relevant and appropriate to the developmental level of all students.
❑ Inform parents/carers of the presentation and
invite them to attend.
❑ Focus students prior to the presentation by
involving them in relevant learning experiences
and discussions.
❑ Conduct follow-up learning experiences to
reinforce the health messages provided during
the presentation.

Finding out
HEAD TALK
• develop cooperation through problem solving
a shared task
• accept responsibility for own learning.
1. Place students in groups and give each member
a different number.
2. If the groups are uneven in number, one of the
group members may have more than one number.
3. Pose a question that encourages students’
involvement. For example instead of asking,
‘What should you wear in a car?’ say, ‘Put your
heads together and decide what you should wear
in a car to keep you safer’.
4. Students put their heads together and discuss the
question.
5. Let students know when the discussion time is
nearly finished by ringing a bell or clapping your
hands.
6. Groups check that all group members know the
decided response.
7. Call out a number and the student from each
group with that number provides their group’s
response.
8. If more information needs to be given, invite
students from the group to elaborate.
Variation
A spinner or die may be used to select the number.
MATHS INVESTIGATIONS
• develop understandings of health concepts by
quantifying certain aspects through
measurement and calculations.
A maths investigation may be defined as a situation
originating in mathematics or the real world that
lends itself to inquiry. Investigations require students
to use mathematical processes such as following
and extending patterns, data collection, estimating,
predicting, classifying and communicating to
understand a problem.
1. Identify the issue to be investigated.
2. Allow students time to read and understand the
investigation.
3. Encourage students to predict or guess the
outcome of the investigation.
4. Make sure students have access to resources
that will assist the investigation such as graph
paper, cubes, measuring devices (e.g. trundle
wheels, rulers, tape measures and stopwatches).
5. Allow time for students to test their prediction a
number of times.
6. Record findings appropriately (e.g. tables, reports,
pictographs and bar graphs).
7. Students present their findings and discuss as a
class.

Finding out
TRIGGER VIDEOS – VIEWING
• gather information and obtain different
perspectives on an issue by viewing and
analysing a range of film or television materials.
Selecting viewing material
1. When selecting viewing material, have a clear
understanding of the learning outcomes to be
achieved.
2. Preview the material to ensure it is age
appropriate and relevant to health and physical
education outcomes.
3. Consider the production date, as students may
not respond or relate to material that is clearly
‘old-fashioned’ or presents statistics and
information that is no longer accurate.
Prior to viewing
4. Prior to students viewing the material, direct them to
look for particular aspects, concepts or topics being
portrayed by posing one or several questions
such as:
• In this video you will see… try to think of how
you could solve their problem.
• What would you do?
• Who would you ask for help?
• If you met…what questions would you ask
them?
• Explain the feelings of …
• Why do you think / believe …
5. Encourage students to engage in critical and
evaluative thinking when viewing.
After viewing
6. Engage students in follow-up learning
experiences related directly to the viewing
material to consolidate and share their learning.
For example:
• draw or paint a picture with speech bubbles
• design a postcard and write to one of the
characters
• identify emotions of characters from the video
(relate to own possible emotions and feelings)
• talk about the reasons for …
• use a story map to show events or situations
• discuss the different attitudes, behaviours or
choices of characters
• role-play different ways to deal with situations
identified in the material.

➤ Arts ideas
➤ Design a game
➤ Mind maps
➤ Music and movement
➤ Puzzles and games
➤ Sequencing information
➤ Story map
➤ T and Y chart
➤ Text innovation
➤ Venn diagram
What is sorting out?
‘Sorting out’ strategies provide the opportunity for students to sort, analyse, prioritise,
compare and contrast information to further develop and consolidate their knowledge, skills
and attitudes.
Summarising key information and clarifying relationships or associations between information
and ideas will assist students to draw conclusions and apply their understanding.
Sorting out
ARTS IDEAS
• identify and visually record current
understandings
• share understandings with others through
generated art works.
1. After students have been involved in a learning
experience or series of learning experiences,
provide opportunity for students to communicate
their understanding of a specific issue or concept
in art works.
2. Some suggestions include:
• painting or drawing pictures to form a shared
book
• using blocks, cardboard, boxes and other
recycled materials to make specific items, e.g.
bike helmets, ambulance, fire engine and
human bodies
• cutting and pasting appropriate pictures from
magazines, pamphlets and posters to form a
collage
• making postcards and writing or drawing on
the flip side
• using butcher’s paper to make a class mural
• making models using play dough or modelling
clay.
3. When art works have been completed, encourage
students to:
• write accompanying key messages promoting
health and safety concepts
• share their work with others
Sorting outSorting out

Sorting out
• take photographs to take home and talk about
with their family.
DESIGN A GAME
• identify key health and safety issues and
categorise information
• generate ideas to inform others of health and
safety issues.
1. Talk about the elements of board games such as
Snakes and Ladders, Monopoly, Trivial Pursuit or
card games such as Snap, Concentration and
Fish.
2. Discuss the purpose of the game, the rules,
layout and equipment each game may use.
3. Ensure that students have researched or been
given accurate and relevant information that will
assist them to make a game about a health issue
or topic.
4. Provide students with a set of criteria for the
game. For example: ‘This game will help others
learn about…’ or ‘ This game will help others
decide ways to deal with…’
5. Make sure students have materials and
equipment to make the game (e.g. cardboard,
small cards, felt markers, rulers, glue and
scissors).
6. Allocate roles within the group to ensure students
work collaboratively and cooperatively.
7. Provide time for students to test the game to
make sure that the rules and instructions are clear.
8. Groups play the games and give feedback to the
‘designers’.
MIND MAPS
understandings
• summarise key information, clarify
relationships or associations between
information and ideas and draw conclusions.
1. Explain the strategy and ensure that students
understand that mind maps are personal
representations and as such they are not ‘right’ or
‘wrong’.
2. Select a topic and write this in the centre of a
page or blackboard.
3. Students then identify connected key words or
phrases and write these around the topic,
progressively moving to less directly related
words. Remind students to write what it is
important as excess words ‘clutter’ mind maps
and take time to record.
4. Identify links between different ideas and draw
lines to highlight connecting ideas.
5. The structure of each mind map is unique. A
completed mind map may have lines radiating in
all directions with sub topics and facts branching
off the main topic.
Some tips for creating effective mind maps
Mind maps can include:
• drawings, wavy lines, bubbles, arrows and
colour to add to the visual appeal
• colours to separate and organise ideas for
easier recall

Sorting out
• pictures or symbols which help with the recall
of information
• bubbles, shapes and circles to group similar
information and ideas
• arrows to indicate cause and effect.
This strategy has been adapted from Bennett, B. Rolheiser, C &
Stevhan, L. 1991, Cooperative learning: Where Hearts Meets Mind,
Educational Connections, Ontario, Canada.
MUSIC AND MOVEMENT
understandings
• share understandings with others through
music, drama and movement.
provide opportunity for students to participate in
music and movement activities.
• singing songs related to health and safety
concepts
• playing movement games to develop auditory
skills and reinforce concepts
• move to music or create a dance to represent
feelings
• write additional verses to known songs
• use musical instruments to accompany songs
and raps.
3. After participating in music and movement
learning experiences, students can:
• perform music to other classes or at school
assemblies
• invite parents to come to school for a class
performance
• record the performance and take home to
share with their family.
PUZZLES AND GAMES
• sort and sequence information
• clarify their own understanding of a topic or issue.
provide opportunity for students to use puzzles or
play a game to consolidate their learning.
• cutting generated art works, photographs or
magazine pictures (related to the health or
safety concept) into jigsaw puzzle pieces for
students to solve
• writing descriptions of objects for others to
solve:
What am I?
I have two wheels.
I can travel on the road or cycleway.
I have a bell and lights.
My rider wears a helmet,
What am I?
• using commercially produced jigsaw puzzles
related to the topic
• playing listening games such as I spy or Freeze.
SEQUENCING INFORMATION
• sort and sequence information
• clarify their own understanding of a topic or issue.
1. Students research, or are provided with,
information about an issue or health concept.
2. Students analyse the information and present it in
a sequence using graphic organisers such as a
flow chart or sequence chart. See the examples
provided.
3. Share sequenced information discussing reasons
for placement.
4. Decide if sequence in accurate.
Flow chart

Sequence chart
STORY MAP
• sequence events or steps provided in a text or
visual material
• summarise and retell information.
1. Students participate in a learning experience to
gain information such as shared reading with a
big book, listening to a poem or watching a video.
2. Model how to draw a map that captures and
sequences the main points or events. The map
should show important events, characters and
different settings identified from the original
source.
3. Ask students to work individually or in groups to
make their own story map by writing or drawing
pictures to represent information.
4. The information can be presented using graphic
organisers such as the examples below.
T AND Y CHARTS
• graphically organise and record ideas, feelings
and information
• identify and focus on what they already know,
understand, value and are able to do
• compare and contrast ideas, feelings and
information.
1. T and Y charts can be used to record and
categorise information in many different ways.
See some of the examples given below.
2. Pose a question, situation or issue for students to
brainstorm and record their responses in either a
T or Y chart. This can be done as a whole group
or in small groups and responses may be drawn
or written.
3. All responses should be accepted and recorded.
4. If the strategy is used with small groups,
encourage students to share their group’s
findings and compare charts with others.
5. New ideas can be added after the discussion or
program has been completed.
Example of T chart
Students brainstorm what they know about ‘being
safer’, before and after a learning experience.
Example of Y chart
Students brainstorm how a ‘safe person’ would look,
feel and sound.
(Every effort has been made to contact the author of the original
material relating to T and Y charts.)
Sorting out

Sorting out
TEXT INNOVATION
• understand health related information from a
written text
• alter original information without losing the focus
• work cooperatively with others.
1. Read a story that has predictable text that
features rhyme or repetition. This will help when
innovating the original text. An example is given
below.
2. Model text innovation by changing words and re-
reading the story. Stick post-it notes over the
words that are to be changed. Ensure students
understand that the story must still make sense.
3. Place students in groups to work on their own
text innovation.
4. Groups then share the new stories. Discuss as a
class if the story has remained the same or a
different meaning has evolved through innovating
the text.
Meg was sick. She went to the doctor.
Her Mum talked to the doctor
Her Mum gave her the medicine.
Then she put it in the ……..
VENN DIAGRAM
• represent information and thinking in a graphic
organiser
• determine similarities and differences between
concepts or ideas.
A Venn diagram is a graphic organiser that can be
used to group and separate concepts and ideas.
1. After receiving or collecting information about
objects or ideas, ask students how things are the
same and how are they different. *
2. Students list the similarities in the overlapping
parts of the circles and the differences in the
areas that do not overlap. An example is provided
below:
Types of medicines
3. This information can then be used to help
make generalisations about an object or
decision about an idea.

➤ Around the table
➤ Choose a corner
➤ Values continuum
What is values education?
The ‘developing values’ strategies will assist students to develop an awareness of their own
attitudes towards particular outcomes and ideals that are associated with a healthy, active lifestyle.
Learning and teaching programs in the Health and Physical Education Learning Area
encourage students to develop a positive attitude towards the following values:
➤ active, healthy lifestyle, by participating regularly in a variety of movement forms and
acknowledging the contribution of the Learning Area to physical, mental, emotional and
social health
➤ personal responsibility, by being accountable for health and physical activity
➤ social justice, by being inclusive and respecting the rights of others
➤ personal excellence and the achievements of others, by striving for their personal best
and acknowledging the achievements of others
➤ collaboration, cooperation and teamwork, by working cohesively in groups and activities
➤ conflict resolution, by pursuing compromise and understanding
➤ fair play, by abiding by rules and respecting umpires’ decisions
➤ prevention and safety, by exhibiting safe practices and developing safe environments in
the classroom, in play, in games and expeditions
➤ the environment, by demonstrating conservation practices and using minimal impact techniques.
VALUES EDUCATION
Health and physical education issues require students to consider beliefs, values, attitudes and behaviours. The
relationship between these is described below:
Beliefs…
Beliefs are an underlying
conviction about an issue or
concept.
…determine values…
Values are something
believed to be worthwhile.
…which underlie attitudes…
Attitudes are feelings and
inclinations towards actions,
situations, people or things.
…and are reflected in behaviours.
Behaviours are actions that reflect
beliefs, values and attitudes.
RECOGNISING AND DEVELOPING VALUES
An effective health and physical education program will support students to think, feel, decide, act and evaluate
their values. This is described in the table below:
Think
• Be aware that values exist
• Clarify the origins of
values
• Know that an individual’s
commitment to values
may vary
• Know that values
determine behaviour
• Be aware of the
consequences of actions
Feel
• Express feelings and
attitudes toward a
range of situations
and/or issues
• Decide personal
degree of
commitment to a
value
• Actively listen and
appreciate the
values of others
Decide
• Decide what they value
and as a consequence
make choices and
decisions about
behaviours they will adopt
• Explore and justify
reasons underlying their
feelings and attitudes
• Choose freely from
alternatives
• Appreciate the value
Act
• Act in a way
that reflects
the value
Evaluate
• Review values
considering
consequences
and new
information
• Justify values
• Compromise
and/or change
values
• Repeat the
behaviour
Developing valuesDeveloping values

Developing values
Early childhood students should be encouraged to
explain how they think and feel about certain issues
and also to practise simple decision making.
FACILITATING VALUES EDUCATION
Teachers implementing a program should act as the
‘facilitator’ in values learning experiences and remain
non-judgmental of students who display beliefs that
may not agree with their particular stance on an issue.
Teachers should also make students aware that:
• sometimes people form opinions without being
well-informed
• personal experiences often contribute to
opinions
• there will usually be a cross-section of
opinions within any group
• peers, family, society and culture will influence
values.
Debrief immediately after a values learning experience
to allow students to share feelings generated from the
activity, summarise the important points learned, and
personalise the issues/dilemmas to real-life situations.
USING SCENARIOS
It is important to provide opportunities for students to
consider situations that may arise in real life. In these
situations, students’ intention to behave (determined
by their attitudes and values) may alter in response to
other influences. The following model describes this.
AROUND THE TABLE
• demonstrate their prior knowledge through
oral or written contributions
• review and analyse opinions and information
gathered.
1. Sit students around a desk with one sheet of
paper and a pen.
2. Pose an issue for students to consider.
3. Each student writes what they know about the
issue and then passes the paper and pen to the
next student who does the same.
4. Monitor the time to ensure that each group has
sufficient time to generate answers.
5. Repeat Steps 1 to 4 asking students to write how
they feel about the issue.
6. Repeat Steps 1 to 4 asking students to write what
action they would take in response to the issue.
7. Allow time for groups to reflect on the responses.
8. Discuss the links between knowledge, attitudes
and behaviour (actions).
Variation
Students can verbally share their ideas or opinions,
taking turns around the table.
What I think
and feel is …
I value and
intend to ….
In this
situation I
would …
situation
Influences
Who and what has influenced
my thoughts and opinions?
(e.g. experience, personality,
family, media, peers, culture
and society)
Influences
Who and what would
influence my
behaviour? (e.g. family,
mood, time, friends,
convenience, skills)
attitudes values behaviour

Developing values
CHOOSE A CORNER
• identify and clarify attitudes using hypothetical
issues
• consider information and others’ ideas and views
• share reasons for making a decision with others.
1. Prepare four signs, each one numbered with
either 1, 2, 3 or 4.
2. Place a number sign in each corner of the room.
3. To help students understand how to use the
signs, start with a topic students would be
familiar with such as:
On the weekend, the thing I like to do most is:
• watch TV
• play with my friends
• play with my pets
• read a book.
4. Students move to the corner that best describes
their opinion and share their reasons for choosing
the corner.
5. Share opinions between corners and then move
onto a topic or issue that students may not have
shared their opinions about. For example:
If I was exposed to passive smoke, I could
• walk away
• ask the smoker to smoke somewhere else
• tell my mum or dad to say something to the
smoker
• do nothing about it.
6. Repeat using different statements.
Variations
Feeling signs
Instead of numbers in each corner, place pictures of
faces depicting feelings (e.g. happy, sad, excited and
confused). Give the students a scenario and ask them
how someone may feel in this scenario. Students move
to the corner that would best describe how someone
may feel in this instance. Students can suggest both
the feelings and the scenarios.
Use the feeling signs as describe in Steps 3 and 4.
Character signs
Download pictures of characters of well-known stories
or films (e.g. Winnie the Pooh, Tigger, Piglet and Eeyore
from Disney.go.com/characters/) and enlarge to A3
size. Place them in each corner of the room. Explain
the characteristics of each character, such as:
Winnie: usually very easy going; follows whatever
the rest of the group thinks
Tigger: always excited, jumps into things before
thinking them through
Piglet: very cautious, thinks things through, asks
questions before deciding
Eeyore: very negative, always thinks new ideas
won’t work well
Give students a scenario and ask them to go to the
character who best describes how they would feel in
thi ssituation
VALUES CONTINUUM
• identify and clarify attitudes about issues
• consider others’ thoughts and attitude.
1. Prepare signs with opposing responses and place
these at opposite ends of the room. Some
examples are:
Happy Unhappy
Safer Unsafe
Very important Unimportant
Agree Disagree
2. It may help to place a piece of masking tape on
the floor between the two signs.

Developing values
3. Explain to students that there are many places
along the continuum that may represent an
opinion about a given statement.
4. Model this by giving a statement such as
‘Everyone should wear a hat when they go
outside’ then placing yourself along the
continuum. Tell students why teachers might have
placed themselves at that position.
5. Select a statement and read to the group.
6. Ask students to move to the point on the
continuum that best represents the opinion of
various groups (i.e. young children, parents,
grandparents, friends etc.)
7. Discuss the statement as a class. Provide
students with the option to pass or reconsider
their placement after the discussion and move to
another position along the continuum.
8. Have the group summarise their opinions and
identify actions that should be taken.
9. Examples of questions to ask students during this
strategy are:
Why would someone place themselves in that
position on the continuum?
What experiences would have brought them to
that conclusion?
Would they feel differently if they had more
information about this?
Was it easy to choose the position on the
continuum? Why or why not?
Variation
All of the following variations are processed with
questions in Step 9.
Sign your name
Use a piece of masking tape for the values
continuum and ask students to sign their name on
the spot where they are standing. After the
discussion, students return to the values continuum
and sign their name again where they are standing.
This will prompt discussion on why they have or
haven’t moved along the continuum.
Thumbs up, thumbs down
Students may use a ‘thumbs up’ gesture to suggest
‘agree’; a ‘thumbs down’ gesture to suggest
‘disagree’ and a ‘flat palm’ gesture to suggest
‘unsure’ (or similar opposing responses).
Ruler continuum
Students blue-tac a smiley face to one end of their
ruler and a frowning face to the other end of their
ruler. Presuming that the smiley face suggests
‘agree’ and the frowning face suggests ‘disagree’,
they respond to the statements the same way they
would in the values continuum outlined above.

➤ Brave talk
➤ Decision-making model
➤ Placemat
➤ Planning
➤ Role-play
➤ Telephone role-play
What is making decisions?
Being able to make informed decisions by considering the positive and negative
consequences of actions and selecting the most appropriate option is an important skill for
maintaining personal health and safety.
‘Making decisions’ strategies provide the opportunity for students to develop, practise and
demonstrate the Health and Physical Education Interpersonal Skills and Self-management
Skills Outcome. They can examine ‘brave talk’ and how it impacts on decision making;
examine alternatives; record and analyse information; use different decision-making models;
select a course of action and reflect on the consequences of their actions.
Making decisions
BRAVE TALK
• understand the link between feelings and
decision making
• practise positive self-talk and identify negative
self-talk
• understand the importance of managing their
feelings before undertaking any decision making.
1. Explain to students that ‘brave talk’ is what we
say to ourselves to help us when we are worried,
under stress, feeling frightened, being bullied. We
talk and listen to ourselves inside our heads not
out loud. Explain that what we say to ourselves
affects how we feel and how we act in these
situations. For example: If a student is ignored in
the playground by classmates, brave talk may
sound like ‘I feel lonely and I think my friends are
being mean but I can go and play with some
other friends or talk to Mrs Davies’.
2. It may take many learning experiences for
students to fully understand the concept of brave
talk. The following ideas will help students
recognise positive and negative self-talk and also
practise brave talk with adult assistance.
Shark and dolphin thoughts
Students classify thoughts by using shark (they will
not make you feel good or solve a problem) and
dolphin (they will make you feel better and perhaps
solve a problem) categories.
Adapted from Fuller, A., Bellhouse, B. & Johnston, G. 2001, The Heart
Masters – Middle to Senior Primary, Ridgway, London, 2005.
Shark thoughts
Making decisionsMaking decisions

Making decisions
I feel, I think, I can
Photocopy enough of the cards on Resource Sheet
1: I feel, I think, I can to give one set to each pair of
students in the class.
Give students a scenario that may cause distress (e.g.
being left out of a game, being asked to break a rule
or being shouted at). Model the use of the cards as
highlighted above in the shark/dolphin activity. Ask
students to discuss how they would feel and think in
this situation and what they can do.
Photo talk
Give students a scenario that may cause distress and
a selection of pictures taken from magazines such as
National Geographic (alternatively use the St Luke’s
Innovative Resources Bear Cards).
Each student chooses a picture that best describes
how the person in the scenario would be feeling. In
pairs, students explain why they have chosen the
picture and then think of two ‘brave talk’ things this
person could say to themselves.
Puppet talk
Give students a scenario that may cause distress.
Students use puppets to practise brave talk out loud
and talk about other brave talk ideas.
Thought bubbles
Give students a scenario that may cause distress.
Brainstorm some brave talk ideas that students
could say to themselves in situations. Write these on
the board, simplifying language if necessary.
Students draw a picture showing a child involved in the
scenario then choose a brave talk idea from the board
to write in a thought bubble. Explain to students that the
brave talk would make the child feel better in this situation.
Dolphin thoughts

I feel, I think, I can 1Resource Sheet

Making decisions
DECISION-MAKING MODEL
• consider their own beliefs about their ability to
view situations and events and solve problems
• explore a series of steps in making decisions
in relation to positive healthy behaviours
• share reasons for making a decision with others.
As a facilitator in decision-making explain to
students:
1. There is the potential for a decision to have
positive and negative outcomes and that
predicting outcomes can be difficult.
2. Learning how to make more accurate predictions
only comes with practice.
3. They need to collect accurate information from
many sources to inform their decisions.
4. They need to identify their feelings and values as
these can influence options and choices before
accurate assessment of a situation can be made.
5. They are responsible for their actions before a
choice is made.
6. They need to re-evaluate the decision they make
and adapt them to new situations.
➤ What is a problem, choice and decision?
Prior to using a decision-making model, students will
need to understand the idea of ‘problem’, ‘choices’
and ‘decisions’. Younger students may find it difficult
to identify the problem in a decision-making scenario.
Resource Sheets 2 and 3: Think about your choices
and Choose the one you like best may be a useful
way to introduce decision making. Students think
about the choices available in a given scenario and
then choose the best option.
Explain to students that they make decisions
everyday by looking at the choices they have
available, for example:
• Which pair of shoes to wear?
• What snack to have for play lunch?
• Which fruit to eat at fruit time?
• Where to sit at lunchtime/mat time?
• Who to play with at lunch time?
• What to play at recess/outdoor play time?
➤ Decision-making models
Decision-making models will allow students to
consider and explore a range of alternatives before
making a decision. The models provided on
Resource Sheet 4 and 5 show the decision-making
process.
1. Provide your students with a model to use in the
decision-making process.
2. Ask students to identify the problem and write
this in the model.
3. Ask students to identify and manage their feelings
about the problem.
4. Students then gather information to identify the
range of possible options.
5. Remind students that going to others for
information can assist their decision-making,
especially when a difficult decision is to be made
(however, they need to balance their own views
with the views of others).
6. Students write the options they have identified
(extending the model above if more than two
options are identified).
7. Students consider the consequences (both
positive and negative) to evaluate each option.
When considering the consequences ensure
students look at the different types (physical,
social, emotional, financial and legislative). The
impact of the consequences on self, family,
friends and the community in the short term and
long term also need to be examined.
8. Students discuss the feelings associated with
these consequences and then justify their
choices.
Variations
Helpful and harmful choices
Explain some choices are ‘helpful’ choices and some
are ‘harmful’ choices. Ask students to consider the
following scenarios. If they are helpful, students put
their thumbs up and if they are harmful, students put
their thumbs down. Use examples such as:
• playing with matches
• playing with a ball in the backyard
• putting on a seat belt
• not putting on a seat belt
• being friendly to a new girl/boy at school
• ignoring a new boy/girl at school.

Think about your choices 2Resource Sheet
Think about your choices

Choose the one you like best 3Resource Sheet
Choose the one you like best

Decision-making model 4Resource SheetProblem
Whatistheproblemand
howdoIfeel?
Choices?Positivethingsthatmight
happen?
Negativethingsthatmight
happen?
Iwould

Decision-making model 5Resource Sheet
PROBLEM
CHOICES
CONSEQUENCES
FEELINGS
DECISION
Iwould
Ifthisweretheproblem
Andyoudidthis
ThismighthappenThismighthappenThismighthappenThismighthappen
IwouldfeelIwouldfeelIwouldfeelIwouldfeel
Andyoudidthis

Making decisions
PLACEMAT
• review ideas and work collaboratively to reach
a consensus
• increase accountability and involvement in
own learning.
1. A large piece of paper is divided into sections
based on the number of students in the group
(ideally groups of two to four). Include a central
square or circle.
Examples of placemat designs for four students.
2. Pose a question, statement or dilemma for the
students to consider.
3. Each student writes their ideas or decisions about
the question, statement or dilemma in the space in
front of them. Make sure you give the students time
to think and work alone. By using different coloured
markers, students’ ideas can be clearly identified.
4. Students discuss and clarify ideas they have
written. Give students the option to pass,
especially if they do not know each other well or it
is their first attempt at a placemat.
5. The group reviews all ideas from the brainstorm to
reach a consensus on one set of key ideas.
6. The key ideas are written in the middle section of
the placemat.
7. Groups share their key ideas to discuss the issue
further.
Variation
To continue the decision making process, students
cut out their section of the placemat then join with
two or three others from another group.
(This strategy has been adapted from Barrie Bennett/Carol Roheiser’s
book, Beyond Monet.)
PLANNING
• initiate and undertake decision making to
develop a course of action to achieve a goal
• develop strategies to enable change or
improvement in current behaviours and
practices.
1. In all planning, students need to consider the
following:
• What is the goal to be achieved?
• When do I need to achieve the goal?
• Who can help achieve the goal?
• What steps do I need to take and in what
order?
• How will I know if I have been successful?
2. Students can use a planning model (an example is
provided below) to assist them. They can either
draw or write under these headings.
3. Encourage students to share their plan with others in
the class. This sharing may provide other
students with strategies to use in their plan.
BEFORE
• Talk about safe
ways to walk to
school with my
parents.
• Practise walking
to school with
my parents.
• Make sure I
know who can
help me if I get
lost or hurt.
• Know my
address and
phone number.
DURING
• Don’t talk to
strangers.
• Get help from an
adult I can trust
if I feel worried
or am hurt.
• Don’t pick up
syringes, broken
glass or anything
dangerous.
• Stay on the safe
route to school.
• Walk with an
adult.
AFTER
• I will know the
safe route to
walk with my
parents.
• I will know
where the
safety houses
are on the way
to school.

Making decisions
ROLE-PLAY
• develop interpersonal skills including assertive
communication and negotiation within a range
of contexts
• build empathy and experience a variety of
perspectives by adopting different roles
• plan effective strategies for managing ‘real life’
situations.
Before
1. To ensure effective role-plays, a supportive
classroom environment must exist. Establish rules
for role-playing including:
• one person speaks at a time
• everyone’s responses and feelings are to be
treated with respect
• everyone is entitled to express their opinion or
pass.
2. Ensure that students have a clear understanding of
the purpose of the role-play (e.g. to demonstrate
assertive communication and to practise negotiating
when there is conflict). Refer to the learning strategies
in the Speaking out section for more information on
assertive communication (brave talk) and negotiation.
3. If there is an audience, prepare them for the role-play
by giving a specific role to encourage their active
involvement. Audience members can also be involved
by identifying the feelings of the role-play characters,
commenting on appropriateness of actions and
providing relevant feedback.
4. Design the role-play so that it encourages students to
model appropriate behaviour. If a character is required
to depict a negative behaviour such as acting
aggressively, the teacher should take on this role.
5. Set the scene by choosing a relevant scenario or
have students select their own. Avoid using extreme
stereotypes or allowing the issues to become
exaggerated. Use character names rather than
student names.
During
6. Try not to allow the role-play to arouse anxiety as
learning will decrease. Give the students enough
time to practise the role-play before they perform in
front of others. If students feel uncomfortable with
the scenario of the role-play, allow them to withdraw.
These students can take on an observer’s role.
7. Start the role-play by reminding students to keep
the action brief (a few minutes is usually sufficient). If
the role-play starts to deteriorate, stop it quickly,
discuss what is happening and re-focus the action.
8. If students become angry, switch roles so they argue
the opposing view. This may help them to develop
understanding and empathy for the views of others.
Make a point of taking students out of their role
(this can be done by removing props or costumes).
9. Facilitate the role-play by allowing students to
direct the action. Wait until the end of a scenario
to make any comments. Do not judge the actions
of a student in any given scenario as right or
wrong. Instead focus attention on alternatives
and/or consequences of actions.
After
10. Use open-ended questions that focus on the
feelings of the role-play characters, attitudes
expressed, consequences of actions, alternatives
to decisions/actions, and what students have
learned about the characters portrayed, to
debrief the role-play. Remember to include the
observers in the debrief time. Allow plenty of time
for de-briefing and provide positive feedback for
effort and participation.
11. As a result of the role-play, ask students to
personalise the content by considering what they
would do in a similar real-life situation. Ensure
they reflect on their learning and consider its
application to future experiences. The role-play
can be re-enacted by switching roles to
demonstrate other courses of action.
Variation
Puppets
Instead of role-playing a scenario themselves, the
students can use puppets (hand made or bought) to
act out the scenarios. This can be a home corner
activity, a more structured group activity or one that
is modelled by the teacher.

Making decisions
TELEPHONE ROLE-PLAY
• increase understanding and control of
conventions and skills associated with using
the telephone
• develop collaborative group work skills.
Before
1. Prepare several pairs of telephone role-play
cards. One card of each pair is for the caller and
the other is for the receiver.
2. Caller’s cards should specify the audience,
purpose and any background information for
making the call. For example: You need to call
the police because there has been an accident
outside your house. The accident happened
when your friend ran out onto the road chasing
the footy. Your friend is crying and can’t move his
leg.
3. Receiver’s cards should specify their role such as
a police officer, a busy doctor, answering
machine or wrong number.
4. Introduce this activity as a whole class to alert
students to the sorts of decisions they will need
to make and the options available to them.
5. Place students in groups of three and nominate
the caller, receiver and observer. These roles
should be swapped during the role-play.
6 The caller and receiver read their card and do not
swap information.
7. Allow one minute thinking time for each to
rehearse what they will say, the language they
will use and the tone they will adopt.
During
8. Callers ring their receivers, with each playing out
the role specified on the card.
9. As the role-play occurs, the observer makes an
assessment of the conversation used.
After
10. The observer provides feedback to the caller and
receiver at the end of the role-play.
11. Students swap roles and continue the role-play.
12. When all students have had a turn, bring the groups
together to discuss what they found, any tips
and interesting things they would like to talk
about.
Variations
Provide telephones for students to use during the
role-play.
Set up one group to role-play the telephone
conversation, with others in the class sitting around
them to observe and offer feedback.
Deadly Ideas 2000, Education Department of Western Australia,
Catholic Education Office of WA and Association of Independent
Schools of WA.

➤ Assertive communication
➤ Barrier game
➤ Think-pair-share
What is speaking out?
‘Speaking out’ strategies provide the opportunity for students to develop, practise and
demonstrate the Health and Physical Education Interpersonal Skills Outcome. They can refine
the skills of active listening, assertive communication and negotiation.
By analysing situations where two or more people are communicating, students will be able
to determine ways to communicate effectively individual needs, preferences or beliefs without
causing conflict. Understanding basic negotiating skills will contribute to students becoming
safer and healthier.
Speaking out
ASSERTIVE COMMUNICATION
• recognise effective ways to communicate
assertively
• recognise passive and aggressive
communication and ways to deal with both
forms of communication
• practise assertive communication.
1. Explain that assertive communication includes a
range of behaviours:
• asking a favour
• refusing to do something
• stating a point of view
• disagreeing with someone in an agreeable way.
2. Assertive communication is a difficult concept for
young children to grasp. It is sometimes easier to
explain to young children what aggressive and
passive communication looks and sounds like
before describing what assertive communication
looks and sounds like. The terms, King Kong
(aggressive); Sleepy Puppy (passive) and Cool
Cat (assertive) may also be useful or ask students
to develop similar names themselves.
3. Have an adult model all three types of
communication while students observe. Help
students to develop T charts similar to those
represented below:
SEE (LOOKS LIKE)
• No eye contact.
• Looking scared or guilty.
• Only listening to the other person’s point of view, you’re not
speaking.
• Head down, shoulders hunched.
• Very quiet.
HEAR ( SOUNDS LIKE)
• OK let’s do what you want, it doesn’t really matter what I
want to do.
• Don’t worry what I think, just do it your way.
• Sorry, that must have been my fault, I’m stupid (even when
it’s not).
• Whispered voice.
• Saying sorry.
PASSIVE COMMUNICATION
Speaking outSpeaking out

Speaking out
It is important for young children to understand that
assertive communication is something that takes years
to master and that an assertive response is not always
the safest response (e.g. around an aggressive adult it
may be safer to do something passive like walk away).
It will take many learning experiences for students to
understand fully the concept of assertive communication.
The following ideas will help students recognise
assertive communication and also practise this form
of communication with adult assistance.
➤ Collage communication
Students cut pictures from magazines that look like
‘passive’, aggressive’ and ‘assertive’ forms of
communication and form a group/class collage.
➤ Film analysis
Students watch excerpts of Shrek or similar
animated video and identify characters that look or
sound aggressive, passive or assertive.
➤ Story analysis
Teacher reads traditional stories such as Goldilocks
and the Three Bears, The Three Billy Goats Gruff,
Little Red Riding Hood and substitutes obviously
aggressive or passive responses in the book with an
assertive response. Students can suggest other
assertive responses.
➤ Puppets
Teacher models passive, aggressive and assertive
communication in response to a student-generated
scenario using puppets or toys. Individual students
may then take turns to practise an assertive
response with the teacher’s puppet.
SEE (LOOKS LIKE)
• Too strong.
• Frightening.
• Like a bully.
• Too close to the other person.
HEAR ( SOUNDS LIKE)
• You are stupid for thinking that.
• Don’t be such a sook, it’s not even scary!
• I don’t care what you want to do, I’m…
• Very loud.
• Angry or loud voice.
• Not listening to the other person.
AGGRESSIVE COMMUNICATION
SEE (LOOKS LIKE)
• Eye contact.
• Smiling when you talk.
• Listening carefully to one another’s ideas before saying
anything.
• Standing strong and confident.
• Calm.
HEAR ( SOUNDS LIKE)
• I understand what you are saying but I would like to…
• We might need to think about this together…
• I know you are angry about this but…
• I think…
• I feel…
• Strong, calm voice.
• Saying how you feel.
ASSERTIVE COMMUNICATION

Speaking out
➤ Telephone conversations
Students role-play assertive responses to student
generated scenarios using telephones (this allows
students to focus on what assertive communication
sounds like).
➤ Miming
Students mime assertive responses to student-
generated scenarios behind a sheet with a bright
light shining on them (this allows students to focus
on what assertive communication looks like).
BARRIER GAME
• give clear and concise instructions
• listen carefully and follow instructions
• ask questions through a need to clarify
instructions, or ask for an instruction to be
repeated
• develop sharing and cooperation skills.
1. A barrier game usually involves two players.
2. A barrier is placed between the players so they
cannot see one another’s board or game. Sit the
players next to each other, facing the same way
to prevent left-right confusion.
3. A barrier can be a large file stood on its end, a
large hardback book, a large piece of hard
cardboard folded in half.
4. This strategy requires collaboration between the
players. One player has the speaker role while the
other is the listener.
5. The speaker gives clear, concise instructions for
the other player to follow.
6. The listener may ask the speaker a question to
clarify the instruction and then say ready when
they are ready to continue.
7. When the speaker has finished giving all the
instructions, the barrier is removed.
8. The players compare boards to see whether the
instructions have been followed correctly. This
part of the barrier game is important as the
players need to reflect on how effective their
instructions were, or how well the listener used
questions to clarify meaning.
Barrier games are easy to produce using a wide
variety of materials such as:
• wrapping paper • blocks and beads
• magazines • people
• posters • cars
• maps • Lego/duplo
➤ Types of barrier games
• Matching pairs
Take turns to describe pictures or objects. One
player describes an item until the other locates
and displays its matching pair. Repeat the
process until all items are paired.
• Construction and assembly
Describe the steps to assemble or build a
picture, object or construction. For example,
make a face, build a safe playground or house.
• Location
Choose and place items in relation to each
other on a picture or scene.
• Spot the difference
Provide two copies of one picture with
differences between each. Players describe
items on their picture to determine if they are
the same or different.
THINK–PAIR–SHARE
• formulate and share individual ideas through
focussed, short-term, purposeful talk with peers
• develop the ability to filter information and draw
conclusions
• consider other points of view when making
decisions.
1. Pose a question, issue or scenario that involves
making a decision. Ask students to think about

Speaking out
their response. Students can write down their
responses during this time.
2. After giving sufficient thinking time, instruct the
students to form pairs and share their ideas. This
will allow students to consider others’ ideas and
perspectives.
3. If time allows, one pair of students may share
ideas with another pair, making groups of four.
Sufficient time for discussion should be allowed.
4. The discussion can then become a whole-class
activity where all ideas are considered.
Frank Lyman developed Think-pair-share. It is described in Cooperative
Learning by Kagan and in more detail on the Think-pair-share
SmartCard published by Kagan Publishing. www.KaganOnline.com
(949) 369-6310
Variations
Think-pair-share-write
Think-pair-share-write is an extension of Steps 1 to
3. Once students have discussed their thoughts with
a partner, they then reflect on the discussion and
continue their thought process through writing.
Think-ink-pair-share
Ask students to think then ‘ink’ their own ideas,
knowledge or attitudes to a given statement. In ‘ink’
time students choose to write or draw. Partners then
listen and share what they have written or drawn.
As with all the Think–pair–share strategies, students
can be given the opportunity to reflect on what they
have written, heard and discussed. Ask students to
consider what influenced their thinking and/or
decision.

➤ Journals
➤ Reflective questions
➤ Sharing circle
➤ Unfinished sentences
➤ Thought shapes
What is reflective learning?
‘Reflecting’ strategies provide students with the opportunity to reflect individually on their
learning in relation to understandings, skills, attitudes and values.
A variety of strategies can be used to facilitate student reflection such as journals both
individual and team, reports, discussions and portfolios.
Reflecting
JOURNALS
• reflect individually on their learning in relation
to understandings, skills, attitudes and values.
Reflecting by writing in a personal journal will prompt
students to consider and record their skills and attitudes
regarding safer healthier behaviours. A journal also
provides opportunity to revisit initial perceptions and
chart the progression of attitude development and
decision-making skills.
1. Explain the purpose and benefits of journals to
students such as enhancing observational skills,
exploring feelings, assessing progress and
enhancing communication skills.
2. Talk about what might be recorded in the journal (e.g.
thoughts, observations, feelings and questions).
3. After a learning experience, model the process of
writing in a journal. During the modelling session
verbalise your thought processes. The following
questions may help students.
What did I learn?
Who can I share this information with?
What might I do differently now that I know this?
What might stop me from doing things differently now?
4. Students write or draw in their journal.
5. Provide feedback by responding to journals, class
discussions of issues or questions raised in
journals and plan further learning experiences.
Variations
Team journals
Use a team journal to promote interaction between team
members on project-related issues and to introduce
students to different perspectives. Students can take
turns recording shared and individual experiences,
reactions and observations, and responses to each
other’s entries.
Portfolios
Ask students to select and organise evidence related
to accomplishments and specific learning outcomes in
a portfolio. Portfolios can include samples of students’
involvement in the learning program (e.g. writing
samples, drawings, photographs, diagrams and
paintings). Discuss with the student (and parent) their
portfolio to recognise achievement, identify needs
and plan future learning experiences.
REFLECTIVE QUESTIONS
• reflect individually on their learning experiences
and how these can be applied to their lives
• generalise skills and knowledge to other situations
• monitor and evaluate a decision making process.
1. Following a learning experience or at the
conclusion of a program, students need to be
given the opportunity to reflect.
2. The following questions may be used to guide the
ReflectingReflecting

Reflecting
reflective process (they are a suggestion only).
• Description: What did I do?
• Objective: What did I learn?
• Feelings: How did I feel?
• Values: Why did I feel like that?
• Application: How will I use the
skill/information?
3. The questions may be permanently displayed for
regular reference or verbally asked, depending on
the student age and abilities.
4. Students respond to these questions verbally, in
written form or with drawings.
Variation
Students use a drawing or writing journal to
document their responses to these questions and
other personal reflection.
SHARING CIRCLE
• reflect individually on their learning
experiences and how these activities can be
applied to their lives
• develop independent oral-sharing skills.
1. After being involved in a learning experience or
series of learning experiences form a sharing circle.
2. Explain to students the aim of the sharing circle is
to talk about what they have learnt, discuss problems
that may have arisen and identify further information
required by individuals or the group. For example:
In our sharing circle, we are going to share ideas
about the people in the community who help us.
Think about what you are going to say. When you
want to share put your hand in the circle. This will
let me know you want a turn.
3. Give students ‘thinking’ time. This may need to
be modelled or discussed before the sharing
circle. A Y chart can be used to determine what
‘thinking’ might look, sound and feel like.
4. Support and extend oral sharing with questions
and comments. Encourage questions and
comments from other students.
UNFINISHED SENTENCES
• generalise skills and knowledge to other
situations
• monitor and evaluate a decision-making
process
• understand and manage their emotions.
1. After being involved in a learning experience or
series of learning experiences students answer
the following questions either verbally, in written
form or with drawings.
• I learnt that…..
• I was surprised that…
• I was happy that…
• I was frustrated that…
• I felt today was…because…

Reflecting
2. Provide opportunities for students to share their
thoughts with others if they wish.
THOUGHT SHAPES
• generalise skills and knowledge to other
situations
• monitor and evaluate a decision-making
process
• understand and manage their emotions.
1. Display the following four shapes clearly around
the room and explain that these shapes will often
be used when they have completed an activity or
series of activities so they can reflect or think
about what they have just done.
2. Explain what each shape signifies.
The most important thing I have learnt from
doing this unit/activity.
What I enjoyed most about this unit/activity.
How I feel about using the skills and ideas I
have learnt.
Thoughts still going around in my head
after this activity.
3. Students may talk or write about their responses
to these shapes.
Variation
• Make a class set of thought-shape cards.
• Give each student a different shaped card.
• Place students in groups of four with one set
of thought-shape cards. In turns, student
select a card and shares with the group.
• Use the thoughts generated from the circle
shape to plan further learning experiences.

Real-world
strategies
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strategies
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strategies

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