Download The DRUMBEAT Quest Program and Alignment to State

The DRUMBEAT Quest Program and Alignment
to State Health Curriculum requirements
The DRUMBEAT Quest video game is a social and emotional development program
designed for use in schools in both group and individual applications. DRUMBEAT
Quest is designed for students of nine years (year four) and over. The program uses an
interactive computer game to focus attention on a wide range of themes that impact on
social and emotional health and thus can be integrated readily into school health
syllabuses.
DRUMBEAT Quest explores the influence of social, environmental, economic and
biological determinants of health and includes the influence of beliefs, attitudes and
values on health behaviour, and the importance of self-management and interpersonal
skills in making healthy decisions, both personally and socially. The DRUMBEAT Quest
program allows students to gain an understanding of the factors that contribute to both
personal and community health and the central place that health has in the quality of
our lives and those of our communities.
In each state of Australia there are separate curriculum guidelines, specifying the areas
and approaches for instruction in the Personal Development, Health & Physical
Education curriculum. This article aligns those areas from each state which relate
directly to the material covered by the DRUMBEAT Quest program.
The Australian Curriculum
Recommendations from the Australian national curriculum framework divide course
content into two spheres: Personal, social and community health and Movement and
physical activity. DRUMBEAT Quest is primarily concerned with the first sphere of
‘personal, social and community health’ although the rhythmic nature of the game does
meet certain criteria in the sphere of movement and physical activity – namely
fundamental movement skills (gross motor coordination) and rhythmic and expressive
movement.
Being healthy, safe and active
The content focuses on supporting students to make decisions about their own health, safety
and wellbeing. The content develops the knowledge, understanding and skills to support
students to be resilient. It also enables them to access and understand health information and
empowers them to make healthy, safe and active choices. In addition, the content explores
personal identities and emotions, and the contextual factors that influence students’ health,
safety and wellbeing.
Communicating and interacting for health and wellbeing
The content develops knowledge, understanding and skills to enable students to critically
engage with a range of health focus areas and issues. It also helps them apply new information
to changing circumstances and environments that influence their own and others’ health, safety
and wellbeing.
Contributing to healthy and active communities
The content develops knowledge, understanding and skills to enable students to critically
analyse contextual factors that influence the health and wellbeing of communities.
All key sub-strands and focus areas in Personal, social and community health are addressed
through DRUMBEAT Quest. See diagram below:
Specific learning areas relevant to DRUMBEAT Quest include
Year 3-4 - Explore strategies to manage physical, social and emotional change. Describe how
respect, empathy and valuing difference can positively influence relationships.
Year 5-6 - Explore personal and cultural identities and how they change and adapt to different
contexts and situations. Practise skills to establish and manage relationships. Examine the
influence of emotional responses on behaviour and relationships. Students recognise and
understand how some negative interactions may lead to bullying and harassment. Students
develop a definition of safety, identify risks and justify practices to keep themselves healthy,
safe and well in a variety of situations
Year 7-8 - Investigate the benefits of relationships and examine their impact on their own and
others’ health and wellbeing. Analyse factors that influence emotions, and develop strategies
to demonstrate empathy and sensitivity. Students recognise the availability of alcohol/drugs and
investigate the social context of alcohol/drug use whilst evaluate health concerns regarding the
usage of alcohol and drugs and exploring the circles of influence from peers around decision
making on alcohol/drugs. Students develop assertiveness skills to use in peer situations.
Students explore types of mental illness and identify ways to de-stigmatise mental illness.
Year 9 - Evaluate factors that shape identities and analyse how individuals impact the identities
of others. Propose, practise and evaluate responses in situations where external influences may
impact on their ability to make healthy and safe choices. Investigate how empathy and ethical
decision making contribute to respectful relationships. students identify what respectful
relationships are and how empathy and ethical decision making contribute. They examine
changes that occur as sexuality and/or identity develops, and the impact these have on
relationships. Students investigate the consequences of sexual activity and/or disrespectful
relationships on health and wellbeing. Students identify the way adolescents think about risktaking behaviours with regard to alcohol/drugs and examine and interpret media messages
around alcohol/drugs and having a good time. Students examine how the expectations of others
can influence decisions in different relationships and situations, such as party behaviours
regarding alcohol/drugs/sexual relations.
Year 10 - Students identify situations where they may be at risk and how adolescents respond
to these. Students identify external influences that impact on adolescents’ ability to make
healthy and safe choices, such as body image, mental health (depression, stress, anxiety), peer
pressure, taking drugs and alcohol. Students identify and evaluate the factors that shape our
identities — culture, childhood, parents, religion, environment, life experiences, gender and
sexuality, social and economic. Students investigate the issues of discrimination and violence in
different cultures, and the factors that influence these issues while reviewing what is a respectful
relationship and how empathy and ethical decision making contribute to these.
Western Australia
The K-10 syllabus in WA is a flexible model designed to support teachers to provide children
with an understanding of health issues and skills needed for confident participation in activities.
In addition, they enable children to make responsible decisions about health and physical
activity and to promote their own and others’ health and well-being.
Key areas that relate directly to the content explored by the DRUMBEAT Quest game include:
 Lifestyle Skills
 Wellness
 Growth and Development and Sexual
 Health
 Lifestyle Choices
 Drug Education
 Safety
 Fundamental Movement
Lifestyle skills can be taught independently or in an integrated Health and Physical Education
program. A balanced Health and Physical Education program will incorporate topics from each
of the contexts.
Subject areas incorporated into ‘Life-skills’ include: Communication, Decision-making, Goal
setting, Leadership, Resilience, Risk-management, Assertiveness, Self-control, Selfunderstanding, Social skills, and Stress management. Each of these areas is covered in
facilitator led discussion utilising the DRUMBEAT Quest game.
The DRUMBEAT Quest program can be utilised to meet the requirements of selected units for
the Year 11 and 12 syllabuses in Health studies, part of WACE. Stage P units provide
opportunities for practical and well-supported learning to help students develop skills required
for them to be successful upon leaving school or in the transition to Stage 1 units. The focus for
this unit is basic personal health concepts. Ways of being healthy and the influence of
personal attitudes and values on health behaviour are explored. Students practise basic
decision-making processes and communication skills to build and enhance personal
relationships. There is a focus on basic cooperation skills to identify and solve simple problems,
and the development of basic inquiry skills such as learning to ask questions about health
matters, and locating and choosing trusted sources of health information.
The focus on holistic health including the physical, social, mental, emotional and spiritual
dimensions of health and the different social determinants that influence health both personally
and socially are covered here and relate directly to material explored in the DRUMBEAT Quest
program. Lifestyle factors that influence health including drug and alcohol use are explored as
are attitudinal and environmental influences including family, friends and the media on the
formation of beliefs, attitudes and values and how these relate to behaviours.
The course includes representations of general capabilities including:
 Literacy
 Numeracy
 Critical and creative thinking
 Personal and social capability
 Ethical understanding
 Cross-cultural understanding
DRUMBEAT Quest supports student learning and self-management skills related to emotional
intelligence including:
self-awareness
self‐regulation
self‐motivation
social-awareness
social-skills
Health & Physical Education Preliminary Course for Yrs 11 & 12
Preliminary courses provide a relevant option for students who cannot access the ATAR or
General course content with adjustment and/or disability provisions, or who are unable to
progress directly to training from school, or who require modified and /or independent education
plans.
DRUMBEAT Quest also assists with fundamental movement and coordination skills, especially
gross motor coordination through the use of rhythmic exercises on the drum.
The DRUMBEAT Quest content covers almost all of the topics specified in Units 1 and 2 under
Health Skills and Concepts http://wace1516.scsa.wa.edu.au/assets/Health-and-PhysicalEducation_Y11_and_Y12_Syllabus_Preliminary.pdf
South Australia
In South Australia the health curriculum across Primary. Middle and Senior school years is
comprised of several strands of which the most relevant to DRUMBEAT Quest are:
 Personal and social development
 Health of individuals and communities
Personal and social development – Primary Years
In primary years this subject explores the physical, spiritual, social and emotional changes that
occur over the life span, while developing skills and knowledge that will enhance their growth
and that of others. Students develop skills necessary to establish and maintain positive
relationships. Understanding, skills and values are developed in relation to exploring friendships
in a variety of contexts such as work and recreational environments. Students identify and
analyse how emotions, thoughts and feelings combine to affect their own and others’ sense of
self-worth, the quality of relationships and interpersonal communication.
Students identify the different types of relationships and friendships they have, what ‘equality’,
‘inequality’ and the concept of power mean in relationships, and ways to develop mutual respect
between themselves and other people. Students consider feelings within a friendship;
identifying and exhibiting qualities such as trust, honesty and understanding their contribution to
positive relationships; and working effectively as a member of a team. Student work
cooperatively with others in a range of activities and identify the contribution of individuals to the
group’s or team’s work. Students experience being cooperative members of groups or teams
and taking different roles and responsibilities, while encouraging and supporting others.
Health of Individuals and Communities – Primary Years
A vital component of this strand is the development of knowledge, skills and values in relation to
safe behaviours. Links between this and other components of the Learning Area are extensive
as students consider safe practices in relation to matters such as substance use, preparing
food, participating in physical activity, and working with others or in teams. Students become
more aware of how their health and safety is supported and promoted in communities, schools
and homes. They become aware of, and may experience, services, products and programs of a
range of people around them who work in health promotion. They experience influences that
may be harmful and detrimental to their health, and learn protective behaviours to be safe.
Personal and social development – Middle Years
During the Middle Years students continue to critically analyse prevailing social activities and
values, including their own and their peers’. Moral development is significant at this stage, as
moral dilemmas can be identified and explored. Students identify and develop values that help
them define what is right and wrong, and their rights and responsibilities in benefiting
themselves, their own and others’ communities, and natural environments. Students reflect
critically on the ongoing need people have for a sense of belonging and acceptance with other
people and groups.
Health of Individuals and Communities – Middle Years
Success and enjoyment in relation to safe and healthy practices during adolescence increases
the likelihood of healthy patterns and habits continuing into adulthood. Increasingly students at
this age are confronted with a greater range of choices that influence their lifestyles, including
legal and illicit substances, healthy and unhealthy food, and peer and media pressure. It can be
a time when they become aware of eating disorders and other associated mental health issues.
The acquisition of knowledge and skills is crucial for developing healthy dietary practices and
appreciating the important role food plays in their lives.
Students acknowledge the consequences of inequity and use of power in relationships in their
social and working lives. Students use assertive behaviour and know how to get support from
others (eg peers, adults) to deal with harassment, including unwanted taunts and touching,
bullying, homophobia, aggression and violence in work, school and social contexts. Students
examine safe sexual behaviour and appraising skills in negotiating sexual rights, including the
right to say ‘no’; being assertive and addressing responsibilities; and protecting health and
safety in social and work environments. Students analyse the effects of alcohol, medications
and other substances on their body, to generate effective strategies in dealing with situations in
which they are influenced to participate in activities and behaviours that put them at risk. They
consider risk-taking in relation to personal growth and potential harm to gain a deeper
understanding of the relationship between challenge, risk and safety, and develop and refine
problem-solving, decision-making and conflict resolution skills that are important for making
improvements in the conditions that promote general and personal safety in a variety of
situations in the home, school, work or community.
Personal and social development – Senior Years
Students explore personal choice, values and attitudes in relation to sexual activity, friendships
and safe behaviours. They analyse issues of contemporary society such as sexual
relationships, unwanted pregnancy, the effects of drugs and alcohol, the influence of the media,
and other pressures to conform. Opportunities to confide in trusted other people about feelings,
emotions and ideas are important. Students balance and integrate study, work commitments,
social life, and expectations from friends and family. They appraise support structures and
strategies to manage the causes and effects of stress. Friendships and relationships are
important and are based on shared interests and values. Students clarify values and attitudes,
and the nature of friendships, as they identify common or different values and attitudes in
friends and the wider community. They appraise the complexity of change that occur in
relationships and close friendships during adolescence and adulthood, including the challenges
they may face with relationships.
Health of Individuals and Communities – Senior Years
Students in this Band assess their own values, attitudes and behaviour, and develop a critical
but positive and responsible approach towards factors that influence their quality of life. They
critically reflect on community health structures and practices, and generate ideas for different
solutions. An understanding of the links between a balanced diet and good health and of the
impact of drugs on the body can develop attitudes that promote healthy living. They make and
act on important decisions about futures, and establish lifestyle patterns, both socially and in
relation to health behaviours that have implications for the health of themselves and of others.
Students consider the impact to themselves of attitudes to risk taking, and contrasting those that
endanger health and life with those that assist personal and social growth and gather the
knowledge and skills to plan strategies to manage situations where they feel under pressure to
take risks that have the potential to be detrimental to their health and safety.
Northern Territory
The NT Health and Physical Education (HPE) curriculum has three strands roughly comparable
to the National Health curriculum. The DRUMBEAT Quest program addresses most of the
learning areas of the strand:
Enhancing Personal Development and Relationships
•
Physical, social and emotional development throughout life
•
Sexuality and the challenging of stereotypes and shaping of identity
•
Changing roles, expectations, responsibilities and relationships
•
Effective relationships in such contexts as a family, school, sport or work team,
peers
•
Understanding the significance of community values, attitudes and standards of
behaviour.
Included in these learning areas are specific elements across the 5 different bands
including:

Demonstrates self-care skills, identifies ways of staying safe and indicates people who
can help to keep us safe and well.

Performs motor skills proficiently and participates fairly and safely in modified
games and sports

Describes how people change as they grow older and demonstrate skills needed to
initiate and maintain relationships in various groups.

Demonstrates self-management skills that enable them to make informed decisions for
healthy living, and exhibits attitudes and values that promote personal health and wellbeing within family, personal and community

Discusses stereotyping in relation to sexuality and explores how expectations of boys
and girls influence their choices and options

Identifies changes that can cause stress, and demonstrate positive methods of coping
with stress, conflict or grief,

Describes the effects behaviours such as bullying and teasing have on individual and
group performance
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Discusses how different attitudes and beliefs about people influence personal
relationships and community harmony
Describes unhealthy behaviours and their effects on others, eg violence, aggression,
Harassment
Investigates different relationships and appropriate behaviours for these relationships,
eg friends, boyfriends/girlfriends, right skin marriage partners and in-laws
Explores the responsibilities that come with age and growth
Describes healthy ways that people accept, manage or adapt to changes in
relationships,
eg talking with a trusted friend, keeping a journal, listening to music
Explains factors involved when forming, maintaining and ending close relationships and
identify healthy, positive ways to end a friendship or a relationship
Considers the morals and ethics of a range of activities in society and discuss the impact
of these, eg monetary rewards, pride of accomplishment
Identifies skills necessary for healthy relationships, eg communicate in a positive and
sensitive manner, listen, set goals [VL]
Explores the dynamics in relationships and how these impact on individual well-being,
eg domestic violence, sexual harassment, emotional support
Examines the role of community attitudes, policies and laws in discouraging violence, eg
domestic violence campaigns, harsh penalties for violence in sport
Discuss the interplay between strongly held beliefs, open mindedness and tolerance in
relation to public issues such as open expression of sexuality, racial attitudes, or
religious issues
Identifies ways of dealing with strong feelings and different situations
New South Wales
The Personal Development, Health & Physical Education (PDHPE) syllabus in NSW provides
the opportunity for young people to explore issues that are likely to impact on the health and
wellbeing of themselves and others, now and in the future. The issues that affect young people
include physical activity, mental health, drug use, sexual health, nutrition, supportive
relationships, personal safety, gender roles and discrimination. Health issues that have the
potential to appear in later life are also relevant due to their relationship to lifestyle patterns
established in adolescent years and the possibility that they may impact on family and other
significant adults in students’ lives. The social and emotional wellbeing of students is also
promoted when the school provides an environment that enhances the protective factors that
help to build resilience and lessen the impact of adverse life events.
The syllabus is divided into four strands:
1. Self and relationships
2. Movement skill and performance
3. Individual and community health
4. Lifelong physical activity
With a focus on six key skills:
1. Communicating
2. Decision-making
3. Interacting
4. Moving
5. Planning
6. Problem-solving
Summaries of the knowledge, understanding, skills, values and attitudes that have been
developed by students as a consequence of achieving the outcomes for the relevant stage of
learning include:
Early Stage 1 - Students talk about feeling safe and unsafe and describe actions they can take
if they feel unsafe.
Stage 1 – Students talk about different kinds of relationships and things that are special to
them. Students learn cooperation and skills for developing positive relationships. They identify
the factors that are safe and unsafe in a particular environment, strategies they can use in
unsafe situations and networks of support people.
Stage 2 - Students explain how positive relationships are developed and participate in group
situations, showing consideration for the needs, rights and feelings of others. They learn to
recognize situations of potential abuse or when abuse is occurring so that they can take
appropriate actions. They identify major steps involved in making healthy lifestyle decisions and
are aware of their responsibility in contributing to a healthy environment. Students understand
the reasons why people use drugs for medical and non-medical purposes. They can discuss
how drug use such as tobacco and alcohol can cause harm. They explain the need for rules
and laws made for the protection of themselves and others.
Stage 3 - Students develop more advanced skills for establishing and maintaining positive and
caring relationships. They increasingly value the qualities of empathy and respect in
relationships. Students distinguish between positive use of power and abuse of power in
relationships. They can plan for safety and respond appropriately in risk situations.
Students identify products and substances that have a positive and negative effect on the body,
such as food, drinks, prescription and non-prescription drugs, alcohol and tobacco. They take
responsibility for the decisions they make and recognise the effects their decisions have on
themselves and others and how they contribute to a healthy environment. They accept that they
have a responsibility to contribute to community safety.
Stage 4 - Students have an enhanced capacity to manage personal safety and wellbeing. They
understand the characteristics and qualities of caring and respectful relationships. They have
understanding and skills related to the child protection themes recognising abuse, power in
relationships and protective strategies. They identify unsafe or abusive situations and respond
by applying safety strategies.
Students analyse the health issues most affecting young people. They select strategies to
effectively communicate their knowledge, values and needs in meaningful contexts, including
mental health, healthy food habits, drug use, sexual health, road safety and physical activity.
Students predict the consequences of risk behaviours associated with relevant adolescent
health and safety issues. They describe and practise harm minimisation strategies including
conflict resolution, negotiation and refusal skills.
Stage 5 - students explain the relationship between a sense of self, and health and wellbeing.
They identify strategies that can support their own and others’ sense of self. They identify
challenges and opportunities they may experience at this stage of their lives and continue to
develop and practise strategies that strengthen their resilience.
They accept responsibility for their role in maintaining relationships and demonstrate the ability
to form relationships that are inclusive, caring and satisfying. Students affirm and celebrate
diversity and challenge forms of discrimination, harassment and vilification.
Students analyse personal and community values relating to health and develop a commitment
to acting on these values to improve the health of individuals and the community. They predict
the consequences of personal decision-making and evaluate their ability as an adolescent to
impact on individual and community health.
Students plan for individual and community safety by identifying and assessing risks relating to
mental health, healthy food habits, drug use, sexual health and road safety. They discriminate
between, and adopt, protective strategies to cope with challenging situations. Through planning
strategies to promote equity, students demonstrate an understanding of the sociocultural
circumstances that affect personal and community health.
Tasmania
Tasmania’s Health and Physical Education (HPE) curriculum is based on the Australian HPE
curriculum guidelines – see above.
Queensland
Queensland’s Health and Physical Education (HPE) curriculum is based on the Australian HPE
curriculum guidelines – see above
Victoria
Victoria’s HPE syllabus is closely aligned to the Australian curriculum guidelines but makes
allowance for AusVELS – Specific Victorian priorities for teaching and learning. AusVELS has
been designed to ensure that schools and teachers are not required to manage two different
curriculum and reporting frameworks during the development of the Australian Curriculum.
The DRUMBEAT Quest related health sphere - Personal, social and community has been
replaced by ‘Health Knowledge and Promotion’. Within this sphere key topic areas relate to
either ‘Building Social relationships’ or ‘Working in Teams’. Similar to the Australian curriculum
these cover topics of physical, social, emotional and mental health and personal development
across various stages of the lifespan. It focuses on safety and the identification of strategies to
minimise harms associated with particular situations or behaviours. Subject areas and
standards replicate those from the HPE Australian curriculum with added emphasis on
understanding the sensitivities of some of these subject areas and working cooperatively with
the school community to ensure these sensitivities are accommodated respectfully.