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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 • • • • • • • • 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.