1. Respectful Relationships within the Victorian Curriculum F-10

2. Whole school approach
The Victorian Curriculum F-10 provides the basis for the design of teaching and learning programs.
Content descriptions identify what teachers are expected to teach and what students are expected to learn
Achievement standards describe what students are typically able to do and are the basis for assessment and reporting student achievement

3. Respectful relationships in the Victorian Curriculum
The development of respectful relationships teaching and learning programs in schools will draw upon:
Health and Physical Education
Personal and Social Capability.
The two curricula are complementary
The Personal and Social Capability (P&SC) involves learning to recognise and regulate emotions, develop empathy for others and understand relationships, establish and build a framework for positive relationships, work effectively in teams and develop leadership skills
HPE enables students to recognise personal qualities, understand identity and strategies for respectful relationships
Together HPE and P&SC develops knowledge and skills to promote respectful relationships that are safe and equitable.

4. Health and Physical Education Structure
Strands and sub-strands
Strands
Personal, Social and Community Health
Movement and Physical Activity
Sub-strands
Being healthy, safe and active
Moving the body
Communicating and interacting for health and wellbeing
Understanding movement
Contributing to healthy and active communities
Learning through movement
Achievement standards
The first achievement standard at Foundation and then at Levels 2, 4, 6, 8 and 10.
A curriculum for students with disabilities is provided in this learning area.

5. HPE Structure - Focus areas
The focus areas provide the context through which the
Content Descriptors and Achievement Standards
are taught and assessed
Alcohol and other drugs
Active play and minor games
Food and nutrition
Challenge and adventure activities
Health benefits of physical activity
Fundamental movement skills
Mental health and wellbeing
Games and sports
Relationships and sexuality
Lifelong physical activities
Safety
Rhythmic and expressive movement
Relationships and sexuality focuses on establishing and managing respectful relationships. Students develop knowledge, understanding and skills in relation to strategies for respectfully relating to and interacting with others. They also develop explore strategies for relationships where there is an imbalance of power such as bullying, harassment, violence and discrimination including violence based on race, gender and sexuality.
Safety addresses safety issues that students may encounter in their daily lives, including those in the home. Students develop knowledge, understanding and skills to make safe decisions and behave in ways that protect their own safety and that of others, including strategies for managing with unsafe or uncomfortable situations, managing personal safety and safety in relationships and dating.

6. Increasing complexity
Continuum of learning
Increasing complexity
Level 3-4
Describe factors that can positively influence relationships and personal wellbeing
Level 5-6
Practise skills to establish and manage relationships
Level 7-8
Investigate the benefits of relationships and examine their impact on their own and others’ health and wellbeing
Level 9-10
Investigate how empathy and ethical decision-making contribute to respectful relationships
Health and Physical Education content descriptions

7. Personal and Social Capability Structure
Strands and Sub-strands
Self-Awareness and Management
Social Awareness and Management
Recognition and expression of emotions
Relationships and diversity
Development of resilience
Collaboration
Achievement standards
The first achievement standard at Foundation and then at Levels 2, 4, 6, 8 and 10.
A curriculum for students with disabilities will be developed in this learning area.

8. Explicit teaching and assessment
The Personal and Social Capability describes social and emotional learning as discrete knowledge, understandings and skills, rather than a statement of pedagogy
For example, just because a student completes a task as part of the team, this does not mean that they acquire the knowledge, understandings and skills necessary to work collaboratively with others. The knowledge, understandings and skills for working collaboratively, such as communication, negotiation, time management and conflict resolution, need to be explicitly taught and assessed.
Successful social and emotional learning programs move beyond giving information to explicitly teaching and providing opportunity for students to practise interpersonal skills. 

9. How would you teach and assess this?
An example Level 7-8
Content descriptor:
Recognise the impact of personal boundaries, intimacy, distribution of power and social and cultural norms and mores on the ways relationships are expressed
Achievement standard
(part of):
They identify indicators of respectful relationships in a range of social and work-related situations.

10. Phone: 90321721 Email: whittle.rachael.j@edumail.vic.gov.au
Dr Rachael Whittle Curriculum Manager, Health and Physical Education VCAA
Phone: