Abstract
Health and physical education is a combined and integrated curriculum area in Australia and New Zealand. While this approach is not always the case in all learning contexts (e.g., the UK), for the purpose of this chapter, we have positioned health education as the main focus for education for sustainability (EfS).
Access provided by Autonomous University of Puebla. Download to read the full chapter text
Chapter PDF
Similar content being viewed by others
Keywords
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
References
Alexander, S. (2014). Stephanie Alexander Garden Foundation. Abbotsford, VIC, Australia: Author. Retrieved from http://www.kitchengardenfoundation.org.au/
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2014). The Australian Curriculum: Health and physical education. Sydney, NSW, Australia: Author. Retrieved from http://www.australiancurriculum.edu.au/health-and-physical-education/curriculum/f-10?layout=1
Australian Institute of Health and Welfare. (2012). Australia’s health 2012. Canberra, ACT, Australia: Author. Retrieved from http://www.aihw.gov.au/publication-detail/?id=10737422172
Blue Mountains City Council, & Sydney West Area Health Service (n.d.). Healthy and sustainable food choices: Guidelines for all council managed food services. Retrieved from www.bmcc.nsw.gov.au/download.cfm?f=4584B2C9-6F55-4FF
Commonwealth of Australia. (2008). 2007 Australian National Children’s Nutrition and Physical Activity Survey. Canberra, ACT, Australia.
Coopersmith, S. (1964). A method for determining types of self-esteem. The Journal of Abnormal and Social Psychology, 59(1), 87–94.
Dodd, G. (2000). Evolution of health and physical education curriculum frameworks in Australian schools: SACSA (South Australian Curriculum Standards and Accountability Framework). Another face joins the parade! The ACHPER Healthy Lifestyle Journal, 47(3/4), 38–42.
Enviroschools Foundation. (n d.). The Enviroschools programme. Hamilton, New Zealand: Author. Retrieved from http://www.enviroschools.org.nz/enviroschools-programme
Gardner, H. (1993). Multiple intelligences: The theory in practice. New York, NY: Basic Books.
Garrard, J. (2009). Active transport: Children and young people. A review of recent evidence. Carlton, VIC, Australia: VicHealth.
Golman, D. (1996). Emotional intelligence. London, UK: Bloomsbury.
Lakin, E., & Littledyke, M. (2008). Health promoting schools: Integrated practices to develop critical thinking and healthy lifestyles through farming, growing and healthy eating. International Journal of Consumer Studies, 32(3), 253–259.
Lindemann-Matthies, P. (2005). “Loveable” mammals and “lifeless” plants: How children’s interest in common local organisms can be enhanced through observation of nature. International Journal of Science Education, 27, 655–677.
Littledyke, M. (1998). Live issues: Drama strategies for personal, social and moral education. Birmingham, UK: Questions Publishing Company.
Littledyke, M., & Huxford, L. (Eds.). (1998). Teaching the primary curriculum for constructive learning. London, UK: David Fulton.
Littledyke, M., Ross, K., & Lakin, L. (2000). Science knowledge and the environment: A guide for students and teachers in primary education. London, UK: David Fulton.
Marsh, H. W., & O'Mara, A. (2008). Reciprocal effects between academic self-concept, self-esteem, achievement, and attainment over seven adolescent years: Unidimensional and multidimensional perspectives of self-concept. Personality and Social Psychology Bulletin, 34(4), 542–552.
McNaughton, M. J. (2004). Educational drama in the teaching of education for sustainability. Environmental Education Research, 10(2), 139–155.
Nestle, M. (2002). Food politics: How the food industry influences nutrition and health. Berkeley, CA: University of California Press (see also www.foodpolitics.com).
Nestle, M. (2007). What to eat. New York, NY: North Point Press.
Nestle, M., & Dixon, B. (2004). TAKING SIDES: Clashing views on controversial issues in food and nutrition. New York, NY: McGraw Hill (see also www.dushkin.com/takingsides/).
New Zealand Ministry of Education. (2007). The New Zealand Curriculum online: Health and physical education. Wellington, New Zealand: Author. Retrieved from http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Learning-areas/Health-and-physical-education
New Zealand Ministry of Health. (2012). The health of New Zealand children 2011/12. Wellington, New Zealand: Author.
Nutbeam, D. (2000). Health literacy as a public health goal: A challenge for contemporary health education and communication strategies into the 21st century. Health Promotion International, 15(3), 259–267.
Pecujac, I. (1998). Images of health. Bendigo, VIC, Australia: Video Education Australia.
Singer, P., & Mason, J. (2006). The ethics of what we eat. Melbourne, VIC, Australia: Text Publishing Company.
Skamp, K. (Ed.). (2012). Teaching primary science constructively (4th ed.). South Melbourne, VIC, Australia: Cengage Learning Australia.
Smil, V. (2000). Feeding the world: A challenge for the 21st century. Cambridge, MA: MIT Press.
World Health Organization. (1989). The healthy school, safety education. Birmingham, UK: ROSPA.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Sense Publishers
About this chapter
Cite this chapter
Mcneil, E., Miller, J., Littledyke, M. (2015). Education for Sustainability in Primary Health and Physical Education. In: Taylor, N., Quinn, F., Eames, C. (eds) Educating for Sustainability in Primary Schools. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-046-8_12
Download citation
DOI: https://doi.org/10.1007/978-94-6300-046-8_12
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-046-8
eBook Packages: Humanities, Social Sciences and LawEducation (R0)