Routines and relationships: The quiet work that shapes VCE HPE

The opening weeks of term do more than introduce content. They set expectations around structure and effort. Early in the term, students are learning how your class works just as much as what it teaches.

Consider some of the following as you get the ball rolling this term:

Well-established routines provide clarity and reduce friction.

• Predictable lesson entry, warm-ups, and transitions (e.g. a consistent five-minute retrieval task or movement prep as students arrive, followed by clearly signposted lesson goals on the board). This helps students settle quickly and use time efficiently.

• Consistent language around effort, performance, and feedback (e.g. regularly referencing exam command terms, examiner feedback, or “what a full-mark response looks like”). This will help build a shared understanding of quality work.

• Clear assessment and feedback processes (e.g. fixed feedback timelines, structured reflection questions after SACs, or modelling how to use teacher comments to improve responses). This helps reduce anxiety and promote purposeful improvement.

Strong relationships increase engagement and accountability.

• Students are more willing to attempt challenging tasks when they feel known and supported (e.g. encouraging hesitant students during practical data collection or acknowledging effort rather than outcome in theory lessons).

• Early conversations about goals, confidence, and sporting background (e.g. short surveys, one-to-one check-ins, or goal-setting tasks) allow teaching to be better differentiated from the outset.

• Trust makes feedback more likely to be acted on (e.g. students asking follow-up questions about SAC feedback or seeking clarification before resubmitting practice responses).

The real impact comes from the combination of both.

• Routines without relationships can feel rigid and transactional (e.g. tightly run lessons where students comply but disengage once pressure increases).

• Relationships without routines can lack direction and consistency (e.g. positive rapport but uneven expectations around effort or assessment preparation).

• Together, routines and relationships create a learning environment that is predictable, supportive, and appropriately demanding – where students understand expectations and feel confident to meet them.

As workload and assessment pressure increase across the year, these early foundations become increasingly important. Investing time in routines and relationships now supports sustained engagement, resilience, and performance later!

Learn more about our VCE resources developed to support achievement, critical thinking, and real-world application in health, PE, sport and recreation related VCE studies.