Purpose: To engage students in taking action to improve an aspect of developing a safe and supportive learning community.
Curriculum Level(s) 5
Curriculum Areas Incorporated / Achievement Objectives
Relevant to the activity, including possible links / Specific Learning Outcomes. Students will be able to
Health and Physical Education / Health / Personal Health and Physical Development
- Investigate and describe the ways in which individuals define their own identity and sense of self-worth and how this influences the ways in which they describe other people.
- Identify issues associated with relationships and describe options to achieve positive outcomes
- Demonstrate a range of interpersonal skills and processes that help them to make safe choices for themselves and other people in a variety of settings.
People and the environment
- Investigate and evaluate aspects of the school environment that affect people’s well-being and take action to enhance these aspects.
- Describe differences between themselves and their peers and identify how they can feel valued, connected and secure when acknowledging own identity and the identity of others.
- Describe why individuals bully and the impact this can have on the victim.
- Identify a range of strategies that can be used to empower students to take responsibility for ensuring a safe and supportive learning environment for all.
- Carry out a needs analysis on one particular aspect of wellbeing using a focus group from the school community.
- Take collective action to enhance the wellbeing of students - physically and/or emotionally.
English / Listening, reading, and viewing
Processes and strategies
• Integrate sources of information, processes, and strategies purposefully and confidently to identify form, and express increasingly sophisticated ideas.
Speaking, writing, and presenting
Processes and strategies
• Integrate sources of information, processes, and strategies purposefully and confidently to identify form, and express increasingly sophisticated ideas. /
- Make connections by interpreting ideas within and between texts from a range of contexts
• Use a wide range of oral, written and visual language features with control to create meaning and effect and to sustain interest
• Organise and develop ideas and information for a particular purpose or effect, using the characteristics and conventions of a range of text forms.
Mathematics and Statistics / Statistics / Statistics
Plan and conduct surveys and experiments using the statistical enquiry cycle:- - determining appropriate variables and measures;
- - considering sources of variation;
- - gathering and cleaning data
- - using multiple displays and re-categorising data to find patterns,
- variations, relationships, and trends in multivariable data sets;
- - comparing sample distributions visually, using measures of centre,
- spread and proportion;
- - presenting a report of findings. / • Identify questions that need to be posed to improve an aspect of the school environment.
• Gather, sort and display data using graphs to support the answering of the questions.
• Make summary statements to communicate findings.
Links to Curriculum
To be encouraged, modelled and explored. (NZC p9-11). What aspects of the values does this activity explore, encourage or model.
What we want for our young people / Principles
Beliefs about what is important / Values
Expressed in thought and actions / Key competencies
Which of the key competencies (NZC p12-13) are used in the activity? Specific examples rather than just thinking, what type of thinking? / Pedagogical Approaches
Based on the HPS Inquiry Model (see attached) All units follow this process. Aspects of effective pedagogy (NZ p34-36) are highlighted in the activity.
- Actively involved
- Lifelong learners
- High expectations
- Treaty of Waitangi
- Cultural diversity
- Learning to learn
- Community engagement
- Future focus
- Innovation, inquiry and curiosity
- Community and participation
- Ecological sustainability
- Using language, symbols, and texts
- Managing self
- Relating to others
- Participating and contributing
- Creating a supportive learning environment
- Encouraging reflective thought and action
- Enhancing the relevance of new learning
- Facilitating shared learning
- Making connections to prior learning
- Providing sufficient opportunities to learn
- Engaging Maori / Pasifika students and their communities http://www.educationalleaders.govt.nz/Leading-change/Maori-education-success/Podcast-Professor-Russell-Bishop
Assessments should include both formative and summative and any suggestions made in this unit need to be cognisant of student needs and abilities. Within the inquiry model assessment should be on-going reflecting understanding at key points along the way.
Inquiry Learning – Developing Rubrics
Useful Inquiry Templates including assessment ideas -
Spotlight on: Inquiry based learning, e-learning
Action Competence Model
Supporting Positive Behaviours website
Mission On: Student Wellbeing Case Studies
Ministry of Education resource catalogue http://www.thechair.minedu.govt.nz/
- Step up be Safe Be Proud – Secondary Booklet (Code: 116109)
- Making Connections Years 9-10 (Code:26729)
New Zealand Police
- Building Resiliency – A programme designed for Year 9 – 13 students – (Available from the New Zealand Police)
Topics covered include recognising and avoiding abuse, sexual harassment, getting help, safety in cyberspace, abuse and the law, violence and the media, domestic
violence and building positive relationships.
- No Bully website http://www.police.govt.nz/service/yes/nobully/
Office of the Children’s Commissioner (Safety in Schools Report)
Windows: Creating your first photo story
Human Rights Commission
The Peace Foundation
Posters in English/Maori and some Samoan
Mind Matters Resource – available online for free
| Page 1HPS inquiry based learning process / Lesson / Learning outcomes
Students will be able to.... / Learning intentions / Success criteria / Resources / Structure / Assessment
- What things help us do well at school/ work?
- What can we do better?
- Students survey
• Peers (4)
• Family (4)
- Identify most popular things
- Class, collect, analyse, prioritise / 1 – 2 / Quotes
Reflection Journal (1 for each student)
Resource 1 - Resiliency Activity / Prepare – It is essential for a class to have developed a safe, supportive learning environment prior to commencing any unit in health education. This should involve the students in developing safety guidelines ensuring all feel comfortable.
Resource 2 - Laminate quotes (Refer to list of Quotes)
Unlined A4 paper for each student
Long piece of Butcher Paper for Graffiti Wall
Connect – In pairs allow students to choose a quote, share any thoughts relating to what the quote means for them. Allow opportunity to feedback (optional).
Activate – Students engage in ‘Resiliency’ activity. Ensure that the students complete this activity in the correct order.
Demonstrate – Record an entry in their Reflection journal of a time when they may have used one of the ‘factors’ from the ‘Resiliency’ activity.
Consolidation – Summarise this lesson reinforcing the importance of feeling; Valued, Connected and Secure to building resiliency so that we may enhance our wellbeing. Create a ‘Graffiti Wall’ with these 3 words recorded on it and encourage students to add to the graffiti wall throughout the unit. Ensure that the ‘Graffiti Wall’ is used only to reflect thoughts and feelings relating to the resilient factors; Valued, Connected and Secure – that is, it is a recording of our combined ‘strengths’.
At the end of Lesson 2 set the students the homework task of reflecting on;
How can we build on or improve an aspect of our school environment to ensure everyone feels valued, connected and secure? / Formative
2. Knowledge Attack
• Of most popular items from needs survey
• The class or students choose one area for study / 3 / http://www.mindmatters.edu.au/verve/_resources/facingfacts19_52.pdf
(The comprehensive, Australian resource, Mind Matters -available online at no cost)
Large body shapes
The Kia Kaha Curriculum for Secondary Schools
(school years 9-13)
(Police Resources) / Prepare –
- Ensure that the students are aware that this topic covers bullying and harassment and identify the structures in place should a student need to remove themselves from an activity or the class.
- Ensure that when students identify an instance of bullying that it is a past instance, for example one that occurred more than a year ago, and individual names are not used.
Collection of media articles/stories that reflect examples of bullying.
Connect – Recap on the visual pictures created on Resiliency and with a partner see if you can recall the factors required to be a resilient person. Brainstorm ideas from the homework task question;
How can we build on or improve an aspect of our school environment to ensure everyone feels valued, connected and secure?
This question is designed for students to consider their school environment and in particular aspects of inclusiveness. Share with the students the connection between the absence of the three resiliency factors leading to an environment that does not allow students to achieve academically and emotionally. This may or may not include bullying and/or harassment.
Activate & Demonstrate – Consider student’s knowledge, understanding and needs and decide which activities from ‘Dealing with Bullying and Harassment: A Whole School Approach to Dealing with Bullying and Harassment’ – MindMatters would be most beneficial for the students. Alternatively you may wish to consider completing an activity from the NZ Police Resource – Our Place (also available to all schools).
Suggested progression would be to complete Activity 3: Bullybodies from ‘Dealing with Bullying and Harassment: A Whole School Approach to Dealing with Bullying and Harassment’. This activity allows the students to define and give examples of different types of bullying and harassment.
Consolidation – Encourage students to bring along a media article/story that claims to be about bullying/harassment. / Formative
4 / Collection of media articles/stories that reflect examples of bullying/
/ Prepare – Collection of media articles/stories that reflect examples of bullying/harassment.
Refer to for newspaper articles from New Zealand.
Connect – In pairs, read a media article. On ‘post its’ record what you think is a definition of ‘bullying’ and ‘harassment’. Place these on the big charts by, one pair sharing theirs with the large group and inviting another pair to do the same if they have a definition that is similar.
Activate & Demonstrate – Activity 4: Identifying reasons for bullying from ‘Dealing with Bullying and Harassment: A Whole School Approach to Dealing with Bullying and Harassment’ – MindMatters.
Consolidation – Using your ‘Reflection Journal’ record responses to some or all of the tasks/questions from pg 26 of ‘Dealing with Bullying and Harassment: A Whole School Approach to Dealing with Bullying and Harassment’ – MindMatters. / Formative &
3. Problem / Essential question
E.g. What can we do better at school to ensure we stay healthy?
• How will we go about answering the question?
• Do we understand the question/ problem?
• Brainstorm possible solutions to the question
These are the hypotheses / 5 / Resource 3 - Copies of Youth 2007: Young People and Violence (Fact Sheet) The University of Auckland – Adolescent Health Research Group
School Safety: An Inquiry into the safety of students at school (Carroll-Lind, J.,2009)
Resource 4 - Unpacking Data Template HPS L2 Mental Health – Instruction Sheet Example HPS L2 Mental Health – Instruction Sheet Example / Prepare – Copies of;
- Youth2007: Young People and Violence (Fact Sheet)
- School Safety: An Inquiry into the safety of students at school (Carroll-Lind, J.,2009) pgs 50 – 52
- Any school data that might exist relating to bullying
Activate – Unpack with the students, by modelling, what is required of; a summary statement, a question enquiring further into the information given and questions that allow us to consider how our school could connect with the findings of the data. (Refer to Unpacking Data Template)
Demonstrate – In groups of 3-4 and using one of the examples of data provided as well as a copy of ‘Unpacking Data Template’ read the information provided on the data sheets. Discuss within your group and record any ideas under the appropriate headings on the ‘Unpacking Data Template’.
Consolidation – Allow each group to report back one key point from each of the headings. Reinforce with the class that these ‘wonderings’ will be used in the next lesson when we identify a possible key question for which our inquiry will be based on – the essential question. / Formative
6 / Unpacking Data Template
Resource 5 - Developing Questions Template / Prepare – Copies of recordings of ‘Unpacking Data Template’
Jigsaw (divide the template into sections, separating the headings from the text) the ‘Developing Questions Template’ - enough for the students to work in groups
Master sheet of the ‘Developing Questions Template’
Connect – In groups of approximately 3, students put the jigsaw together, matching the headings with the statements. When completed they check this off with a master sheet. Using highlighters, allow the students to underline any key vocabulary on the master sheet.
Activate – Allow opportunity for groups to feedback and ensure students can identify what; an essential question, a subsidiary question and a hypothesis are.
Demonstrate – Using the Bus Stop strategy and after recapping on previous lessons allow the students to record on large pieces of paper, in one colour ink;
- Suggestions for our Essential Question
- Possible Subsidiary Questions
Allow the group that is at each ‘stop’ at the end of the activity to report back.
Consolidation – Negotiate an ‘Essential Question’ that over arches suggested ‘Subsidiary Questions’. Brainstorm on ‘post its’ possible solutions to the essential question – hypotheses. Keep these for future reference. Clarify with the students that their subsidiary questions will be developed within each group. / Formative
• How will we design our study?
• What should we measure/ research? and how should this be done?
• Recording results?
• Collecting information from whom and where? / 7 / Resource 6 - Group Inquiry Planner
Resource 5 - Developing Questions Template
Resource 7 - Question cube template / Prepare – Group Inquiry Planner
Connect – View the following video clip.
You may wish to forward to the relevant section (2.15m into the clip) relating to students taking action to improve an aspect of school culture.
Ensure, at this planning stage, students understand the need to gather data from those who will be impacted by any health action. This could include students, family and whanau. This should influence the development of subsidiary questions.
Activate – Go through the Group Inquiry Planner with the students identifying expectations of what is required at the planning stage. Organise students into groups of around three or four in size using a grouping game (see Games Collection in Enhancing Resilience 1 – Mind Matters).
Demonstrate – In groups, students consider possible subsidiary questions ensuring that they link to the ‘Essential Question’. Record these on the Group Inquiry Planner. You may wish to use a question cube to encourage students to develop deep thinking questions (refer to template).
Consolidation – Groups report back on initial thinking with opportunity for constructive comment on subsidiary questions.
8 -9 / Resource 8 - Needs Analysis Resource List
Resource 6 - Group Inquiry Planner / Prepare – Examples of student/parent/whanau needs analysis. A variety of examples dependent on the needs of the school community is recommended. Refer to Needs Analysis Resource List for some examples.
Connect – Reflect back on Lesson 7 ensuring that all students are clear on the essential Question, and that their subsidiary questions link to this.
Activate – Brainstorm with the students, particular groups within our school community that we may wish to complete a needs analysis with and the most effective ways in which we could gather information from the identified group. It is important to identify the many ways students can go about gathering information; photo stories, video clips, focus groups, surveys, videoing etc. You may wish to model the process of writing a set of interview questions (approximately 5) using one of the examples from the ‘Needs Analysis Resource List’ unpack with the students how the questions might need to be altered to meet the needs of the school community.
Demonstrate – Working in their inquiry groups students identify a group of the school community - ‘focus group’, who they wish to work with. Work through the Group Inquiry Planner recording the strategies the group will use to carry out their inquiry. Record specific detail of how you will do your needs analysis.
Consolidation – Teacher has individual time with each group to complete Checkpoint 1, ensuring the students have clearly identified the process in which they will go through to inquire into an aspect of improving/developing a safe, supportive school environment. Make sure all planning sheets are passed in.
10 / Data Gathering Folders
Group Inquiry Planner
Resource 9 - Group Inquiry Reflection Sheet
/ Prepare – Checkpoint: The teacher needs to reflect on the Group Inquiry Planner and identify curriculum connections to focus on as the students move into data gathering; Mathematics and Statistics, English and Key Competencies and Profiles of a graduate of Maori-medium education.