Purpose: To engage students in taking action to improve an aspect of developing a safe and supportive learning community.
Curriculum Level(s) 7
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 / Relationships with Other People
Identity, sensitivity and respect
- Analyse the beliefs, attitudes, and practices that reinforce stereotypes and role expectations, identifying ways in which these shape people’s choices at individual, group, and societal levels.
- Evaluate information, make informed decisions, and use interpersonal skills effectively to manage conflict, competition, and change in relationships.
Community resources
- Evaluate school and community initiatives that promote young people’s wellbeing and develop an action plan to instigate or support these.
- Evaluate laws, policies, practices, and regulations in terms of their contribution to social justice at school and in the wider community.
- Examine what values underpin people’s beliefs, attitudes and practices that may lead to stereotyping and reinforce role expectations.
- Consider and use strategies to support positive decision making and management of conflict and challenging relationships.
- 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 that affects youth either within the school or wider community.
- Develop an action plan, and carry out suggested action, to enhance or support the wellbeing of students - physically and/or emotionally.
- Critically examine how policies and practices support social justice either at school or in the wider community.
English / Listening, reading, and viewing
Processes and strategies
•Integrate sources of information, processes, and strategies purposefully, confidently and precisely to identify, form, and express increasingly sophisticated ideas.
Speaking, writing, and presenting
Processes and strategies
•Integrate sources of information, processes, and strategies purposefully, confidently and precisely to identify, form, and express increasingly sophisticated ideas. /
- Show a discriminating understanding of ideas within, across and beyond texts.
- Show a discriminating understanding of how to shape texts for different audiences.
- Select, develop and communicate sustained ideas on a range of topics.
- Organise texts, using a range of appropriate, coherent and effective structures.
Mathematics and Statistics / Statistics / Statistics
Statistical investigation
Carry out investigations of phenomena, using the statistical enquiry cycle:
-conducting surveys that require random sampling techniques,conducting experiments, and using existing data sets;
-evaluating the choice of measures for variables and the sampling
-using relevant contextual knowledge, exploratory data analysis and statistical inference.
Make inferences from surveys and experiments;-making informal predictions. Interpolations, and extrapolations;
-using sample statistics to make point estimates of population parameters;
-recognising the effect of sample size on the variability of an estimate.
/- Identify questions that need to be posed to complete a needs analysis, using an identified target group, on 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?
Vision
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.
- Confident
- Connected
- Actively involved
- Lifelong learners
- High expectations
- Treaty of Waitangi
- Cultural diversity
- Inclusion
- Learning to learn
- Community engagement
- Coherence
- Future focus
- Excellence
- Innovation, inquiry and curiosity
- Diversity
- Equity
- Community and participation
- Ecological sustainability
- Integrity
- Thinking
- 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
- E-learning
- Engaging Maori / Pasifika students and their communities
Planned Assessments
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.
NCEA Level 2 Health Achievement Standard – AS 90328
Develop, describe, implement, and evaluate a plan of action to enhance hauora/wellbeing.
(5 Credits Internal)
Internal assessment resource – Making Changes
Or NCEA Level 2 Mathematics Statistics Achievement Standard – AS 90288
Select a sample and use this to make an inference about the population
(3 Credits Internal)
Or NCEA Level 2 English Achievement Standard – AS 90374 or AS 90376
Deliver a presentation using oral and visual language techniques or
Produce crafted and developed formal transactional writing
( both 3 Credits each Internal)
Or a range of NCEA Level 2 Social Studies Achievement Standards
Spotlight on:Inquiry based learning, e-learning
Inquiry Learning – Developing Rubrics
Useful Inquiry Templates including assessment ideas -
Links:
TKI
Action Competence Model
Beacon Schools Resources
Mission On: Student Wellbeing Case Studies
English exemplar
Digistore
Supporting Positive Behaviours website
Curriculum documents
Ministry of Education resource catalogue
-Step up be Safe Be Proud – Secondary Booklet (Code: 116109)
-Making Meaning Making A Difference - Years 11-13 (Code:27564)
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
Youth2007 Report
Office of the Children’s Commissioner (Safety in Schools Report)
Media articles
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
Sites to assist in the development of survey questions:
| Page 1
HPS inquiry based learning process / Lesson / Learning outcomesStudents will be ableto.... / Learning intentions / Success criteria / Resources / Structure / Assessment
Formative
Summative
- Reflection
- What things help us do well at school/ work?
-What can we do better?
- Students survey
• Self
• Peers (4)
• Family (4)
- Identify most popular things
- Class, collect, analyse, prioritise / 1 / Students will analyse the ways their school ensures a safe and supportive environment.
Students will develop, implement and evaluate a plan of action to enhance hauora/
wellbeing. / I can identify an area for improving the safety (physical and emotional) of a target group by completing a needs analysis.
I can take action to improve an hauora/
wellbeing for the target group I have identified. / Making Meaning Making A Difference (Curriculum in Action)
Enhancing Resilience 1 – Mind Matters
Resource 1 - Hauora Grid
Resource 2 - Learning Journal Template / This unit is designed to support internal assessment for NCEA Level 2 Achievement Standard – AS 90328
Develop, describe, implement, and evaluate a plan of action to enhance hauora/wellbeing.
(5 Credits Internal)
Internal assessment resource – Making Changes
As such, it is important that the students meet the requirements of each of the tasks clearly set out in the above resource. Teachers need to ensure that the students are aware of all that is required to meet the assessment requirements.
This unit also provides opportunities for assessments in Achievements Standards Level 2 Mathematics Statistics, English and Social Studies.
Review Hauora
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. You may wish to choose some activities out of Making Meaning Making A Difference (Curriculum in Action) or alternatively Enhancing Resilience 1 – Mind Matters.
-Copies of the Hauora Grid
Connect – Review the Te Whare Tapa Wha model by using the ‘Hauora Grid’. As a group consider examples of ways in which we have collectively supported wellbeing, at school, ensuring that consideration is given to each dimension (you may wish to state a specified timeframe e.g. the last week).
Activate – Reflect on own hauora over the last couple of weeks and share with a partner what aspects of your hauora you give time to the most. Consider where the gaps are.
Demonstrate – Recordon your ‘Hauora Grid’, in each of the squares, something you have done to support each aspect of your hauora and, something you aim to do in the next two weeks.
Consolidation – Summarise this lesson reinforcing the importance of Hauora. Add your hauora grids to your Learning Journal. / Formative
2 /
Beacon Schools Resources -Unit of Work: ‘Examine Aspects of Mental Health’
Curriculum in Action: Making Meaning, Making a Difference, Yrs 11 -13
Resource 2 - Learning Journal / Review Determinants of Health – ForLesson 2 refer to the Beacon Schools Resource - ‘Examine Aspects of Mental Health’ - Activity 3 (available from tki).
Prepare – ProvideNewspaper/magazine articles that relate to mental health ( – New Zealand source)
Connect – Brainstorm Determinants of Health (a World Health Organisation concept to describe factors that influence the health of populations. Those that are important to health education are the combination of political, economic, cultural and social).
Activate – In pairs identify determinants of health that may be influencing the situation described in their article.
Demonstrate – Complete Worksheet 1, page 9, from Beacon Schools Resources - Unit of Work: ‘Examine Aspects of Mental Health’
Consolidation – Allow opportunities for students to share their stories and analysis. Allow for reflection in Learning Journals. / Formative
2. Knowledge Attack
•Of most popular items from needs survey
•The class or students choose one area for study / 3 - 4 / Resource List
Resource 3 - WHO Triangle Template
Resource 4 - ‘A Resilience Approach to Bullying’ article
Resource 5 - Unpacking Article Template / Prepare – Copies of at least 5 articles including ‘A Resilience Approach to Bullying’ - Refer to Resource List. These will need to be selected according to student ability and needs. It is important to include a variety of strength based readings along with some relating to bullying.
-Copies of WHO Triangle Template
-Duck Tape or something similar to create a triangle on the floor with the following 4 headings; Whole school environment; Curriculum Teaching and Learning;Additional support through the school; and Additional support beyond the school, placed alongside the triangle.
- ‘Post Its’
-4 banners for the corners of the room each labelled with an aspect of hauora
Connect – Use the articles from Lesson 2 and have the students place them on the wall under the banners stating what aspects of hauora they were impacting on. Discuss whether there is more than one aspect and the significance of this.
Activate – Divide students by numbering 1 - 5.Each student read an article. On completion of reading and using the ‘Unpacking Article’ Template group all the ones together (and two’s, three’s etc.) so that they can summarise the key points. Each group presents their key findings using the ‘Unpacking Article’ Template to guide them.
Demonstrate – Reflect upon the WHOtriangle, ‘WHO Triangle’ Template, in relation to developing a safe and supportive school environment.Have the students record on ‘Post It’s’ what they see as already happening in their school that reflects the four key headings. This may require some prompting – refer to examples given in ‘A Resilience Approach to Bullying’.
Consolidation –Have the students reflect, verbally, on;
- Whether there is a balance of initiatives/strategies across the school environment. For example the largest sections of the triangle should have the greatest number of initiatives/strategies happening.
- Does the information that we have just collected represent the viewpoint of all the school e.g. staff, parents/whanau? What do we need to do to ensure that as many viewpoints as possible are reflected?
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 - 7 / Needs Analysis Resource
Resource 6 - Needs Analysis Planner
Resource 7 - Needs Analysis Resource
Responses to ‘Unpacking Article’
‘Post It’ Responses from WHO activity – Lesson 4
Developing surveys
A guide to good survey design
/ Identify a health promotion strategy that you will use to take positive action to bring about change in relation to ensuring a safe and supportive school environment.
Prepare – Copies ofthe Needs Analysis Planner
-Examples of Needs Analysis Strategies (Refer to Needs Analysis Resource)
-Responses to ‘Unpacking Article’
-‘Wonderings’ recorded on ‘Post Its’ from WHO activity – Lesson 4
Connect – Recap onour‘wonderings’ from the WHO Triangle activity – Lesson 4. Focusing the students in on the 2 largest parts of the triangle identify who the target groups would be, from our school community. Reflect on ‘Unpacking Article’ question 2: What might we do as a result of this reading?
Activate – Identify ways in which further information can be gathered from target groups within our school community so that an area of need for health promotion action can be identified. Examples may include; random survey across a year group, focus group interview, phone interview, bus stop activity with an identified group, on-line survey, whanau focus group etc. Refer to Needs Analysis Resource.
Demonstrate – In working groups (how the groups are established will depend on the working relationships of the class and the knowledge of student needs) identify;
-a target group that you will gather data from
-the method in which you will gather the data (Refer to the websites in the resource column for support)
-the analysis of the data leading to identification of your health promotion strategy
Complete ‘Needs Analysis Planner’ and ensure that it is checked off with your teacher. Carry out needs analysis action as per identified steps on your planner.
Consolidation – Reflect upon Needs Analysis action in Learning Journal. Share outcomes using ‘Round Table discussion’ strategy. (The class forms a circle and students share their responses to the Learning Journal. They are encouraged by the teacher to give each other feedback. The teacher’s role is largely facilitation, adding comments only when student interaction needs guidance or further information. Amendments to the Learning Journal may occur as a result of the process). Consider a health promotion strategy that your group could implement, that improves the hauora of the community, in response to your findings from your needs analysis. / Formative &
Summative
4. Plan
•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?
5. Gathering data
•Collection (how?)
•Management
•Cleaning
-To find out
-What we currently do?
What research says we should be doing as individuals, class, school, family and community? / 8 -10 / Student Instruction Sheet – pg 4, MakingChanges
Copies of Task 1 & 2 from Internal assessment resource – Making Changes
Assessment Schedule - pg 13
Making Changes
Log Book (Refer to Internal assessment resource – Making Choices pg 9) / Assessment Task 1: How the planned action could enhance hauora
Assessment Task 2: Develop a detailed and appropriate action plan
Please note the ‘Conditions’ in which these tasks must be carried out – page 2 & 3 from Making Changes Resource.
Prepare –
-Copies of the Student Instructions Sheet – page 4, Making Changes and copies of the Assessment Schedule – page 13 – 14.
-Copies of Assessment Task 1: How the planned action could enhance hauora and Assessment Task 2: Develop a detailed and appropriate action plan page 5 – 8, Making Changes
-Completed Needs Analysis
Connect – Go throughStudent Instructions Sheet – page 4, Making Changes establishing requirements for the material that each member of the groupneeds to compile and hand in to meet the standards for Health 2.3. Reinforce with the students that whilst the action they will carry out is group action that they must complete material, individually, as evidence of the action. In their working groupsallow students opportunity to reflect on their Needs Analysis findings and identify which health promotion strategy they will implement.
Activate – Independent task - Consider own knowledge, understanding and skills and complete Assessment Task 1: How the planned action could enhance hauora. (Refer to pages 4 – 6 of Internal assessment resource – Making Changes). Ensure this is carried out under assessment conditions and collected in at the completion of the task.
Demonstrate – Independent task – Reflect on the Needs analysis process and your findings. Use your knowledge, understanding and skills to complete Assessment Task 2: Develop a detailed and appropriate action plan. Ensure this is carried out under assessment conditions and collected in at the completion of the task.
Consolidation – Upon completing Assessment Tasks 1 & 2give the student’s group time to reflect on their assessments. Using the action plan model from the assessment task (A3 copies) or a similar model work collaboratively to plan a health promotion strategy that requires you to use positive action to bring about change in relation to ensuring a safe and supportive school environment thus improving hauora for your targeted group. / Summative