Junior Health 2016 Health is a compulsory subject in the New Zealand Curriculum until the end of Year 10. At Mt Roskill Grammar School, Year 9 students have Health 4 periods a week for one term (academy students attend twice a week for one semester/2 terms). Year 10 students attend one Health lesson per week for the whole year. Teaching at the junior level to come from the knowledge needed at NCEA levels – top down approach to ensure students enter NCEA Health with a holistic view of Health and a clear understanding of the ‘Underlying Concepts’ Underlying Concepts for Health (and PE curriculum): Hauora (Wellbeing), Attitudes & Values, The socio-ecological perspective, Health Promotion Seven ‘Key Learning Areas’ for Health (and PE) in the NZ Curriculum: Mental Health Sexuality Education Food and Nutrition Body Care and Physical Safety Physical Activity (+ Sport Studies and Outdoor Education but these 2 are covered within PE) Key Knowledge needed to be taught at junior level in preparation for work and assessment at senior level:      

Determinants of Health: SPEECH factors + 2 (personal and lifestyle factors) Resilience Social Justice (fairness, equality, non-judgemental) Critical thinking & action Health Promotion Thinking across 3 different levels: personal/interpersonal/societal (PIPS)

NCEA Health Common Themes across all 3 NCEA levels (and within Achievement Standards):    

Resilience Health Issues Health Promotion Wellness and/or ENHANCING wellbeing

Across all of these, the following needs to be covered and understood at Junior level in preparation for NCEA Health:  The Four dimensions of Hauora/Wellbeing  The “Issue” – ability to analyse, effects on wellbeing dimensions, research skills, evidence, statistics (and understanding how to use them), basic use of APA referencing  Influences (factors affecting) – personal/interpersonal/societal. Determinants of Health  Consequences (implications) – personal/interpersonal/societal  Strategies (recommendations) – personal/interpersonal/societal  Researching – research skills and correct referencing

Key Competencies: It is expected that all five KC’s identified in the NZC will be identified, taught, developed and used within junior health and NCEA Health to help students to become successful learners in any context (not just Health)

MRGS Junior Health Curriculum 2016 Background: Year 9 classes study 3 units: “Lets Celebrate Me”, “Interpersonal Skills” and “Caring for Ourselves” – four periods a week for one term. In Year 10, each term to have a ‘theme’: Term 1 – “Resilience” and “Issues” Term 2 – “Influences” Term 3 – “Consequences and Strategies” Term 4 – “Health Promotion” One period a week throughout the year. By end of Year 10 all students should have an understanding of generic health model (refer to model on following pages) and be able to apply it to a range of health issues and make connections between them. All units are considered/taught “HOLISTICALLY”, meaning they can be interrelated with other topics. This gives junior students ability to make connections, not just within the key concepts of health, but also within the context of NZ, world, different cultures, religions, beliefs, attitudes & values etc. Assessment Assessment using Common Assessment Tasks (CATs) and SOLO marking criteria. Year 9 classes assessed at Level 4 of the NZC. Year 10 at Level 5 of NZC. Topics to be covered holistically and within the ‘Key Learning Areas’ as per the NZ Curriculum for Health & PE: Mental Health – resilience, goal setting, peer pressure, drugs, alcohol, disability awareness, harassment, managing change Sexuality Education Food and Nutrition – general nutrition and sports nutrition Body Care and Physical Safety – alcohol, drugs, body image, nutrition, relationships, fitness, first aid Physical Activity – fitness and nutrition (especially around cross country in conjunction with PE lessons)

Use of Solo Taxonomy: SOLO marking criteria templates for 2016 using CATs (Common Assessment Tasks). SOLO to be introduced at the start of the year (PE and Health) to help students to understand how progression can be made in understanding of knowledge and tasks. It could also be used at the start, during and end of the year for students to acknowledge their progress in understanding about the key concepts and themes of Health.

Inquiry Learning: -

Students ability to research health issues in NZ, communities etc. Compare and contrast their own knowledge of issues, influences, consequences and strategies within their own family context i.e different ethnicities, cultures, religion, family values etc Providing evidence in their writing through research (with intro to APA referencing) Different forms of presentation of information; group work, individually, powerpoint/prezi to class, speeches etc Inquiry could focus on how term’s theme is interrelated to many different health related contexts

Use of ICT/BYOD: As per the schools BYOD Guidelines. The use of BYOD will be particularly useful for inquiry learning in most terms for Year 10 Health and Yr 9 units. To be used at teachers discretion in the teaching and learning of term themes, individual topics and student inquiry/interest areas around term themes Referencing of evidence sources In preparation for NCEA Health (particularly Levels 2 & 3), junior students will learn basic referencing skills in the form of APA referencing. For use in assessments and as part of inquiry learning with BYOD. Sexuality Education This topic will be taught in Year 9 under “Caring for Ourselves” Unit. In Year 10, Sexuality Education may be covered in Term 2, 3 and 4, (see flowchart guide for Yr 10 Overview), either separately, or throughout the terms using a “holistic” nature to address the topic in line with the themes of each term. All students are expected to be part of Sexuality Education lessons unless written exclusion has been received by parents/caregivers. Letters will go out to parents at the end of Term 1 for Year 10 students. Students excluded for this topic/lessons will be sent to either the school library, Student Services or Deans Centre during this time (with a signed note from class teacher). Excluded students must still sign in with their teacher at the start of each lesson. Sexuality Education is to incorporate the four Underlying Concepts of Health and Physical Education: Hauora, Socio-ecological perspective, Attitudes and Values, Health Promotion. For the Ministry of Educations guide to sexuality education content at different levels of the curriculum (PrimarySecondary), refer to the PDF document pages outlined in “Sexuality Education: A guide for principals, board of trustees” (updated May 2015)

Generic Health Model to go across all topics and linking of term themes Issue (topic, problem)

Influences (factors affecting, causes, Determinants of Health)

Consequences

Strategies

(Implications)

(Recommendations)

Issue – What actually is the health issue? Why is it an issue or a problem? For who (age group? Ethic groups? Both genders? Cultures?) Where (NZ? MRGS? The World). What evidence is there that this is an issue? (statistics, examples, proof, facts, figures). Is the evidence from a credible source? Trends over the years? Influences – Determinants of Health (DoH. SPEECH factors) - these can be positive or negative for the issue. What are the reasons this health issue exists? PIPS* Consequences – What could/would/will be the negative consequences as a result of the influences? (or could be positive outcomes if an influence was positive). PIPS* Strategies - What can be done to address the influences? What things/ measures/ recommendations/ plans/ tasks/ actions can be put in place that look at reducing the negative influences (and promote positive influences). Strategies can help bring about “health-enhancing” change. By focussing on the influences, this is what will help bring about change to the issue (i.e reduction/improvement/decrease in statistics etc). PIPS*

*PIPS – “The Socio-ecological perspective”. PIPS = Personal, Interpersonal, Societal. Each part of the model should cover these 3 levels. Refer to the appendix at the back and example next page

Year 9 Overview Unit

Content

Let’s Celebrate Me

Hauora – Wellbeing. The four dimensions of Hauora Uniqueness Stereotyping

Interpersonal Skills

Learning Intentions     

Resilience Different types of communication (i.e verbal and non-verbal)

To understand the concept of Haoura (wellbeing) and how it links to themselves and how the four dimensions interrelate. Students will learn about themselves on a personal, interpersonal and societal level Students will recognise the importance of being Unique and how we should/can celebrate this. Students will gain knowledge of how stereotyping effects people’s self esteem Students will gain knowledge of what resilience is and PIPS influences (positive and negative) and what strategies can be used to improve resilience

Effective communication Learning assertiveness

Caring for Ourselves

Strategies for using effective communication Nutrition Smoking (tobacco & cannabis) Sexuality Education Attitudes, values, beliefs Body changes Body image Conception Sexual identity Gender stereotyping Self esteem Resilience

To gain an understanding of different types of communication and earn strategies to enhance relationships with other people

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Investigate some of the key issues relating to Nutrition Discover and identify what influences adolescents to make poor choices (PIPS) Identify strategies present in NZ and why they are important to help improve the issue Investigate the effects of smoking tobacco and cannabis on the body Identify why it is an issue and consider the influences on adolescents to smoke Identify what PIPS strategies are available to address the issue Identify the influences around sexuality, including the differences between cultures, religions, attitudes and beliefs. Identify changes are occurring in the body during adolescence and how these changes effect selfesteem and body Image. Understanding of conception To look at the strategies that students can use to help them be more resilient and improve/maintain self -esteem through adolescent change

Year 10 Overview Term Theme Term 1 “Resilience” And “Issues”

Learning Intentions

Success Criteria

This term students will….

By the end of this term student should/will….

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Term 2 “Influences”

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Term 3 “Consequences & Strategies”

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Term 4 “Health Promotion”

(also refer to topic content guide next page)

Gain an understanding of what resilience (and perseverance) is – definitions Be able to apply resilience situations/scenarios to their own and other lives Be able to identify risk and protective factors and how they contribute to resilience (or lack of) Research a Health Issue of interest with a partner using credible sources.

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Learn and understand the term ‘influence’ and how it relates to/contributes to a particular health issue Brainstorm and identify influences that are major factors for particular health issues Discover how influences can affect the wellbeing of individuals, friends/family and society Learn and understand the term ‘consequence’ and how it relates to/contributes to a particular health issue and also how it interrelates with influences Understand the difference between negative consequences and positive outcomes (which come from positive influences) and how these affect the health issue Brainstorm and identify consequences that are major factors for particular health issues Discover how consequences can affect the wellbeing of individuals, friends/family and society

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BodySafe programme weeks 1-4

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Brainstorm and identify groups within MRGS, Roskill Community and NZ Look at the strategies these groups use at all 3 levels Gain an understanding of how health promotion in the community can help enhance wellbeing and work to reduce negative influences that contribute to health issues

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Understand the term “Resilience” Understand Risk and Protective Factors and be able to identify several for particular health issues Have an understanding of the “Sociological perspective”(PIPSpersonal/interpersonal/societal) Be able to identify health issues in the community, NZ, world-wide health issues in the news Knowledge of research skills, using the internet to gather information, data and evidence and how to APA reference to a basic level Have an understanding of positive and negative influences on an issue Be able to identify several influences for a given issue, at all 3 levels – PIPS Be able to explain how identified influences can affect the wellbeing of an individual, their family/friends and society Have an understanding on how influences can lead to consequences for a particular health issue/topic (show some linkage) Can identify several consequences at all 3 levels for a particular health issue Be able to explain how identified consequences can affect the wellbeing of an individual, their family/friends and society Show an understanding of how strategies can help address a particular health issue Show some knowledge can bring about some health enhancing change (in relation to a particular issue and its influences) Be able to make some recommendations for strategies that could be used at all 3 levels for a particular issue

BodySafe programme outcomes:     

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Increase knowledge about sexual violence, consent and sexual rights and responsibilities Build communication skills to negotiate consent in sexual situations Increase understanding of healthy and respectful sexual relationships Build young people’s confidence to access support services and explore personal healing strategies Build safe bystander intervention skills

Knowledge of groups and organisations within MRGS, the community and NZ and how they promote wellbeing

Year 10 Term Theme (focus) and topic possibilities – Guide Only Term 1 -Health Key Concepts -Resilience - Issues

Need to cover:  Wellbeing (4 dimensions)  Health Model  PIPS  Resilience  Research skills inclu basic APA referencing

Health Issues in the Media. May include but not limited to:  Ebola  HIV  Poverty  Malnutrition  Obesity  Smoking  Drugs

Term 2 Influences

Should Cover:  Marijuana  Alcohol  Cross Country Goal Setting (for PE next term)  Go

Could Cover:  Body Image (BILs)  Smoking (recap from Yr 9)  Other drugs  Peer pressure (i.e to drink, smoke, drugs, sexual activity)  Harassment (cyber, physical, mental & emotional, sexual)  Stress, anxiety, depression, self esteem, self-confidence (lack of)

Term 3 Consequences & Strategies

Should Cover:  Cross Country goal setting (with PE)  Relationship changes (positive vs negative r/ships either friendships and/or romantic)  Gender Identity and sexual orientation  Conception vs Contraception  STI’s

Term 4 Health Promotion

BodySafe programme (4 lessons)

Could Cover:     

Could Cover:  PSSP in to classes  Peer pressure (to drink, smoke, truant, drugs, relationships)  Change, loss, grief  Harassment  Failure (academic, sporting)  BILs  TV adverts (i.e drink driving, smoking, depression) 

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PSSP BILs School mediation program Student Peer mentors Teacher/student/family Mentoring First Aid (CPR, Recovery position, RICE) Other Health Promotion around the school Organisations in the Mt Roskill Community