WHAT IS THIS SUBJECT ALL ABOUT?VELS – what are we trying to

achieve?

Wellbeing the subject

Wellbeing – what is it? The formal way we teach

Pastoral Care at MacKillop. It is part of a teachers load &

they elect to teach the program.

It aims to increase protective factors in our students, encourage engagement and give them life skills to develop resilience.

It is about health content but also about processes and the products they can deliver.

The learning environment is student centred and encourages collaboration.

Year 7 – 10 Wellbeing The purpose of VELS is to equip our

students with capacities to:Manage themselves as individuals and in

relation to others;Understand the world in which they liveAct effectively in that world

This is achieved through the development of three core,

interrelated strands:Physical, Personal and Social LearningDiscipline – based learningInterdisciplinary Learning

The 3 Strands

Wellbeing FocusThe Wellbeing Curriculum largely focuses

on the VELS Health and Physical Education Domain, focussing on the Health Knowledge and Promotion dimension.

It is crucial, however, to consider the importance of integrating learning experiences from all three strands of the VELS. We often will focus on a HKP standard however must understand and incorporate all strands through the activities we conduct.

Building breadth and depth.....

Overview of VELS framework

VELSThe VELS define what students should know and

be able to do at different levels of schooling and are written for one or more dimension within each domain. They are in effect, outcomes against which student achievement will be ASSESSED and REPORTED on and provide valuable information about student progress which can form the basis of further teaching and intervention.

The VELS are designed for whole school curriculum planning. We are a team that decide how to meet the standards in our subject.

We need to be familiar with the standards and what students should know.

What VELS level – Year level?

Health Knowledge and Promotion Standards – Level 5Students describe the physical, emotional and social

changes that occur as a result of the adolescent stage of the lifespan and the factors that influence their own development.

They describe the effect of family and community expectations on the development of personal identity and values.

They identify outcomes of risk taking behaviours and evaluate harm minimisation strategies

They indentify the health concerns of young people and the strategies that are designed to improve their health.

They describe the health resources, products and services available for young people and consider how they could be used to improve health.

They analyse a range of influences on personal and family food selection, and indentify major nutritional needs for growth and activity.

Health Knowledge and Promotion – Level 6.Students identify and describe a range of social and

cultural factors that influence the development of personal identity and values.

They identify and explain the rights and responsibilities They identify and explain the rights and responsibilities associated with developing greater independence, associated with developing greater independence, including those related to sexual matters and sexual including those related to sexual matters and sexual relationships. relationships.

They describe mental health issues relevant to young people. They compare and evaluate perceptions of challenge, risk and safety.

They demonstrate understanding of appropriate assertiveness and resilience strategies.

They analyse the positive and negative health outcomes of a range of personal behaviours and community actions.

They identify the health services and products provided by government and non-government bodies and analyse how these can be used to support the health needs of young people.

They identify and describe strategies that address current trends in the nutritional status of Australians. They analyse and evaluate the factors that affect food consumption in Australia.

Other Strands - In Wellbeing we will meet standards from a

number of Dimensions and Strands. Just like HK&P you need to have a thorough understanding of the standards you are reporting against.

Eg: Interdisciplinary Learning (Strand)Thinking Processes (Domain)Reasoning, processing and inquiry

(Dimension)....use a range of question types, and locate

and select relevant information from varied sources when undertaking investigations.... (standard – part of)

Planning our Units

Teaching and Learning StrategiesIn Wellbeing a variety of teaching and learning

strategies have been used throughout the units. Apart from providing interesting and engaging lessons, they provide opportunities for:

Understanding the importance of developing lifelong healthy practices

Optimal amounts of physical activity (supporting PE Units)

Students branch off and explore areas deemed interesting to them

Consideration of students prior learning Demonstrating achievement of the relevant

standards.www.vcaa.vic.edu.au

Unit requirementsAs you develop the new units could we please

keep a consistent approach to the Units already developed (Yr 7 and Yr 8):

Unit Planner – as per Learning Leaders guidelines

Lesson Plans – detailed- Introduction and rationale- In this Unit students will.... (achievement expectations)- Highlight resources needed per lesson- use technology

Reporting instruction sheets for teachers & spreadsheet

The WorkbooksEach student will receive a workbook. It is

an ongoing reflective journal and record of achievement.

All documents to be typed in word and set up in landscape orientation.

Each workbook contributes to a students overall grade in the subject

After each Unit is taught teacher feedback will be asked for – a review and update will occur for the following year.

PRE TESTING To successfully differentiate the wellbeing

classes you must incorporate a PRE TEST. This PRETEST needs to determine1. Content knowledge (level)2. Processes (thinking)It should not be lengthy and should try to account

for a variety of learning styles.Once completed – grade them accordingly e.g. Those experiencing difficulty, those

developing, those competent and those that are highly developed.

2 KEY QUESTIONS – Pre TestsWhat content knowledge do your students already know before you begin the unit?

What skills have they already mastered?

Ideas for pre tests…(handouts)Ycharts – looks like, sounds like, feels like.Tony Ryan’s thinkers keys – The answer is…”This is

a result of their lifestyle” what is the question?Lotus DiagramVenn Diagram (Double and Triple)Ranking LadderFishboneBrainstorm WebPCD – Possibilities, Options, OutcomesCAMPER, SCAMPERPlacemat

Ideas for pre tests…TargetDe Bono’s 6 Thinking HatsPMI – Plus Minus InterestingConcept MapsFlow ChartsWritten responsePicture matchingMultiple ChoiceLabellingCloze passageShort answers

Differentiated Instruction.Refer to handout – Why differentiate Instruction?From Gifted to underachievers – we must accommodate

them in the Wellbeing classroom. How?1st step is to get to know your students… refer to All

About You handout.A differentiated curriculum – begins where the students

are at, caters for different learning styles, caters for different interests, provides for varied rates of instruction, provides for varying degrees of difficulty, allows for thinking, learning and creating in different ways, matches learning with particular intelligences.

BLOOMS TAXONOMY, MULTIPLE INTELLIGENCES, HABITS OF MIND, COOPERATIVE LEARNING STRATEGIES, VELS, PoLT??????

AssessmentRefer to handout – Glossary of terms re:

Assessmentwww.education.vic.gov.au/studentlearning/assessment/preptoyear10/proflearning/glossary.htm

Wellbeing – share ideashttp://kpower-studentwellbeing.blogspot.co

m/http://www.ted.com/http://www.youtube.com/http://www.teachertube.com/

Year 9 Main Campus PLM – Planning

StageFacilitator – Andrew Exton

Year 10 PLM – Planning StageFacilitator – Kylie Power

What do we know about student wellbeing?

It’s both an emotional state and a subjective perception by the student

It’s about satisfaction, engagement and connectedness

It is linked to learningThere is no agreed definition of what it isWe have no adequate measure of overall student

wellbeing per se but most of its components can be measured

It’s importance in most educational literature has increased eg. Melbourne Declaration of Educational Goals and must be an essential part of all of Domains

Protective Factors – our focus. Handling the demands of schoolYoung people who feel they can handle the demands placed on

themby school are less likely to feel depressed. Belief in own ability to copeYoung people who believe in their own abilities and capacity to deal with challenging circumstances are better able to cope. Belief in one’s own capacity to cope can be learned from the responses given by others. Sense of controlPeople who believe they have some control over important factors in their lives feel more able to deal with the challenges they face.

Those who blame others for their failures and see themselves as helpless or powerless

tend to cope less effectively.

Protective Factors continued…• Individual dispositionFactors such as temperament, high self-esteem, internal locus of control and autonomy contribute to effective coping and

resilience.• Family circumstancesThe presence or absence of a supportive family environment, including warmth, cohesiveness, closeness, order and

organisation, contributes to emotional wellbeing and the capacity to cope.• Support, belonging and role-modelsThe availability of support systems in the form of individuals or groups who provide positive models for identification can be a significant factor affecting the young person’s capacity to deal

with challenging circumstances. A caring teacher may be a key

support or role-model for a student.

Overview of Units – Yr 7 - 127 8 9 10 11 12

TransitionGetting to know you – START program – Andrew Fuller

Creating Conversations – student led Drug Education Unit

Values EdSMC

Current Unit

Cyber Safety 2 Cannabis and Consequences

Pathways to the futureVCE / VCAL

success strategies

Growth and Development

Health and hygiene – body

image.

Living in Cyberia

Whats theHarm?

Drug Education SMC

Creating Conversations

Night

Careers / subject

selection

Driver SafetyFit to Drive

Basic Life Skills 101

Nutrition Understanding Mental Illness – based on Mind Matters Unit

Adolescence Stepping into

adulthood– revisit puberty changes,

emotional changes, youth

issues and resources

PORTFOLIOS

Legal responsibilities

–rightsLocal community – services and

links to community

groups.

Maximising Choice,

minimising risk. – sexuality unit

Courtesy is catching –

manners and life skills

Drivers Ed. – Police in schools

program.

Power sex and risk taking behaviour

Muck up day – safe partying.

Year 9 Main Campus – topics and ideas

PORTFOLIOSINDIVIDUAL LEARNING GOALS

COURTESY IS CATCHING

ADOLSCENCE – STEPPING INTO ADLULTHOOD

Year 10 – topics and ideas

Planning – what needs to be done

1. PORTFOLIO’s and INDVIDUAL LEARNING GOALS lessons

2. COURTESY IS CATCHING lessons3. ADOLESCENCE – STEPPING INTO ADULTHOOD

lessons4. UNIT PLANNERS5. REPORTING and ASSESSMENT6. PD for STAFF TEACHING WELLBEING in 20107. RESOURCE LIST or REQUIREMENTS - $$$8. WORKBOOK9. TIMELINE for DUE DATES

Planning – what needs to be done1. CAREERS & PATHWAYS lessons2. SEXUALITY & CYBER WORLD UNIT3. DRIVERS ED lessons4. UNIT PLANNERS5. REPORTING and ASSESSMENT6. PD for STAFF TEACHING WELLBEING in

20107. RESOURCE LIST or REQUIREMENTS - $$$8. WORKBOOK9. TIMELINE for DUE DATES

Personal Learning ThreadsThe Individual Learner & Managing

Personal Learning– study the learning focus statements and the Standards for The Individual Learner. (handout)

Have the Year 9’s achieved the Level 5 Standard???

How will you help them move towards the Level 6 Standard?

Lesson Plans – e.g YR 9 WELLBEING WHAT’S THE HARM? DRUG EDUCATION UNIT INTRODUCTION AND RATIONALE Drugs are part of Australian Society. We all use drugs everyday. Many

people use drugs safely like an asthmatic taking a ventalin preventer daily. Other people in our society use drugs to cope with small health issues like headaches. There are also some people in society that use drugs inappropriately and they can cause great harm. Use of alcohol, tobacco and illicit (illegal) drugs can cause great harm to young people.

Using harmful drugs is a choice and on the whole most young people choose not to use harmful drugs or use them in a responsible manner. For the smaller minority these drugs are misused and significant harm can occur.

This unit will assist MacKillop students to find useful and reliable sources of information about drugs and help them explore their own thoughts and values in regard to this issue. Harm minimisation is the underlying principle of this unit as students investigate some of the important issues and challenges young people face.

Lesson Plans continued..IN THIS UNIT STUDENTS WILL:IdentifyInvestigateExploreUnderstandLESSON ONE Immersion activity – what do you know?

M Drive – Wellbeing 2009 – look at sample Year 7 and 8 lesson plans

Unit PlannersLook at samples – see M drive for

assistance and tips

Special Needs Considerations

Classroom Climatebe climate oriented versus task oriented (attend to

how students learn as well as what they learn, build in cooperative tasks, enforce the no put-downs rule, and promote inclusion and participation)

develop rapport (smile, greet, talk to individuals as well as groups)

don’t take it personally when students misbehave (there is usually something else going on)

know you can engage common sense (be helpful, firm and consistent)

don’t be a doormat: practice effective discipline - RCP (rules protect students right to learn)

resist labelling your students