HPE Year 6 Unit 3.docx - Web viewThey recognise the influence of emotions on behaviours and discuss factors that influence how people interact. ... Managing time, ... HPE Year 6 Unit

Health and Physical Education Year 6 Term 4

Unit Title: Primary School to High School, Am I Ready to Transition?

Achievement Standard

By the end of Year 6, students investigate developmental changes and transitions. They examine the changing nature of personal and cultural identities. They recognise the influence of emotions on behaviours and discuss factors that influence how people interact. They describe their own and others’ contributions to health, physical activity, safety and wellbeing. They describe the key features of health related fitness and the significance of physical activity participation to health and wellbeing. They examine how physical activity supports community wellbeing and cultural understanding. Students demonstrate skills to work collaboratively and play fairly. They access and interpret health information and apply decision making and problem solving skills to enhance their own and others’ health, safety and wellbeing. They perform specialised movement skills and propose and combine movement concepts and strategies to achieve movement outcomes and solve movement challenges. They apply the elements of movement when composing and creating movement sequences.

HPE Strands Content Descriptions Assessment (A)

Personal, social and community health

Being healthy, safe and activeCommunicating and

interacting for health and well being

Contributing to healthy and active communities

Movement and Physical ActivityMoving our bodyUnderstanding movementLearning through movement

Knowledge and Understandings

Being healthy, safe and activeExplore personal and cultural identities and how they change and adapt to different contexts and situations (ACPPS051)

Investigate resources and strategies to manage changes and transitions associated with puberty (ACPPS052)

Investigate community resources and strategies to seek help about health, safety and wellbeing (ACPPS053)

Communicating and interacting for health and wellbeing

Practise skills to establish and manage relationships (ACPPS055)

Examine the influence of emotional responses on behaviour and

Assessment For LearningCheck that students are aware of personal feelings about transitioning and if they can describe these feelings.

Assessment As LearningCheck that students are clear of systems/expectations/rules/procedures etc in high school after ‘question time’ with high school representatives.

Assessment Of Learning

relationships (ACPPS056)

Contributing to healthy and active communities

Investigate and reflect on how valuing diversity positively influences the wellbeing of the community (ACPPS060)

Focus Areas HPE

Alcohol and other drugs (AD)Food and nutrition (FN)Health benefits of physical activity (HBPA)Mental health and wellbeing (MH)Relationships and sexuality (RS)Safety (S)

Active play and minor games (AP)Challenge and adventure activities (CA)Fundamental movement skills (FMS)Games and sports (GS)Lifelong physical activities (LLPA)Rhythmic and expressive activities (RE)

Learning Framework Community ContributorLeader and Collaborator

Active InvestigatorEffective Communicator

Designer and CreatorQuality Producer

Cross Curricula Priorities

Catholic EthosAboriginal and Torres Strait Islander

Histories and Cultures

Social Emotional LearningAsia and Australia’s Engagement with

Asia

Inclusive EducationSustainability Education

General Capabilities LiteracyCritical and Creative ThinkingIntercultural Understanding

NumeracyEthical Understanding

ICTPersonal and Social Capability

Links to other LA’s Links to other Learning Areas: Australian Curriculum: HPE

Literacy, Science, ICT

Situational Context of Unit

This unit can be completed in the following ways:General Classroom Teacher - HPE Combination 1 hour per weekHPE Specialist in addition to Classroom TeacherPE Component(specialist) ...hrs PE Component (Classroom Teacher)...hrs H Component (specialist/classroom teacher) 10hrs

Additional information:

Learning and Teaching StrategiesWeek 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities Catholic Ethos, SEL, Aboriginal and Torres Strait Islander Histories and Cultures, Inclusive Education

General Capabilities Literacy, Personal and Social Capability, ICT, Intercultural Understanding, Ethical Understanding

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

Engage Resources

Pose the question ‘What does transitioning mean?’ A transition marks moving from one part of life to another, for instance starting school, university or work, getting married, having children etc. For children and young people some key transitions are around school and work, as they mark milestones in young lives. Discuss-Who remembers their first day at this school? How did you feel? Ask students to share their experiences of their first day at school. Teachers can describe their first day at primary school, high school, university, teaching etc. Explain it is a natural part of life and the feelings felt by yourself when transitioning are the same feelings most people go through. Write the word ‘Secondary School or High School’ on the board. Ask students to use sticky notes to stick their feelings about transitioning the following year. Discuss responses. You should get a sense that most students will have the same feelings (nervous, excited, unsure etc) Explain that it is normal to have a range of feelings. Watch the Youtube clips: https://www.youtube.com/watch?v=5_rZAyza6yk (Qld A Flying Start) This is about the piloting of Y7 to high school. https://www.youtube.com/watch?v=PHtbZP17e_k (Be aware that this is a NSW clip so subjects may be different). Discuss any questions that may arise from the clip.

Teacher ResourcesWhiteboard or IWBYoutube clip A Flying Start Qldhttps://www.youtube.com/watch?v=5_rZAyza6ykYoutube clip Transition NSWhttps://www.youtube.com/watch?v=PHtbZP17e_k

Student ResourcesSticky notes

Health and Physical Education Metalanguage Assessment Opportunities

Transitioning, experiences, milestones Check that students are aware of personal feelings about transitioning and if they can describe these feelings.

Reflection

Week 1 2 3 4 5 6 7 8 9 10




Explore Resources

1) Ask students to stand in a horse shoe shape. Place a 'Better' sign at one end of the room and a 'Worse' sign at the other end of the Teacher Resources

room. Explain to students that this is a 'continuum'. When you say a word or phrase, you want students to stand on a position along the continuum that represents how strongly they feel. For example, if you say the word, 'Life', students who think their life will definitely be better at secondary school will stand close to the top of the continuum near the 'Better' sign, while those who aren't sure about what will happen to their life will stand toward the middle of the continuum, half way between the signs, and those who think their life will be worse, will stand more toward the 'Worse' sign. Ask students to explain why they are standing in the position they have chosen. Tell students they can change their position if their opinions change while listening toother students. Complete the START survey for schools. http://www.education.vic.gov.au/Documents/school/teachers/health/start.pdf (p20, p21)As well as getting students to think in more detail about their move to secondary school, this survey can be used to pinpoint issues that may need to be addressed either individually or as a whole class.Ask students to complete the survey and then collect.Some suggested words for the continuum activity.BULLYING CANTEEN TEACHERS SUBJECTS FRIENDSHIPS ENJOYMENT SPORTS

2) Form students into groups. Ask students to brainstorm all the questions they would like answered about their new school. Using the sample letter, draft a letter or email to the principal or Year 7 coordinator at your new school. When the letter/email has been checked by the teacher, address and send. In the letter you may wish to request a visit from Y7 students or Y7 coordinator to come speak to the class and address the questions raised. A sample letter is included on page 31 http://www.education.vic.gov.au/Documents/school/teachers/health/start.pdfAsk the students to write/ type their questions they have included in their letter and keep these in their books. (Copy of question sheet is attached to bottom of planning and can be modified). Students should attempt to answer these questions with what they think. They can compare this after next lesson.

1) Smart Survey: http://www.education.vic.gov.au/Documents/school/teachers/health/start.pdf (p20,p21)

2)Sample letter: http://www.education.vic.gov.au/Documents/school/teachers/health/start.pdf2) Question sheet:Attached at bottom of planning.

Student Resources

1)Copy of SMART survey2)Copy of letter2) Questions sheet


Bullying, Canteen, Subjects, Friendships, Transitioning, experiences, milestones

Reflection

Week 1 2 3 4 5 6 7 8 9 10




Explain Resources

1)Have a representative/s (principal, coordinators, students etc) from the high school to visit the class and address the questions raised in the email/letters. Ask the students to write down the answers to these questions (from previous lesson)when they are answered by the representative. Use the time for students to raise any more questions that they may have. Students should take notes on this to refer to in future lessons. If you have trouble with having representatives coming to school you may organise to interview them via digital technology such as Google hangout/skype.

2) Explain to students that they have learnt/clarified much about the running of high schools and some of the emotions we might be feeling. Has any of our emotions about high school changed since we have spoken to the high school representative? How?Write on the board : Managing time, Making new friends, Bullies. Ask the students to write in order from 1-3 which is most concerning to least concerning. Explain to students they may rate them all the same. Explain to students that most children worry about these concerns before going to high school. Write the 3 concerns on the board. Ask the students to talk to a partner about the headings and what they believe they could do to counter any anxiety around these subjects. Come back as a whole class and feedback. Ask students about bullying. Do they know what it is? Are they expecting bullying to be any different at high school. Is it going to be worse/ better. Show students the website: http://www.takeastandtogether.gov.au/under13/index.html Look through each of the parts and watch the video clips linked about bullying. Students could list things to do if they or their friends were bullied. Feedback class suggestions. * You may wish to overlap this in ICT or SEL lessons by looking at cyberbullying. There are resources and information on : http://www.cybersmart.gov.au/Schools/Teacher%20resources/Upper%20primary.aspx

Teacher Resources:1)High school representatives. (In person or skype)2)Bullying website:http://www.takeastandtogether.gov.au/under13/index.html3) Cyberbullying website: http://www.cybersmart.gov.au/Schools/Teacher%20resources/Upper%20primary.aspx4) Youtube clip:http://www.youtube.com/

3) Discuss with students that we looked at 3 concerns for children transitioning to high school. Mention that we are focussing on making new friends. Explain to students that going to high school sometimes makes it difficult to always see our primary school friends, this may be due to them going to other schools, different classes, different subjects, clubs etc. This doesn’t mean we stop being friends but you may find that your friendships drift apart for various reasons. You will find that making new friends is a natural thing and everyone going to high school eventually makes new friends. Ask the students to discuss situations where they may have had to make new friends in the past eg. starting school/new school, sport club, theatre groups etc. Explain to students they have had plenty of experience of making new friends before and it will be no different in high school. Mix the children up in the class as pairs that usually do not play/socialise with each other. Ask the pairs to play Common interests: ask them to find seven things that they have in common (for example, all like the Harry Potter movies, all have the same favourite colour, all have a cat). Write down and then share with the class at the end. As individuals or In pairs, design a comic strip giving facts on how to make new friends in a high school situation. The students may do this with the use of technology ‘Comic LIfe’ software, Make Beliefs Comix http://www.makebeliefscomix.com/Comix/ , Read Write, Think comics http://www.readwritethink.org/files/resources/interactives/comic/ or on paper. Share comics with class.

4) Discuss the next concern which is about managing time. Ask students to list activities they do after school now or are planning to do next year. Ask the students what they believe their workload will be like in high school compared to primary school.Why? Watch the youtube clip: http://www.youtube.com/watch?v=FEMNc0nkxWg about time management. After watching the clip get the students to write the positive things they saw and the negative things they saw from the clip. Explain the clip was set in a classroom but could the same things happen at home with homework/assignments etc? Discuss ways that we could plan our time to reduce poor marks/stress etc. Explain that keeping a timetable is a useful way to record and plan events so that we can manage time. Using laptops and word get students to make a weekly timetable Mon-Fri. Have the students discuss the way you will construct the timetable. Plan the timetable in a way that can be used for the following week. Explain to students that they need to organise their timetable to include sport/music clubs after school, time for homework and relaxation time. Students can print and share their timetables with their peers.

watch?v=FEMNc0nkxWg

Student Resources:Question sheets from previous lesson.

3) Make Beliefs Comixhttp://www.makebeliefscomix.com/Comix/

3) Read, Write, Think comic generatorhttp://www.readwritethink.org/files/resources/interactives/comic/

4) Computers for constructing timetables.


After high school representatives visit, compare students’ responses for questions before and after.

Reflection

Week 1 2 3 4 5 6 7 8 9 10




Elaborate Resources

Hand students their assessment task (see attached to planning). Explain to students the expectations and clarify any questions. Go through the rubric with the whole class.

Teacher Resources:

Student Resources:Assessment task sheetsIpads/video recorders


Bullying, Canteen, Subjects, Friendships, Transitioning, experiences, milestones

Reflection

Week 1 2 3 4 5 6 7 8 9 10




Evaluate Resources

Students to share their assessment piece with the class. Peers to review. Hand out the peer review sheets (attached to planning) and discuss. Use the youtube clip from the previous weeks about time management and mark that as a class so that students have a clear understanding of how the peer review will work. http://www.youtube.com/watch?v=FEMNc0nkxWg . Allocate different children to review different groups.

Teacher ResourcesTime management youtube clip:http://www.youtube.com/watch?v=FEMNc0nkxWgStudent ResourcesPeer review sheet (attached to plan)


Reflection

Planning for Differently Abled StudentsStudent/s Different Ability Australian Curriculum

Content Descriptions being addressed

Learning and Teaching Strategies Assessment Strategies

Assessment Task

Name of Task: Primary to High School- Ready to Transition

Learning Area: Health

Assessed By:

Date Commenced: Date Due:

Type of Task: Oral Written Other

Task Conditions: Individual Pair Group Work

In Class Homework Other

Opportunity to Access:

Books Notes Library

Assessed By: Self Peer Other

Task Description:You are to make a movie that highlights ways that students can deal with transitioning from primary school to high school. Using your notes, knowledge and research from the unit so far, focus on the areas of:

● Feelings about transitioning● Dealing with Bullying● Managing time ● Making new friends.

Remember, this short movie should offer tips and advice on how to cope with going to high school for a year 6 audience. You may wish to make your movie into a factual documentary or a series of short scenarios played out by characters. You will need to produce a script and movie as part of your assessment.

Procedure: · You will research each area of transitioning (listed above) and decide how you will deliver this

message (documentary or scenario).· You will then write the script.· You will then plan costumes and props.· Film your movie· Edit your movie· Share your movie with the class

Resources: Internet, class notes, books, brochures.

Peer Review

Today I am reviewing the transition movie of group ___.

Overall effectiveness in delivering the message and providing information about:

Feelings before transitioning- poor________________________________________________excellent

Why: ____________________________________________________________________________

Dealing with bullying- poor ________________________________________________ excellent

Why: ____________________________________________________________________________

Managing Time- poor _________________________________________________excellent

Why: ______________________________________________________________________________

Making Friends- poor __________________________________________________excellent

Why: ______________________________________________________________________________

Year 6 Health-Transition Unit Student:

Date:Class:

High level of Effort Sound Effort Support Required

Health Communicating effective skills for

transitioning.

Provides a detailed and effective interpretation about the feelings in transitioning, dealing with bullying, managing time and making friends that students face when transitioning to high school.Provides detailed solutions and tips to overcome negative feelings.

Provides an interpretation about the feelings in transitioning, dealing with bullying, managing time and making friends that students face when transitioning to high school.Provides some solutions and tips to overcome negative feelings.

Provides an ineffective interpretation about the feelings in transitioning, dealing with bullying, managing time and making friends that students face transitioning to high school.Provides vague or no solutions and tips to overcome negative feelings.

Working effectively as a group

Excellent teamwork demonstrated by all members in producing the movie.

Satisfactory teamwork demonstrated by all members in producing the movie.

Poor teamwork demonstrated by all members in producing the movie.

Time Management All tasks were successfully completed by the due dates

All tasks were completed by the due dates although some needed reorganising

Tasks were not all completed by the due dates

English Script Script was well presented, easy to follow.All sentences were grammatically correct.

Most of the script was able to be followed. Most sentences were grammatically correct.

Script was difficult to follow.Most sentences were grammatically incorrect.

Presentation Overall presentation was delivered at a high level.

Overall presentation was delivered at a sound level.

Overall presentation was delivered at a low level.

Comment:

My Questions for the high school Principal/Year 7 Coordinator:

1) ________________________________________________________________________________________________________

What I think: ____________________________________________________________________________________________________Correct answer: _________________________________________________________________________________________________

2) ________________________________________________________________________________________________________


3) ________________________________________________________________________________________________________


4) ________________________________________________________________________________________________________


5) ________________________________________________________________________________________________________


6) ________________________________________________________________________________________________________


7) ________________________________________________________________________________________________________


8) ________________________________________________________________________________________________________


9) ________________________________________________________________________________________________________


10) ________________________________________________________________________________________________________
