Building strong foundations for success in senior Health Education Michelle Ferris Room E1 This workshop explores the use of creative, critical thinking and literacy activities that introduce key Health concepts into junior HPE programmes. These aim to enrich learning in Health units and prepare students for success in senior Health Education

Tena Koutou Katoa Greetings to all Ko Michelle Ferris taku ingoa My name is Michelle Ferris No No Whangaparaoa ahau I am from Whangaparaoa Kei te noho ahau inaianei Poneke I now live in Wellington Ko Scottish Highlands te waka is the waka Ko I Rangitoto te maunga is the mountain Ko Orewa te awa is the river Ko Pacific te moana is the sea Ko Watt te hapu is the sub-tribe Ko Manly te marae is the home Ko au te kaiako ki te kareiti o Aotea I am a teacher at Aotea College ¨E pai ana taku mahi I enjoy my work Kia ora koutou katoa

Aim To discuss how we can prepare students to achieve in Senior Health Education. To engage in a variety of activities to use with year 9/10 classes to develop an understanding of Key Concepts. To identify needs that your school requires to help implement a successful Health Education programme.

Underlying Concepts Why? NCEA Level 1 assessments are created around level 6 of the NZC, if our students have a strong understanding of these and can relate them different contexts they will be stepping in the right direction. How? The following activities help students make connections with the underlying concepts.

NZ Health and Physical Education in the New Zealand Curriculum (1999) http://health.tki.org.nz/Teaching-in-HPE/Health-and-PE-in-the-NZC/Health-and-PE-in-the-NZC-1999 Levels 4,5,6

Well-being, Hauora Well-being - The concept of well-being encompasses the physical, mental and emotional, social, and spiritual dimensions of health. This concept is recognised by the WHO. Hauora - Hauora is a Māori philosophy of health unique to New Zealand. It comprises taha tinana, taha hinengaro, taha whanau, and taha wairua. Taha tinana - Physical well-being - the physical body, its growth, development, and ability to move, and ways of caring for it Taha hinengaro - Mental and emotional well-being - coherent thinking processes, acknowledging and expressing thoughts and feelings and responding constructively Taha whanau - Social well-being - family relationships, friendships, and other interpersonal relationships; feelings of belonging, compassion, and caring; and social support Taha wairua - Spiritual well-being - the values and beliefs that determine the way people live, the search for meaning and purpose in life, and personal identity and self-awareness (For some individuals and communities, spiritual well- being is linked to a particular religion; for others, it is not.) Each of these four dimensions of hauora influences and supports the others. CIRCLES - MY MIHI - HAUORA BINGO - SEXY PARAGRAPHS - Short clip on the Te Whare Tapa Wha

Health Promotion Health promotion is a process that helps to create supportive physical and emotional environments in classrooms, whole schools, communities, and society. The health promotion process requires the involvement and collective action of all members of the wider school community –students, staff, parents and caregivers, and other community members. By engaging in health promotion, students and teachers can: come to understand how the environments in which they live, learn, work, and play affect their personal well-being and that of society develop the personal skills that empower them to take action to improve their own well-being and that of their environments help to develop supportive links between the school and the wider community help to develop supportive policies and practices to ensure the physical and emotional safety of all members of the school community. Health promotion encourages students to make a positive contribution to their own well-being and that of their communities and environments. Making Meaning, Making Difference

The Socio-ecological Perspective People can take part in the health promotion process effectively only when they have a clear view of the social and environmental factors that affect health and well-being. Through learning experiences that reflect the socio-ecological perspective, students can seek to remove barriers to healthy choices. They can help to create the conditions that promote their own well-being and that of other people and society as a whole. Through this perspective, students will also come to a better appreciation of how and why individuals differ. The socio-ecological perspective will be evident when students: identify and reflect on factors that influence people's choices and behaviours relating to health and physical activity (including social, economic, environmental, cultural, and behavioural factors and their interactions) recognise the need for mutual care and shared responsibility between themselves, other people, and society actively contribute to their own well-being, to that of other people and society, and to the health of the environment that they live in. Through the socio-ecological perspective, students will learn to take into account the considerations that affect society as a whole as well as individual considerations and will discover the need to integrate these. SEP WELLBEING LINKS DEFINITIONS AND CIRCLES

Attitudes and Values Programmes in health and physical education contribute to the well-being of individuals and society by promoting the attitudes and values listed below. Through their learning in health and physical education, students will develop a positive and responsible attitude to their own physical, mental and emotional, social, and spiritual well-being that includes: valuing themselves and other people a willingness to reflect on beliefs the strengthening of integrity, commitment, perseverance, and courage. They will develop respect for the rights of other people, for example, through: acceptance of a range of abilities acknowledgment of diverse viewpoints tolerance, rangimarie, and open-mindedness. They will develop care and concern for other people in their community and for the environment through: cooperation and awhina applying aroha, manaakitanga, care, compassion, and mahi a ngakau constructive challenge and competition positive involvement and participation. They will develop a sense of social justice and will demonstrate: fairness inclusiveness and non-discriminatory practices. Debates, News Articles, Opinion pieces, School values, People's attitudes towards certain issues. Curriculum in Action Activity (L5)

Warm up/Discussion Talking Donut In a donut formation stand opposite someone in the group. Introduce yourself then discuss what you want to gain from attending this presentation.(feedback from 2-3 people) People on the outside move clockwise 3 spaces. Introduce yourself then discuss how well you think your school currently prepares students for senior Health Education.(feedback from 2-3 people) Introduce yourself then discuss why interpersonal skills help achievement. (feedback from 2-3 people) Another communication icebreaker/starter: Human Treasure Hunt

Strategies Literacy Strategies to help students get words on paper - RAP, SEXY , PMI Chart, Y Chart. Using films to provide a context and get specific examples, things such as feelings and responses, influences, consequences, strategies. Use Role Play to help students understand how to use specific skills or to gain perspective on a situation. Context choices that create a knowledge base for senior contexts. - The NZC helps with this as the AO’s follow on themes and concepts from level 1-8.

Examples and useful resources Assertiveness - PPT Activity 1,2,3,4 Goal setting - SMART Resilience - Vocab Square - Karate Kid Resilience PPT Decision Making - Decision making grid Assessments - Year 10 - Sexuality Education (Juno) Critical thinking - Questioning - Sentence Starters - Writing Paragraphs - Using Evidence Student choice (literacy focussed) - Homework noughts & crosses

Thank you!