Template 2

Unit Overview
What will you teach, when will you teach it?
How and when will you assess the student learning?
Week 1

Session 1

Session 2

Session 3

Session 4

-Introduction into the Unit

(Self Defence)

-Sticky note task: ask

questions on a sticky note
Students answer
questions from previous
knowledge (What is selfdefense? When would we
use it? What is out most
important weapon? What
are some vulnerable
parts? How many
weapons can you think of
that you can use? Do you
know of someone who has
had to use self-defense?)

-Critically evaluate
programmes promoting
safe communities.
- Identify types of support
groups there are (e.g.
church, community centre,
womens wellness group,
night school etc.) and
evaluate them (cost,
accessibility, inclusivity,
cultural specificity).
-Critical Thinking using De
Bonos thinking hats about
Self Defence as a social
construct.
-Post box to gather
experiences that students
have had in regards to
feeling unsafe. How can
learning self-defence help
your life?

-Startling statements
activity- finds out statistics
for abuse, domestic
violence, number of
reportings etc.
For example: On average
a woman in New Zealand
dies every 26 days at the
hands of her current or
former partner. Police
receive a call for help in a
domestic setting every
seven minutes, yet they
estimate only 18% of
abused people make that
call.
https://nzfvc.org.nz/datasummaries/children-andyouth

-Introduction of 2 different
key self-defense moves.
Split class into two even
groups and teach the
groups two different selfdefense move them get
the two groups to come
together and teach one
another the two moves
they just learnt so that in
the end each student has
learnt 4 key self-defense
moves- shoulder hold,
wrist hold, arm block and
back off

-Continuum line- give

-Flipped classroom

-Safety talk.
-Make a korowai

-Start to research
information for a pamphlet,
poster or flier to promote a

Assessment Points
Diagnostic, Formative/
Summative
Diagnostic
Finding out what students
already know by a KWL.
Finding out about prior
experiences people have
had by the post box
activity.
Formative:
Starling statement
Summative:
NCEA 3.1 Task 1
Starting to brainstorm
ideas for their community
awareness project

students a scenario and

they have to think for
themselves about where
they stand in that issue, if
they agree, disagree etc.

safety programme that

they would be responsible
for introducing to their
target audience.
For example: getting
someone to be the expert
and to teach their whanau
or they could target one
area e.g. church where
they put together important
contacts like a help line
and put it in their
community
In the school they could
promote community
awareness by getting the
school to wear purple.
http://www.sophieelliottfou
ndation.co.nz/

-Debrief talk about how

you avoid getting yourself
in to those situation

Week 2
-Go over the korowai and
reinforce the importance of
safety in the classroom.
-Trust and team building
activities (trust falls, back
to back stand up)
-Wrestling: from back to
back stand up- students
link arms and try get their
pair to lean one way and
you lean the other and see

-Mats activity: teaching

students the right
techniques for striking:
nose strike and eye eye
palm strike.
Carry on with community
awareness project

-Dicta-gloss: watch a video

and pause it at different
parts and allow the
students time to draw a
picture, a symbols or a
sentence, to recap what
they have just learnt and
understood, and also time
to write down a question
they might have come up
with. Repeat this till the
end of the clip. Ask critical
questions at the end of the

-Mats activity: teaching

students the right
techniques for punching
and kicking. Students are
in pairs holding up a mat
for other pair to practice.
-Check point for
community awareness
project
-complete another KWL
chart

Diagnostic:
Students will complete
another KWL about their
learning around societal
influences and their
implications on
participation for self and
others, to determine gaps
in their knowledge and
things they would still like
to cover.
Also ask critical questions
to see how much they

who wins.
-Balancing activities to
help students stay on their
feet (when you are on the
ground you are more
vulnerable) in pairs stand
facing each other have
your arms out in front and
tap each others hands to
try put them off balance,
repeat this but in a
crouched down position
and then add in bouncing
on your toes.
-Roll, roll, run activity that
teaches students how to
get away if they are
pushed to the ground. This
activity is done of a high
jump matt. (Importance of
tucking your chin)
Have different matt heights
for students to pick which
level they think theyre at.
-Teaching students how to
fall correctly-backwards
and forwards. (Hitting your
hands on the ground first)

activity to see their

understanding.
-Watch a YouTube video
about bystanders (
https://www.youtube.com/
watch?v=OSsPfbup0ac

know and understand.

-Teach them the most

important weapon-their
voice (calling out fire, not
help. Teach them that if
they are in need of helppick someone to help,
Make eye contact and say
YOU HELP ME)
-Watch a video on
breaking the violence
cycle and breaking the
silent cycle
https://www.youtube.com/
watch?v=W706whUmonc

Summative:
Devising strategies to
ensure self-defence
practice continues
Performing a role play to
promote awareness

-Get students to find facts

on how many abuse
changes are unreported.
And think about how they
could change this.
-Devise strategies to
promote self-defence like
organise a guest speakers
(judo or karate expert) for
lifelong sport to ensure
self-defence practice
continues.
Or perform their role play
in assembly so that If

Formative: check up on
peoples progress on
community awareness
project

students dont want to

carry on with self-defence
as a sport they will be
aware of the dangers out
there and continue with
staying safe and watching
out for themselves.
Week 3
Analyse risk and make
considered decisions in
challenging situations (A3,
D1.
-Stations: allow 5 different
stations with a different
scenario at each station
and students are given a
time limit to come up with
a role play showing how
they would deal with that
scenario.
-Four corner box: get
students to identify how
being put in a situation
where you would have to
defend yourself would
affect all the dimensions of
their Hauora. This practical
activity shows them how it
will affect all dimensions.

- Story telling activity (write

down a name-pass, write
down a name-pass, write
down what they were
wearing-pass, write down
a place-pass, write down if
they know each otherpass, write down what one
person says-pass, write
down what the other sayspass, write down if anyone
else was there-pass, write
down what happened
next.)
At the end, several stories
are read aloud and a
possible good/bad
scenario is made that the
class then evaluate.
- rest of the class time is
allocated to work on
community awareness
project and to get feed
forward

-Assessment talk about

Task 2
-Allocated time to get into
their assessment group
and make up a scenario
that they will be assessed
on. They must use
everything they have been
taught (how to fall safely,
getting out of a hold,
striking, roll roll run, voice.

-Students are given this

time to get into their
groups of 3-4 and practice
their scenario.
-Groups names to be
picked randomly from a
hat to decide order in
which they will be
assessed.

Summative:
NCEA 3.1 Task 2
-introduction to role play
assessment.
NCEA 3.1 Task 1
-awareness projects

Week 4
-Practice time (if needed)

-Practice time (if needed)

or Assessment role play

Assessment role play

Assessment role play

Formative
-students perform role play
and get feedback on it to
improve
Summative:
NCEA 3.1 Task 2
-final role play
assessment.

Week 5
-Chance for students to re
do their role-play if they
werent happy with their
grade.

-Chance to re sit or further

practice.
-Extra activity: relay raceget students in teams of 4
and use activities like the
firemans carry,
wheelbarrow, yelling out
fire, roll roll run etc.
Opportunity to invite key
people to come and talk to
the students school
counsellor, police officer,
judo expert.

Reflect on how selfdefence contributes to

lifelong well-being and
how their project has
brought awareness to their
community.

Reflective box: see

students past experiences
and get them to think
about how their
experience would have
changed if they had had
the knowledge they do
now about self-defence.
Then think if they could go
back in time with their new
SD knowledge, what
would have changed?
Compare and contrast
past experiences.

Summative:
NCEA 3.1 Task 2
-Chance for students to re
do their role-play if they
werent happy with their
grade.
-NCEA 3.1 Task 1
-awareness projects in
place and reflections begin
- Comparing and
contrasting past
experiences.