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KLA: PDHPE
Strand: Growth and Development; Personal Identity and Changes
Rationale for teaching the unit
The following Unit of Work has been created for implementation in week 1, term 1 for a stage 3, year 5 class. This Unit of Work will focus on the contemporary issue of
mental health and wellbeing in primary school-aged children and how early intervention programs and the development of particular skill sets through a whole-school
approach is key to prevention. Exploration of this subject area is integral to the teaching and learning of Personal Development, Health and Physical Education (PDHPE),
which consists of subject matter and skills. The syllabus area in which this issue is emphasised is within Growth and Development strand where the aim and purpose is to
promote student participation in activities and experiences which build confidence, resilience and build the skills and strategies necessary to cope with change (Board of
Studies NSW, (BOSNSW), 2007). Aspects related to the mental health and wellbeing of children are embedded in the syllabus as mental health encapsulates all of the
aforementioned spheres of an individual as well as the development and maintenance of positive interpersonal peer relationships (BOSNSW, 2007).
According to the Australian Government mental health initiative Kidsmatter, depression in children is far more common than one would expect, in fact the National Survey
of Mental Health and Well-being found that one in seven children between the ages of five and twelve had a mental health disorder with depression being one of the four
most common problems (Australian Government Department of Health (AGDH), 2014c; Graetz et al., 2012). Therefore, the lessons within this unit of work have
been created in such a way that the development of students resilience, through social and emotional learning, is experiential, participatory and interactive
so that learning is authentic and applicable to students lives. Such teaching aims to enhance student wellbeing and teach resiliency skills through social and
emotional learning (SEL) through self-awareness, social awareness, self-management, responsible decision-making and relationship skills through the curriculum and
establishing learning environments where students feel a sense of security and where their self-concept is supported (Commonwealth of Australia, 2012; Department of
Education, Employment and Workplace Relations (DEEWR), 2009). Establishing such positive learning environments has been promoted in the establishment of
This unit of work has not been created with the intention to only fulfill curriculum outcomes within this time period. Rather, it has been created with the
intention that teachers will embed SEL throughout other PDHPE lessons and other KLAs. It is intended that by encouraging leadership teams to adopt
the whole-school approach that students will be provided with the opportunity to continue to develop skills over the course of the year as well as through
to the end their primary schooling so as to create life-long learners who are social and emotional competent and prepared to tackle lifes challenges.
Lesson
Outcome
Observable Indicators
2. My Personal
Strengths
GDS3.9 INS3.3- Acts in ways that enhances the contribution of self and others
in a range of cooperative situations (Skills).
GDS3.9
COS3.3- Communicates confidently in a variety of situations (Skills).
SEL -Self-awareness; Self-management
4. Problem solving:
taking action and
advice
GDS3.9
PSS3.5- Suggests, considers and selects appropriate alternatives
when resolving problems (Skills)
SEL --Self-management
5. Stress
Management and
Help Seeking
No.
Lesson Title
Indicators of
Learning
Describes the range and influence of personal qualities and strengths (character
strengths)
Assesses the value of working independently, identifying the character strengths
they value or admire in others
Monitors their progress in consolidating their strengths
Describes the influence that personal qualities and strengths have on their
learning outcomes
Identifies strengths and how these can be used to overcome challenging
situations
Communicates an idea or story through movement
Describes the influence that personal qualities and strengths have on their
learning outcomes
Reflects on outcome of chosen solution
Uses reflective listening in order to clarify a friends point of view in regards to
problem solving scenarios
Analyses factors that influence ability to self-regulate; devise and apply
strategies to monitor own behaviour and set realistic learning goals
Recognises and evaluates personal decisions in relation to their own stress
management
Identifies causes of stress and how to reduce stress
Identifies causes and effects of conflict and practice different strategies to diffuse
or resolve conflict situations
Assessment
Strategies
Resources/Organisation
Understanding
emotions in
myself and
others
-Identifies situations
and events (triggers)
that can lead to more
intense emotions
-Shares their ideas
and point of view
when discussing
physical/emotional
connections
Identifying
Personal
Strengths
Diagnostic
assessment
Ss self-reflection and
discussion at end of
lesson 1 is an
essential
tool
in
allowing T to know
what the students
already know and
what needs to be
incorporated
into
lesson 2.
Self-assessment
In identifying their
strengths, Ss positive
self-concept is
promoted. In
identifying admirable
strengths in peers,
Ss will demonstrate
recognition of unique
skills, talents and
positive strengths of
others. In selfreflecting on future
goals, Ss are able to
Positive coping:
using strengths
in everyday life
to keep calm
- Identifies strengths
and how these can
be used to overcome
challenging
situations
- Communicates an
idea or story through
movement
Formative
assessment: T can
use this feedback to
inform a strengthsbased approach i.e.
how that student
learns best.
Informal
assessment: T to
gauge Ss level of
understanding
through mindmap
and role-play. Clarify
any
misunderstandings
and inform lesson 4.
Smartboard: Character
Strengths clip
http://www.youtube.com/w
atch?v=K-3IjNr1gCg
Key words: Integrity,
bravery, persistence,
curiosity, openmindedness, love and
kindness.
Allocate pairs: Create 6
everyday scenarios that
identify a challenge, what
strengths are needed to
overcome this and advice
for character (see
appendix).
Problem
solving: taking
action and
advice
Stress
Management
and Help
Seeking
- Reflects on
outcome of chosen
solution
-Uses reflective
listening in order to
clarify a friends point
of view in regards to
problem solving
scenarios
SEL: Analyses
factors that influence
ability to selfregulate; devise and
apply strategies to
monitor own
behaviour and set
realistic learning
goals
- Identifies causes of
stress and how to
reduce stress
(stressors)
-Recognises and
evaluates personal
decisions in relation
to their own stress
management
SEL: Identifies
causes and effects
of conflict and
practice different
strategies to diffuse
or resolve conflict
situations
Informal
Assessment:
T to gauge Ss
understanding of
problem-solving
concepts
Self-assessment:
have Ss complete a
page of I can
statements with a
measure of rarely to
always (See
appendix): Effective
to ascertain where
Ss mental health is
at.
Summative
assessment: T to
utilise Ss selfassessment to
measure their SEL
competencies for the
unit of work.
Mindfulness music
playing for self-reflection
References
Australian Government Department of Education, Employment and Workplace Relations. (2009). Belonging, Being and Becoming. Commonwealth of Australia,
Canberra. Retrieved from http://files.acecqa.gov.au/files/National-Quality-Framework-Resources
Kit/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
Australian Government Department of Health. (2014c). Kidsmatter: What does depression look like? Commonwealth of Australia, Canberra. Retrieved from
http://www.kidsmatter.edu.au/families/mental-health-difficulties/depression/depression-whats-making-danielle-so-moody
Board of Studies NSW. (2007). Physical Development, Health and Physical Education K-6 Syllabus. Sydney, Australia: Board of Studies NSW.
Burns, J., Boucher, S., Glover, S., Graetz, B., Kay, D., Patton, G., Sawyer, M., & Spence, S.H. (2011). Preventing Depression in Young People. What Does the
Evidence Tell us and How Can we Use it to Inform School-Based Mental Health Initiatives? Advances in School Mental Health Promotion, 1(2), 5-13. DOI:
10.1080/1754730X.2008.9715724
Commonwealth of Australia. (2012). Kidsmatter: Component 1; positive school community. Retrieved from
https://www.kidsmatter.edu.au/sites/default/files/public/KMP20121205_C1_ParticipantWorkbook.pdf
Commonwealth of Australia, (2012). Kidsmatter: Component 2; social and emotional learning for students. Retrieved from
https://www.kidsmatter.edu.au/sites/default/files/public/KMP20121207_C2_ParticipantWorkbook.pdf
Graetz, B., Littlefield, L., Trinder, M., Dobia, B., Souter, M., Champion, C., Boucher, S., Killick-Moran, C., & Cummins, R. (2012). KidsMatter: A Population Health
Model to Support Student Mental Health and Well-being in Primary Schools. International Journal of Mental Heath Promotion, 10(4), 13-20.
doi:10.1080/14623730.2008.9721772
Appendix.
Lesson 1: Sentence examples:
1)
2)
3)
4)
Lesson 3:
Additional Resources:
Lesson 5: self-assessment