Personal+Development

See school developed PBL lessons for further information. Evaluation is contained within PBL handbook.

PBL Lesson 1 This lesson is to be implemented in the early stages of the term and the final product of the lesson can be displayed all year round. This lesson can be implemented over three separate sessions if you feel it is more appropriate for your group of students.
 * **Focus Area** |||||||||| **Value** ||
 * We are Safe || ü |||| Fairness || ü || Tolerance || ü ||
 * We are Respectful || ü |||| Honesty || ü || Confidence || ü ||
 * We are Learners || ü |||| Consideration || ü || Courtesy || ü ||
 * **Aim:** For students to recognise and demonstrate through visual learning tools what being a safe, respectful learner looks like.
 * Prior Learning:** Understanding of the school rules and examples of positive behaviours that reflect these rules. ||
 * **Teaching/Learning Activities**
 * Photo Demonstration Lesson**

English – Visual Art - |||||||| **Links to Society** Society has many rules and expectations of its citizens. Understanding and complying with these rules helps to create a positive environment to grow and learn as individuals. For example: Acceptable behaviours in public places, road rules, laws, being a member of the workforce as an adult etc || School PBL matrix (teacher reference) Digital camera/s Recording material for discussion points |||||||| **Common Language** See all language on MLIS PBL matrix ||
 * 1) 1. Review school rules with students: We are Safe We are Respectful We are Learners
 * 2) 2. Discuss and record (brainstorm, word wall, IWB) what it means to be a safe learner, a respectful learner and an active learner at MLIS (Teachers should try to incorporate the common language represented within the school PBL matrix). Stage one students may chose to record their ideas in small groups using one person as a recorder, one as a presenter etc.
 * 3) 3. Students can choose an example from the listed behaviours. Working in small groups students are to create a freeze frame/scene that can be photographed. This scene must demonstrate them performing their choice of safe/respectful/learner behaviour.
 * 4) 4. Print photographs and have students sort them into the three school rule behaviour categories. Display photos in classroom with common language from matrix. ||
 * **Links to other KLAs**
 * **Resources**
 * **Quality Teaching Framework** ||
 * Intellectual Quality
 * Deep Knowledge
 * Deep Understanding
 * Problematic Knowledge
 * Higher Order Thinking
 * **Metalanguage**
 * **Substantive Communication** |||||| Quality Learning Environment
 * **Explicit Quality Criteria**
 * **Engagement**
 * **High Expectations**
 * **Social Support**
 * **Student Self-Regulation**
 * **Student Direction** |||| Significance
 * Background Knowledge
 * Cultural Knowledge
 * **Knowledge Integration**
 * **Inclusivity**
 * **Connectedness**
 * Narrative ||

Term 2

S1 - PDHPE – Growth and Development There is only one Me

GDS1.9 Describes the characteristics that make them both similar to others and unique. |||| **//Skills //** COS1.1 Communicates appropriately in a variety of ways. INS1.3 Develops positive relationships with peers and other people. |||| **//Values and Attitudes //** V1 Refers to a sense of their own worth and dignity. V3 Enjoys a sense of belonging. || • Anecdotal records of students’ responses to activities. • Have students identify a variety of ways people can look after them. • Identify internal and external body parts on blank stencil of body. |||||| ==Program Evaluation == • Did all students participate? • Were the students enthusiastic? • Were there changes in social behaviour? <span style="font-family: Arial,sans-serif; font-size: 9pt;">• Were students given the opportunity to give feedback on content and activities? ||
 * =<span style="color: windowtext; font-family: Arial,sans-serif;">Outcomes and Indicators = ||
 * **//<span style="font-family: Arial,sans-serif; font-size: 9pt;">Knowledge and Understanding //**
 * ==<span style="color: windowtext; font-family: Arial,sans-serif;">Student Assessment ==

<span style="color: windowtext; font-family: Arial,sans-serif;">Learning Experiences
- <span style="font-family: Arial,sans-serif; font-size: 9pt;">Have students make fingerprints and display them. In groups, compare and contrast the fingerprints. Identify and explain what makes fingerprints unique. - <span style="font-family: Arial,sans-serif; font-size: 9pt;">Ask students to design and make an ‘I’ poster using drawings, magazine cuttings, words, etc that describe appearance, strengths, limitations and feelings. Invite parents/carers to contribute ideas regarding each child’s attributes and capabilities and add them to the poster. Display posters and ask students to explain to the class one attribute that they have depicted. - <span style="font-family: Arial,sans-serif; font-size: 9pt;">In pairs, ask students to observe each other’s facial features and characteristics. In positive terms describe what each partner looks like. Indicate similarities and differences between individuals. Discuss these as a whole class and make generalisations, eg hair can be straight, wavy or curly; skin colour can be a variety of shades; we all have two eyes although different people have different coloured eyes. - <span style="font-family: Arial,sans-serif; font-size: 9pt;">Survey the class : what do you like doing the most? After brainstorming, tally and graph the <span style="font-family: Arial,sans-serif; font-size: 9pt;">responses. Ask individuals to mime their favourite activity for the class to guess. Discuss with the class: Are our favourite activities also the ones we are good at? - <span style="font-family: Arial,sans-serif; font-size: 9pt;">Organise for students to play a game of pairing sharing. Seated on the floor, in pairs, each student has a turn to tell their partner something they like about that person. Students are instructed that they need to remember what the partner says to them. In a circle formation of the class, each student has a turn to report what their partner told them. - <span style="font-family: Arial,sans-serif; font-size: 9pt;">Brainstorm a list of feelings words. Each student picks three or more words and writes about a time when they felt that way. Compile into a class book, grouping each feeling. Discuss similarities and differences in the situations that evoke a particular feeling in individuals. || ==<span style="color: windowtext; font-family: Arial,sans-serif; font-size: 9pt;">Date ==
 * //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Personal Identity //**

|| - <span style="font-family: Arial,sans-serif; font-size: 9pt;">Have students observe animal parts in pictures, eg bones, brain, heart. Describe these parts and their functions. - <span style="font-family: Arial,sans-serif; font-size: 9pt;">Colour shapes of the various external and internal body parts of a human. Write the function of each body part. Paste each part on a body outline or a wall chart of the human body. - <span style="font-family: Arial,sans-serif; font-size: 9pt;">Discuss caring for the body by: <span style="font-family: Arial,sans-serif; font-size: 9pt;">– looking in mirror and discussing what should be done to look after the viewed parts of the body; <span style="font-family: Arial,sans-serif; font-size: 9pt;">– creating ‘I’m a toothbrush’ stories; and <span style="font-family: Arial,sans-serif; font-size: 9pt;">– planning daily cleanliness activities for different parts of the body. - <span style="font-family: Arial,sans-serif; font-size: 9pt;">Encourage students to make up a series of body care rhymes or statements, eg ‘We brush our <span style="font-family: Arial,sans-serif; font-size: 9pt;">teeth every day to keep the nasty plaque away’. - <span style="font-family: Arial,sans-serif; font-size: 9pt;">Have each student make a model hero, linking his/her status to healthy attitudes, eg washes hands, combs hair, picks up litter, cleans teeth. Compare this character to a character who is not healthy. - <span style="font-family: Arial,sans-serif; font-size: 9pt;">Jointly construct a model of the skeletal system. Label each main part and identify its function, eg skull protects the brain, ribs protect the heart and lungs. Have students find and feel particular bones in their body. Pose the question: What would we look like without a skeleton inside us? Use a rag doll to prompt discussion. Play a game of ‘Simon Says’ that encourages rigid and floppy movements. - <span style="font-family: Arial,sans-serif; font-size: 9pt;">Identify and correctly label the private and non-private parts of the body using enlarged body outlines from child protection resources. || ==<span style="color: windowtext; font-family: Arial,sans-serif; font-size: 9pt;">Date == ||
 * **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">The Body //**

- <span style="font-family: Arial,sans-serif; font-size: 9pt;">Record changes that occur over time, eg feet, handspans, teeth. Identify the biggest changes and the smallest changes. - <span style="font-family: Arial,sans-serif; font-size: 9pt;">Record on a chart individual progress for physical activities such as catching, jumping or walking. Work in pairs to discuss progress. - <span style="font-family: Arial,sans-serif; font-size: 9pt;">Discuss the challenges faced by moving from place to place. Interview those who have moved to new schools about the effects of this change.
 * **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Changes //**

- <span style="font-family: Arial,sans-serif; font-size: 9pt;">Have students draw, write or cut out pictures of things that are important. In a small group, then as a class, compare lists. Discuss the similarities and differences in values. - <span style="font-family: Arial,sans-serif; font-size: 9pt;">Ask each student to list ‘Things important to me are …’ or ‘Things I value are …’ on a heartshaped piece of paper. On the reverse side of the heart complete ‘These are important to me because …’. - <span style="font-family: Arial,sans-serif; font-size: 9pt;">Encourage students to identify what is valued most of all in different families. Discuss how and why each family has different/similar values. - <span style="font-family: Arial,sans-serif; font-size: 9pt;">Jointly construct a class list of common needs, eg food, care, love, education, fun, safety. Next to each category, ask students to identify people who provide these things in their lives. Illustrate and make a wall display of the needs list and appropriate people for reference and further discussion. - <span style="font-family: Arial,sans-serif; font-size: 9pt;">Inform students that love, care, food, medicine, education, play and safety are things that all <span style="font-family: Arial,sans-serif; font-size: 9pt;">children should have. They are called ‘rights’. Read the book //Tucking Mummy In// by Mora Loh. <span style="font-family: Arial,sans-serif; font-size: 9pt;">Discussion is based on the questions: ‘Do children need to show love or care for others? Why? <span style="font-family: Arial,sans-serif; font-size: 9pt;">How can they do this?’. - <span style="font-family: Arial,sans-serif; font-size: 9pt;">Create a list of responsibilities that class members have in caring for classroom pets or plants. Discuss some responsibilities they have in caring for and supporting each other. - <span style="font-family: Arial,sans-serif; font-size: 9pt;">Organise a series of large pictures of families taking part in activities together. Ensure pictures are inclusive of the range of family types and situations in the class. Discussion is based on the initial question ‘Why do you think the family in this picture looks happy?’. Positive and non-judgmental comparison between pictures is encouraged. Follow with a whole-class discussion about ‘What is something your family enjoys doing together?’. || ==<span style="color: windowtext; font-family: Arial,sans-serif; font-size: 9pt;">Date == ||
 * //<span style="font-family: Arial,sans-serif; font-size: 10pt;">Values //**

Term 4 Child Protection Program written by M. Ferguson


 * Intellectual Quality ||  Quality Learning Environment  ||  Significance  ||
 * Deep knowledge || Explicit Quality Criteria || Background Knowledge ||
 * Deep Understanding || Engagement || Cultural Knowledge ||
 * Problematic Knowledge || High Expectations || Knowledge Integration ||
 * High Order Thinking || Social Support || Inclusivity ||
 * Metalanguage || Student Self Regulation || Connectedness ||
 * Substantive Communication || Student Direction || Narrative ||

Kinds of touch // There are different kinds of touch. I can tell if touch is ok or not ok by thinking about the five factors: who? What? Where? When? And how? // |||| * Brainstorm words that describe different types of touch eg. Kiss, rub, kick, punch, shake. Make flash cards for the words. Who is touching you? What part of the body they are touching? When they are touching you? Where they are touching you? How they are touching you? (roughly, gently) Great understanding, very sensible and mature comments given by most students || Caring for others // Everyone needs to be touched in a caring way. Children can show care to others // |||| * Conduct a class discussion about the importance of caring for family and friends. Base the conversation around: How do I touch my friends when I’m feeling happy? How do my friends touch me if I am feeling sad? How do people touch me when I’m ill, injured or need help to look after myself? How would I feel if no one ever touched me? If some people don’t like being touched why should we respect their wishes? // I can be hurt. Hurt can affect my body, feelings and thoughts. When hurt is not accidental it is called abuse. Protection is being safe from danger // |||| * Read a story where different characters take protective roles. Eg Hercules by Diana Noonan. Introduce the word protection to students and define ‘Protection is being safe from harm or danger.’ Brainstorm a list of responses for : Who or what needs protection? In groups students explore safety rules or things they use or put on to keep safe for the following situations: How do we protect ourselves from the sun? How do we protect ourselves from the rain? Etc. Great understanding of 'protection', class brainstorm, individual sentences delivered well. || Privacy // As I get older I have more responsibilities. I can look after my body by myself. Some parts of my body are private. If I’m sick or hurt or need help to look after myself another person may need to touch my private parts of my body. // |||| * Discuss class jobs and responsibilities. Ask students to define what a responsibility is. Inform students that the adults they have relationships with are responsible for caring for them in different ways. Their care should make children feel safe, protected and comfortable. Students as they get older become more responsible for themselves. Safe and Unsafe situations // When I experience body signals I have to stop and think about whether I am safe or unsafe. Adventure can be scary and fun. If I am confused or experiencing warning signals I could be unsafe. // |||| * View on the Interactive whiteboard stimulus pictures of safe and unsafe situations eg. A child reaching to touch a hot saucepan, a sign showing shallow water, wearing a seatbelt or a bike helmet. Discuss the pictures and create a shared definition for safe and unsafe. Happy and unhappy secrets // Some secrets should not be kept. There are many people I can tell if I have an unhappy secret. Someone will help me. // |||| * Read ‘The Huge Bag of Worries’ by Virginia Ironside. Discuss the secret/s in the story and whether they were happy or unhappy. Ask the students if they ever had a happy secret that they’d like to share. (The teacher must emphasise the fact that a secret that makes you feel sad or confused, is an unhappy secret and should not be kept. It is OK to tell a trusted adult about an unhappy secret.) Telling // It is important that I tell a trusted adult if I am feeling mixed up, uncomfortable or unsafe or if I have an unhappy secret. // |||| * Introduce the NO GO TELL strategy, to be used when a student is feeling unsafe, uncomfortable or in harm of abuse. Display this in the classroom. Remind students that sometimes it might be hard to tell. Persistence // Telling can be hard. Sometimes when I TELL people they don’t listen or act. I have to be persistent if I’m feeling hurt or unsafe. // |||| * Discuss some examples of activities that require persistence- learning to skip, finishing a difficult puzzle. Create a shared meaning for persistence. Strategies // There are strategies I can use to help me when I have a NO feeling or am unsafe. // |||| * Revise the NO GO TELL strategy.
 * ** Lesson ** |||| ** Activity ** || ====** Evaluation **==== ||
 * Sequence 1
 * In small groups dramatise the words without contact.
 * Using Smart Notebook create a venn diagram and categorise words as kinds of touch that can be ok, and kinds of touch that are not ok. Teacher poses the question: Why are some words on both lists? (It can depend on how the touch is made), Why do some people have different feelings about the same touch? (It can depend on culture.)
 * Inform students we can usually tell if a touch is ok or not ok by the signals our bodies give us when we are touched. Students demonstrate on a class toy HOW people can touch light, hard, rough, gently. Discuss if the touch is ok or not ok. Inform students that OK and not OK touch depends on:
 * Students orally create sentences. Eg is a kiss is ok for me when… it is my dad gently kissing my cheek at bedtime. Students take turns to make up a sentence. || Wk 1
 * Sequence 2
 * Compose a class poem for the word CARE.
 * Role play different situations in the classroom or in the playground, demonstrating ways that students can care for one another. In pairs students create a poster, including the CARE poem and pictures. || Wk 2, Great poems, children understand the concept of CARE ||
 * Sequence 3 Protection
 * Explain to students there are different ways that children can get hurt: physically (bodies), emotionally (feelings) and their thinking. Discuss the term abuse-Sometimes children can be hurt or put in danger. If someone is harmed or put in danger and it is not accidental we call it abuse. Discuss the opposite of abuse is caring and protecting.
 * Discuss people or things that we need to care for. Students complete a task completing a sentence. “I care for my….. by……”.eg, I care for my rabbit by cleaning its cage.
 * Brainstorm: Who or what can help protect children and keep them safe from being hurt or abused? || Wk 4, Read 'Love Your Heart' - Tim McGraw
 * Sequence 4
 * Revise the concept private and private body parts. Label pictures of a boy and girl with the names of different body parts and identify the private parts of the body.
 * Read a story about babies, children and growing up eg. Looking after myself by Sarah Levete. Brainstorm some of the activities involved in caring for a baby or toddler. Why is it necessary for parents or caregivers to touch the private parts of a baby?
 * Brainstorm why sometimes we might need people to touch private parts, eg. Babies with nappies, doctors, etc. ||  ||
 * Sequence 5
 * Look at examples on the IWB of adventure situations where it can be fun to feel a little frightened. Eg. On a rollercoaster, waterskiing, motor bike etc. Discuss feelings and body signals in this situation. Make a list of situations where students enjoy feeling frightened.
 * Make a list of warning signals if we feel unsafe or uncomfortable eg, feel sick, heart beats fast, sweaty hands. If we experience these feelings we have to STOP and THINK if an activity is safe. Sometimes we feel uncomfortable but are still safe. Eg at the doctors, in hospital, going to a new school, having a nightmare. If we feel uncomfortable we should still tell a trusted adult.
 * Read the Safe and Unsafe Scenario to the students and discuss. (See Resources) ||  ||
 * Sequence 6
 * Teacher to read aloud some secrets, if it is a happy secret students should put their fingers on their lips, if it is unhappy students should wave their hands in the air. For unhappy secrets, discuss trusted adults that children could tell. (See secret resources)
 * On paper students copy ‘A happy secret gives me a nice feeling.’ Students could write/draw about a happy secret. ||  ||
 * Sequence 7
 * The teacher reads a ‘Telling scenario’ to the class. (Pranya and Daryl) (See resources) Using this scenario identify missed up feelings, warning signals, unhappy secrets, trusted adults, positives to come from telling a trusted adult.
 * Students create a poster in their PDH book for NO GO TELL. ||  ||
 * Sequence 8
 * Brainstorm possible reasons why someone may not listen or act when we tell them something (eg. They are in a hurry, busy, tired, doing something else, don’t believe you, don’t understand you.)
 * Role-play situations where children have important message to tell and have to be persistent to get their message across to other people. Discuss is being persistent easy? How can being persistent help?
 * Persistence Scenario and discussion (see Resources) ||  ||
 * Sequence 9
 * Role play different situations and how to use the NO GO TELL strategy ||  ||
 * Assessment

|||| Unit Evaluation ||
 * Can students explain how their body feels when they are feeling unsafe?
 * Can students classify situations as safe or unsafe?
 * Can students differentiate between private and non-private parts of their bodies?
 * Are students able to think of situations when it would be appropriate for someone to look at/touch someone’s private parts?

Back to PD H PE