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Wellbeing the subject
WHAT IS THIS SUBJECT ALL ABOUT?
VELS – what are we trying to achieve?
Wellbeing – what is it?
The formal way we teach Pastoral
Care at MacKillop.
It is part of a teachers load & they
elect to teach the program.
It aims to increase protective factors
in our students, encourage
engagement and give them life skills
to develop resilience.
It is about health content but also
about processes and the products
they can deliver.
The learning environment is student
centred and encourages
collaboration.
Year 7 – 10 Wellbeing
The purpose of VELS is to equip our students with
capacities to:
Manage themselves as individuals and in relation to others;
Understand the world in which they live
Act effectively in that world
This is achieved through the development of three core,
interrelated strands:
Physical, Personal and Social Learning
Discipline – based learning
Interdisciplinary Learning
The 3 Strands
Wellbeing Focus
The Wellbeing Curriculum largely focuses on the VELS
Health and Physical Education Domain, focussing on the
Health Knowledge and Promotion dimension.
It is crucial, however, to consider the importance of
integrating learning experiences from all three strands of the
VELS. We often will focus on a HKP standard however must
understand and incorporate all strands through the activities
we conduct.
Building breadth and depth.....
Overview of VELS framework
VELS
The VELS define what students should know and be able to
do at different levels of schooling and are written for one or
more dimension within each domain. They are in effect,
outcomes against which student achievement will be
ASSESSED and REPORTED on and provide valuable
information about student progress which can form the basis
of further teaching and intervention.
The VELS are designed for whole school curriculum
planning. We are a team that decide how to meet the
standards in our subject.
We need to be familiar with the standards and what students
should know.
What VELS level – Year level?
Health Knowledge and Promotion
Standards – Level 5
Students describe the physical, emotional and social changes that
occur as a result of the adolescent stage of the lifespan and the
factors that influence their own development.
They describe the effect of family and community expectations on
the development of personal identity and values.
They identify outcomes of risk taking behaviours and evaluate
harm minimisation strategies
They indentify the health concerns of young people and the
strategies that are designed to improve their health.
They describe the health resources, products and services available
for young people and consider how they could be used to improve
health.
They analyse a range of influences on personal and family food
selection, and indentify major nutritional needs for growth and
activity.
Health Knowledge and Promotion –
Level 6.
Students identify and describe a range of social and cultural factors that
influence the development of personal identity and values.
They identify and explain the rights and responsibilities associated with
developing greater independence, including those related to sexual
matters and sexual relationships.
They describe mental health issues relevant to young people. They
compare and evaluate perceptions of challenge, risk and safety.
They demonstrate understanding of appropriate assertiveness and
resilience strategies.
They analyse the positive and negative health outcomes of a range of
personal behaviours and community actions.
They identify the health services and products provided by government
and non-government bodies and analyse how these can be used to
support the health needs of young people.
They identify and describe strategies that address current trends in the
nutritional status of Australians. They analyse and evaluate the factors
that affect food consumption in Australia.
Other Strands -
In Wellbeing we will meet standards from a number of
Dimensions and Strands. Just like HK&P you need to have a
thorough understanding of the standards you are reporting
against.
Eg: Interdisciplinary Learning (Strand)
Thinking Processes (Domain)
Reasoning, processing and inquiry (Dimension)
....use a range of question types, and locate and select
relevant information from varied sources when
undertaking investigations.... (standard – part of)
Communication - Presenting
Students use the communication conventions, forms and
language appropriate to wellbeing to convey a clear message
across a range of presentation forms (advertisement, role
play & brochure (movie?),to meet the needs of the context,
purpose & audience.
They provide & use constructive feedback and reflection to
develop effective communication skills
Learning focus - Communication
“they present info regularly, ideas and opinions for a variety of
purposes, to a range of audiences, in both formal and
informal settings. They focus on identifying the key messages
they wish to communicate & structuring their ideas logically
and coherently. They experiment with a range of
communication forms and seek feedback from their audience
(peer evaluation) as to the effectiveness of their
communication. Students work together to develop criteria
which can be used to evaluate presentations”
Planning our Units
Teaching and Learning Strategies
In Wellbeing a variety of teaching and learning strategies have
been used throughout the units. Apart from providing
interesting and engaging lessons, they provide opportunities
for:
Understanding the importance of developing lifelong healthy
practices
Optimal amounts of physical activity (supporting PE Units)
Students branch off and explore areas deemed interesting to them
Consideration of students prior learning
Demonstrating achievement of the relevant standards.
www.vcaa.vic.edu.au
Unit requirements
As you develop the new units could we please keep a
consistent approach to the Units already developed (Yr 7 and
Yr 8):
Unit Planner – as per Learning Leaders guidelines
Lesson Plans – detailed
- Introduction and rationale
- In this Unit students will.... (achievement expectations)
- Highlight resources needed per lesson
- use technology
Reporting instruction sheets for teachers & spreadsheet
The Workbooks
Each student will receive a workbook. It is an ongoing
reflective journal and record of achievement.
All documents to be typed in word and set up in landscape
orientation.
Each workbook contributes to a students overall grade in the
subject
After each Unit is taught teacher feedback will be asked for –
a review and update will occur for the following year.
PRE TESTING
To successfully differentiate the wellbeing classes you must
incorporate a PRE TEST.
This PRETEST needs to determine
1. Content knowledge (level)
2. Processes (thinking)
It should not be lengthy and should try to account for a variety
of learning styles.
Once completed – grade them accordingly
e.g. Those experiencing difficulty, those developing, those
competent and those that are highly developed.
2 KEY QUESTIONS – Pre Tests
What content knowledge do your
students already know before you begin
the unit?
What skills have they already mastered?
Ideas for pre tests…(handouts)
Ycharts – looks like, sounds like, feels like.
Tony Ryan’s thinkers keys – The answer is…”This is a result of their
lifestyle” what is the question?
Lotus Diagram
Venn Diagram (Double and Triple)
Ranking Ladder
Fishbone
Brainstorm Web
PCD – Possibilities, Options, Outcomes
CAMPER, SCAMPER
Placemat
Ideas for pre tests…
Target
De Bono’s 6 Thinking Hats
PMI – Plus Minus Interesting
Concept Maps
Flow Charts
Written response
Picture matching
Multiple Choice
Labelling
Cloze passage
Short answers
Differentiated Instruction.
Refer to handout – Why differentiate Instruction?
From Gifted to underachievers – we must accommodate them in the
Wellbeing classroom. How?
1st step is to get to know your students… refer to All About You
handout.
A differentiated curriculum – begins where the students are at, caters
for different learning styles, caters for different interests, provides for
varied rates of instruction, provides for varying degrees of difficulty,
allows for thinking, learning and creating in different ways, matches
learning with particular intelligences.
BLOOMS TAXONOMY, MULTIPLE INTELLIGENCES, HABITS OF
MIND, COOPERATIVE LEARNING STRATEGIES, VELS, PoLT??????
Assessment
Refer to handout – Glossary of terms re: Assessment
www.education.vic.gov.au/studentlearning/assessment/prepto
year10/proflearning/glossary.htm
Wellbeing – share ideas
http://kpower-studentwellbeing.blogspot.com/
http://www.ted.com/
http://www.youtube.com/
http://www.teachertube.com/
What do we know about student
wellbeing?
It’s both an emotional state and a subjective perception by the
student
It’s about satisfaction, engagement and connectedness
It is linked to learning
There is no agreed definition of what it is
We have no adequate measure of overall student wellbeing per se
but most of its components can be measured
It’s importance in most educational literature has increased eg.
Melbourne Declaration of Educational Goals and must be an
essential part of all of Domains
Protective Factors – our focus.
Handling the demands of school
Young people who feel they can handle the demands placed on them
by school are less likely to feel depressed.
Belief in own ability to cope
Young people who believe in their own abilities and capacity to deal
with challenging circumstances are better able to cope. Belief in
one’s own capacity to cope can be learned from the responses given
by others.
Sense of control
People who believe they have some control over important factors in
their lives feel more able to deal with the challenges they face. Those who blame
others for their failures and see themselves as helpless or powerless tend to cope
less effectively.
Protective Factors continued…
• Individual disposition
Factors such as temperament, high self-esteem, internal locus of
control and autonomy contribute to effective coping and resilience.
• Family circumstances
The presence or absence of a supportive family environment,
including warmth, cohesiveness, closeness, order and organisation,
contributes to emotional wellbeing and the capacity to cope.
• Support, belonging and role-models
The availability of support systems in the form of individuals or
groups who provide positive models for identification can be a
significant factor affecting the young person’s capacity to deal with
challenging circumstances. A caring teacher may be a key support or
role-model for a student.
Overview of Units – Yr 7 - 12
7 8 9 10 11 12
Transition Creating Values Ed Cyber Safety 2 Cannabis and Pathways to
Getting to know Conversations – SMC Consequences the future
you – START student led Drug Current Unit VCE / VCAL
program – Education Unit success
Andrew Fuller strategies
Growth and Living in Whats Careers / Driver Safety Basic Life Skills
Development Cyberia theHarm? subject Fit to Drive 101
Health and Drug Education selection
hygiene – body SMC
image. Creating
Conversations
Night
Nutrition Understanding Adolescence Sexuality Legal Maximising
Mental Illness – Stepping into responsibilities – Choice,
based on Mind adulthood– revisit rights minimising risk. –
Matters Unit puberty changes, Local community sexuality unit
emotional – services and
changes, youth links to
issues and community
resources groups.
PORTFOLIOS
Courtesy is Drivers Ed. – Power sex and Muck up day –
catching – Police in schools risk taking safe partying.
manners and program. behaviour
life skills
