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Curriculum Evidence

The unit plan focuses on teaching year 10 students about mental health and wellbeing over 4 weeks. Students will learn to understand mental illnesses, manage stress, and develop strategies to promote their own and others' health. They will explore mental health services and learn to recognize mental health problems. Key activities include using a mental health continuum, discussing who to seek help from, ranking stressful situations, and assessing mental health scenarios online. The goal is for students to build knowledge of mental health issues and feel supported in responding to related challenges.

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0% found this document useful (0 votes)
183 views17 pages

Curriculum Evidence

The unit plan focuses on teaching year 10 students about mental health and wellbeing over 4 weeks. Students will learn to understand mental illnesses, manage stress, and develop strategies to promote their own and others' health. They will explore mental health services and learn to recognize mental health problems. Key activities include using a mental health continuum, discussing who to seek help from, ranking stressful situations, and assessing mental health scenarios online. The goal is for students to build knowledge of mental health issues and feel supported in responding to related challenges.

Uploaded by

api-286701530
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 17

LESSON SEQUENCE EVIDENCE

Curriculum, Assessment and Reporting

Unit Plan
Subject: Health AND Physical Education
Learning area: Mental health and wellbeing
Year level: 10
Date Range: 2nd- 24th June 2015
Unit Summary: Students will learn to understand mental illnesses, as well as balancing and
integrating strategies for dealing with mental health related problems that can help them
thrive in todays world. They will focus on exploring different services available to them to
seek help for mental health related issues, managing stress, and developing strategies to deal
with problematic situations, while developing skills to promote health and wellbeing for
themselves and others.
Content descriptors that guide this plan:
English
STRAND: Literature
Sub strand: Responding to Literature
ACELT1640: Reflect on, extend, endorse or refute others interpretations of and responses to
literature
Health and Physical Education
STRAND 1: Personal, social and community health
Sub strand: Communicating and interacting for Health and Well-Being
ACPPS089: Evaluate factors that shape identities and analyse how individuals impact the
identities of others.
ACPPS095: Evaluate and apply health information from a range of sources to health
decisions and situations.
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Sub strand: Being healthy safe and active


ACPPS090: Examine the impact of changes and transitions on relationships
STRAND 2: Movement and Physical Activity
Sub strand: Moving our body
ACPMP100: Evaluate own and others movement compositions, and provide and apply
feedback in order to enhance performance situations
Week 1: Health Lesson- 55 minutes
Topic
Understanding Mental health
Equipment required
Mental health continuum teaching notes (Appendix 1)
Mental health continuum terminology cards (Appendix 2)
Introduction
Introduction- recapping the five dimensions of health focusing on mental health (what they believe it
relates to, the issues that face young people in regards to mental health and any people or health
services they know of that help deal with issues related to mental health problems). Group discussion;
notes written on the board (to be copied into their books).

Key activities
1. Students are asked to list any mental health conditions they can think of and symptoms
associated with them (develop a list/ flow chart on the board) providing ideas to help guide
their learning (Use text book Health Issues: actions and reactions (Riddell & Wright, 1996).

2. Mental health Continuum- Students are given a card that describes a person; they
must place this card on the continuum where they believe it fits when describing them
in relation to their mental health (Mentally well Mentally unwell).
3. Students walk up and down the continuum and see where others placed the terms;
asked to identify any card they believe belongs elsewhere and justify their opinion.
4. Students discuss factors that may cause them to move up and down this continuum.
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Assessment
Checklist used over the unit:

Demonstrate understanding that health and wellbeing means different things to

different people
Contribution of ideas
Week 2: Health Lesson 55 minutes

Topic
Seeking help
Equipment required
Who are you going to call? worksheet (Appendix 3)
True or false relay description, labels and questions (cut up), (Appendix 4)
False
Introduction
Recap last lesson
Discuss factors that would influence the fluctuation of mental health and wellbeing, be sure to include
body image and positive and negative relationships.
Key activities
1. In groups of 4 discuss the strategies they could use to cope with the situations mentioned that
affect mental health, provide them with more if struggling. Ask them to identify who they
would go to for help; Do they have a support network? Do they know the services available to
them?
2. Who are you going to call?- In groups of two, Students are given a worksheet with different
helpers, they are to compare them with one another by writing negative and positive aspects
about seeking help from them as well as state whether or not they would seek help from them
(Can use computers to inform their decisions/comparisons).
3. To finish off the lessons students will participate in a true/false relay (detailed in Appendix 4)

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At the completion of this lesson students will be given an A4 sheet of paper with a list of various
health services they can seek help and support from.

Assessment
Checklist- Identifying and exploring the health services that are available to them.

Hand Worksheet in to be assessed against a grading scale.


True/False- Checklist, group discussion, contribution, justification of selection- use to

assess their knowledge and understanding


Students assess peers contribution to group work

Week 3: Health Lesson (55 minutes)


Topic
Identifying problem situations and mental health issues
Equipment required
Camera, phone, etc. to enable the students to take a photo
Rank the situations worksheet (See appendix 5)
Introduction
Students are to begin the class by rating their current mental health status from 1-10; once they have
rated themselves they must go outside and take a photo of anything they believe represents their
number and mental health rating. Discuss why this image was chosen and what they believe has
influenced this decision.
Key activities
Rank the situations activity- Divide the class into groups of four. Students are provided with ten
problem situations that young people are faced with and asked to imagine that their friends are the
people in the situations. Students must then rank them according to how concerned they are and
whether or not they need professional help.
Whole class discussion/ interaction- Numbers 1-10 are placed around the room. Ask a student to read
out one of the situations, students then go to the number that they ranked that activity at. Discussion
is then had on why the particular situation was placed there and why there was such a variety amongst

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the class (students at different numbers) and suggestions are made on strategies that can help their
friends deal with this situation.

Assessment:

Checklist group work, contribution, extent of knowledge.


Week 3 Physical Education lesson (70 minutes)

Topic
Techniques to help deal with stress and improve mental health
Equipment required
An iphone/ ipad for each student (with the app Breathe2Relax)
Warm up activities
1. Students will briefly discuss how physical activity and healthy eating link to positive mental
health as well as the benefits of both relaxation techniques and exercise (as a stress buster and
endorphin releaser) in regards to an individuals mental health.
A handout further emphasising these benefits will be provided.

2. Breathe2Relax- Using this application students will be able to watch a demonstration,


set speed and music for breathing techniques, as well as be provided with information
on stress and the effects of stress on the body.
Key activities
Based on what they just learnt students will decide between two activities to help benefit and improve
their mental health.
Relaxation techniques-Students will begin by lying down and relaxing to the relax melodies app
which will play soft music. Students are then asked to move their body parts, one at a time, really
focussing on their movements and how they feel (teacher guided). Followed by a yoga routine (on TV
screen), to encourage them to get in touch with their inner self and strengthen their mental health.

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Exercise circuit- Students will work on their physical health whilst trying to improve their mental
health, the circuit will consist of both fitness type activities and skill related activities (footballs,
basketballs, etc.)
Assessment
Checklist

Students understand the benefits of physical activity in relation to their mental health

Participation
Week 4: Health Lesson 55 minutes

Topic
Recognising mental health problems
Equipment required
Computers
Am I mad or not? Your job is to help! Worksheet (Appendix 6)
Introduction
Students are to safely and quickly run to the undercover area, where they must find a small palm card
with mental health word/s from previous class content (eg. Depression, beyond blue or reluctant to
seek help) the students must then come back to class and write everything they know that relates to
their term- they have a maximum of 5 minutes to complete this task and hand their card up.
Key activities

Am I mad or not? Your job is to help! (Bringing all of their knowledge, to the final
assessment task) Using computers students are to complete the activities outlined on the
what is wrong- your job is to help! worksheet. Encourage students to use a range of sources
including beyond blue and headspace organisation websites to diagnose the problem.
Assessment
Summative assessment: Typed scenarios and diagnosis.
Palm cards allow for further gauges of learning.

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ASSESS UNIT WORK AGAINST CONTENT DESCRIPTORS- provide students with rubric.

The focus class chosen for this unit plan is a grade 10 class from Kings Meadows High
School, the class consists of an even amount of male and female students and one student
Brittany has an intellectual disability, which causes her some learning difficulties.
Mental health has been chosen as the topic as teaching it in a school setting allows the
students to learn about and respond to mental health issues in a positive, safe and supportive
environment, and they are provided with opportunities to build and practice relationship
skills.
The content within these lessons needs to be taught as it allows students to explore their own
values and attitudes in regards to mental health and the stigma that surrounds them, as well as
understand the signs and seriousness of mental illnesses. It is appropriate for these year 10
students to learn this content as it provides them with the information for themselves and
others, identifying mental health related symptoms, coping strategies, seeking help and
recognising mental illnesses.
Students with a disability should have access to the same opportunities and choices in their
education that are available to a student without disability. It is important to note that not all
students with a disability will require adjustments to the curriculum, instruction or
environment (ACARA, 2014), which is why the content is the same for her; however she
may complete the work at a slower rate (carrying over to the next class).
Vygtskys Zone of proximal development can be defined as "the distance between the actual
developmental level as determined by independent problem solving and the level of potential
development as determined through problem solving under adult guidance, or in
collaboration with more capable peers" (Vygotsky, 1978). This theory guides the use of
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group work throughout this unit plan as this method allows the students to bounce ideas off
one another and the students who struggle intellectually can bridge the gap and extend their
intellectual knowledge and ability.
The use of technology throughout the lessons enhances the effectiveness of the teaching by
allowing the students to work independently and it also transforms the ways that students
think and learn giving them greater control over how, where and when they learn (ACARA,
2014). A negative aspect of the practical lesson is that it may be limited by access to
technology.

Personal and social capability supports students in becoming creative and confident
individuals with a sense of self-worth, self-awareness and personal identity that enables
them to manage their emotional, mental, spiritual and physical wellbeing, with a sense of
hope and optimism about their lives and the future. (ACARA, 2014)
The content descriptors and the activities allow the general capability personal and social
capability to be met. The students develop their self-awareness by developing reflective
practices, their self-management by expressing their emotions appropriately and become
confident, resilient and adaptable. The activities also influence their social awareness by
allowing them and encouraging them to appreciate diverse perspectives and their social
management by encouraging them to work effectively and collaboratively and make
decisions of their own accord, as well as appreciate individual similarities and differences.

The cross-curriculum priority Aboriginal and Torres Strait Islander histories and cultures is
embedded throughout this unit plan in regards to the students identifying their individual
identities and how they shape others, in particular content descriptor ACPPS089.

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The various activities allow for a range of learning opportunities to occur for the students
such as exploring their values and beliefs in regards to mental health and wellbeing and then
explore the dynamic nature of mental health, identify the different types of help available to
them and help them overcome barriers that stop young people from seeking professional help
such as: stigma, embarrassment, shame, inability to recognise they have a problem, unsure
about where to seek help and what will happen, and the belief that no one can help them.
Other opportunities involve using their knowledge about services and people available to
them to explore their values and attitudes with regards to emerging problems.
The learning activities link well to the content descriptors and objectives of this unit as they
allow the above to be achieved and the worksheets the students complete require them to
critically evaluate the information they source and ensure they are reliable and relevant.

Different modes of assessment have been used throughout this unit plan as Walt Honey
(1992) suggests that using one mode of assessment for a range of purposes is like using a
hammer for everything from brain surgery to pile driving (Earl, 2003). The use of Summative
assessment at the completion of this unit plans provides an indication of the extent to which
learning has taken place.

Reference list

ACARA, 2014, The Australian Curriculum: Health and Physical Education. Retrieved from:
http://www.australiancurriculum.edu.au/healthandphysicaleducation/Rationale

Earl, L., (2003) Assessment as Learning: Using classroom assessment to maximize


student learning. Corwin Press, INC

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Vygotsky, L,S., (1978) Mind in society: The development of higher psychological processes.
(Cambridge, MA. Harvard University Press)

Mental health continuum teaching notes


Received from reachout.com
Appendix 1:

Often students will place the Life of the party card at the Mentally well end of the continuum,
however, research shows that excessive partying, dangerous alcohol use and sexual
promiscuity are indicators that the young person is having mental health difficulties. This
behaviour if it is ongoing, should be a flag for teachers, parents and friends that the young
person is not coping.

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2. Students will normally place those terms that describe mental illnesses such as
schizophrenia, bipolar disorder, PMS etc at the Mentally unwell end of the continuum. It is
important to emphasise that just because someone has been diagnosed with a mental illness
does not necessarily mean they are mentally unwell. The majority of people who are
diagnosed, receive professional help and maintain their treatment regime can be mentally
well. You can use the analogy that it is just like a person suffering from asthma - if that
person takes their medication as prescribed and lives a healthy lifestyle they can manage their
asthma and it will have little or no impact on their physical health. It is exactly the same for a
person who is diagnosed with a mental illness.
3. Feeling blue, feeling flat, feeling down, grieving, upset etc. are all naturally reactions to a
variety of situations and are all part of the natural fluctuations that occur in relation to
people's mental wellbeing. However, if someone is feeling flat, blue, down or grieving for an
extended period of time (more than two weeks) then this is when it starts to become a
concern. It is important to remember that one in five students in your class will experience a
depressive episode before they are 18 and prolonged feelings such as these are an early
indicator of possible depression.

Appendix 2:

Mental health continuum terminology cards

Life of the party

Schizophrenia

Bipolar disorder

PMS

Personality disorder

Psychotic

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Confident

Connected

Risk taker

Feeling Down

Feeling Blue

Feeling Flat

Lonely

Happy

Excited

Post Natal
depression

Disconnected

Sad

Upset

Suicidal

Grieving

Perfectionist

Anxious

Shy

Appendix 3:
Who are you going to call?
Below is a list of people you may want to seek help from if suffering from a mental illness.
Your job is to list the positive and negative aspects (if you can think of any) that may
encourage you, or hinder you from seeking support from them; it is important to note that
different problems may require seeking help from different individuals and services. You
must also note whether or not you would seek help from them. If you do not know what is in
their job description (professional confidentiality factors, etc.) you may use a computer to
help inform you. There are blank spaces at the bottom for you to list any other places that you
may seek help and support from.

Positive
Parents

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Negative

Would you seek


help from
them?

Sibling
Teacher
School
counsellor
Telephone
hotline
Doctor
Online
Mental health
professional
(eg.
Psychologist)

Appendix 4:
True/false relay
Establish relay teams. Teams are to one at a time run to the other end of the playing area and
grab a question from their hop and come back and answer the question as a team, either true
or false and put it in the correct hoop.
While the team member is running to pick up the question the other team members must
perform an exercise, such as squat, lunges, star jumps, etc.

TRUE
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FALSE

1. There is no help for you when you have a mental illness


2. The life of the party isnt always mentally well.
3. People with mental illnesses are violent and unpredictable
4. Each year 1 in 5 Australians will experience a mental illness
5. I cant do anything for a person with a mental illness.

ANSWERS
1. FALSE- There are more services and community support systems than ever
before. People with mental illnesses live active, productive lives.
2. TRUE
3. FALSE- People with mental illnesses are much more likely to be the victims
of crime; they are no more violent than anyone else. You probably know
someone with a mental illness and you dont even realise.
4. TRUE
5. FALSE- you can do a lot, starting with how you act and speak. You can
create an environment that builds on peoples strengths and promotes
understanding.

Rank the Situations

Appendix 5:
Listed below are 10 problem situations that young people are faced with, imagine they are your
friends in these situations and then rank them according to how concerned you are and whether or not
you believe they need professional help. (1 being not very concerned and do not need help, 10 being
severely concerned and should seek professional help)

2
3
4

Your friend hardly talks to you or anyone anymore, she


doesnt return your calls or text messages and every time
you see her she is alone and miserable.
Your mate got caught shoplifting by police
Your best friend keeps blowing you off to hang out with
older guys
Your friend cant concentrate in class and has been forgetting

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things for the past few weeks. She even forgot to bring her
text book for an open book exam.
Every Tuesday you friend is late for homeroom

5
6
7
8
9
10

Your friend has more than 5 alcoholic drinks every Saturday


night
Your mate used to be really easy going. Now he is snappy
and you dont like hanging around him.
Your mate has become really aggressive and yesterday
punched a guy in the face
Your friend is always happy
Your friend has become disconnected lately, and nothing you
say helps.

Appendix 6:

Am I mad or not? Your job is to help

Remember that helping is so much more than just visiting a doctor!


A) Choose 1 scenario from the list below. Explain the situation again in your own
words. Then carefully diagnose the problem and plan a detailed response.
B) It is now your job to create your own scenario and then plan your response to the
situation. Your scenario should be at least a page long.
1. Hi my name is Chris. I love basketball. I am so focused on making it in the big time
that I just devote my whole life to training. I always get selected in junior
representative teams and people tell me that I am a certainty to one day play
professionally! This all changes when at 16, I am diagnosed with a chronic knee

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injury. My life goes into a massive downward spiral, I start drinking, doing drugs and
dont care about anything. I just cant cope with life without basketball. What is
wrong? Please help!
2. Hi my name is Ann- I am 18 years old and have been modelling since I was 14. I am
forever trying to look my best, particularly focussing on keeping my weight down. I
have become obsessed with my appearance and now rarely eat and when I do, I find
myself forcing myself to vomit. I am becoming tired and extremely thin. What is
wrong? Please help!
3. My name is Mia- I have just given birth to a beautiful baby girl. I have been looking
forward to this moment or years but find myself not wanting to touch or hold my
baby. I am continually crying and am now worried that I could hurt my baby. What is
wrong? Please help!
4. My name is Johnny- I am 21 and cant control myself. One day I feel fine and the
next I feel like the entire world is against me. My feelings are so unpredictable. What
5.

is wrong? Please help!


I cant sleep! It is 2 weeks until the most important college exams I will ever do. My
brain just keeps on thinking about things all night long and then I am so tired during
the day that I cant study. My name is Billy and I really want you to help me learn to
study because at the moment I am feeling like I have no chance of passing. What is
wrong? Please help!

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