FORWARD PLANNING DOCUMENT

TERM/WEEKS: 1/1- YEAR LEVEL: 7 LEARNING AREA/TOPIC: Health-Mental Health

AUSTRALIAN CURRICULUM HEALTH AND
6
PHYSICAL EDUCATION
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Understanding Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australias engagement with Asia Sustainability
Cultures

WEEK/ AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & KEY RESOURCES

LESSON CURRICULUM LESSON (what & how) LEARNING QUESTIONS
LINKS OBJECTIVE EXPERIENCES
Personal, (include
Movement & learner
Social & diversity)
Physical Activity
Community
Health
Week 1, -Being healthy, 1. Recall different negative -Students to use the 1. Change: Emotional recognition and how to relate that with the -What do we want -Emoji cards
lesson 1 safe and active and positive emotional Smiling Mind app change/transition into high school. the classroom look
words post emotions bingo throughout their time like, feel like, -Whiteboard &
activity. during the 12 week Introduction: sound like? whiteboard marker/
-Feelings and 2. Recognise different Health program. This -Class introductions, introduce self as teacher, what the class and you smartboard
emotions methods of coping is to be done expect from each other. -What were some
associated with strategies after whenever there is -Brain storm class, student and teacher expectations on board. of the different -Laptop
transitions; and participating in the coping spare time or a -Introduce topic; Emotions and Emotional recognition. emotions
practising self- strategies activity. student has finished -Show YouTube video of Angry Birds, Titled: Controlling Emotions: A displayed in the https://www.youtube.
talk and help- 3. Express one positive their work early. Lesson from Angry Birds. video by the angry com/watch?
seeking and one negative The app will assess -Think/Pair/Share about the video. birds and pigs? v=pFkRbUKy19g
strategies to emotional text using class students pre and post
manage these handout. the 12 lesson, 6 week Body: -Can someone -PowerPoint
transitions 4. Identify and write about period. -Emotions Bingo (to introduce new emotional words). name an
(ACPPS070) one emotion and link it -Coping Strategies worksheet and activity, looking at different methods interesting -Projector
with one coping strategy of self-management through coping strategies. emotion they
and one emoji. -Emojis worksheet and activity, looking at expressing an emotion and heard today? -Coping Strategies
linking it with a coping strategy. Students to write a positive and worksheet
negative emotional text message. -Can someone
give me an -Emoji worksheet
Conclusion: example of a
-Debrief and questioning on lesson. coping strategy? -Emotional text
-Brief description of next lessons content. message examples.
-Pack up.

Week 1, -Being healthy, 1. Research and recall 2. Change: Dealing with change. Starting at a new school. -What are some -Laptop
lesson 2 safe and active information on dealing with School/life balance. different emotional
change, starting a new words we heard -Projector
school and school/life Introduction: last lesson?
 -Feelings and balance using online tools. -Online brainstorm -Recap on last lessons content. https://answergarde
emotions 2. Demonstrate the ability -Use Answer Garden online tool to brainstorm different emotional n.ch/
associated with to access valid information words.
transitions; and and products and services -Class discussion on coping strategies and emotional text http://www.bing.com/
practising self- to enhance health. messages/emojis. videos/search?
talk and help- -Introduce todays lesson content on dealing with change, starting at a q=new+school+vide
seeking new school (high school) and a healthy school/life balance. o&&view=detail&mid
strategies to -Show video clip on Moving/New School. -What are some =ED9A054CB676CA
manage these things we have 2AF50DED9A054C
transitions Body: learnt from the B676CA2AF50D&F
(ACPPS070) -Using the Reach Out website students are to read and collect useful Reach Out ORM=VRDGAR
-Read, interpret and information on starting at a new school, school/life balance and website about
recall information dealing with change sections. starting at a new http://au.reachout.co
-Students will use the information they have gathered from the Reach school, school/life m/starting-at-a-new-
Out website and information on emotions learnt in the previous lesson balance and school
to create a poster online using Poster My Wall. dealing with
-Research and poster creation to be done in pairs. change?
https://www.posterm
Conclusion: ywall.com/
-Debrief on lesson.
-Posters will be printed and displayed in classroom.

3. Change: Transition into adulthood. Dealing with puberty: hormones.

Week 2, -Being healthy, 1. Research and recall -Changes in puberty
lesson 3 safe and active information about the role Introduction: worksheet
of hormones in puberty. -Introduce the topic of puberty: what is it? Talk about todays topic of
2. Recognise the changing hormones. Emphasis on that everyone goes through it
Management importance of hormones in differently and at different times, it is natural and that this is a safe and https://kidshealth.org
of emotional the body and what they open class. Chalk and Talk- students need to be given the facts. -Can you list some /classroom/6to8/pers
and social do. -Changes in puberty worksheet, students to work individually listing of the physical onal/growing/puberty
changes 3. Identify what are the different changes in girls and boys during puberty. changes that .pdf
associated with most influential hormones occur during
puberty in the male and female Body: puberty in both
through the body. -Hormone Olympics research activity/worksheet. girls and boys? -Hormone Olympics
use of: -Researching different hormones released in the female and male worksheet
coping skills -Read, interpret and body during puberty: -What causes
communicatio recall information -How the hormone is released these changes?
n skills -What the hormone does -pen and paper
problem- -Why you think this hormone should win the gold (has the greatest
solving skills effect on the body during puberty).
and strategies
-Students are to research and report individually using the online -What hormone -computers and
(ACPPS071) resource and worksheet. will receive gold, internet
silver and bronze
Conclusion: medals for
-Debrief the Hormone Olympics activity, ask students what hormone contributing the
will receive gold, silver and bronze medals for contributing the most to most to the bodys
the bodys development during puberty. development
during puberty?

4. Personal Identity: Building self-confidence, relationships and

communication.
Week 2, Communicatin 1. Distinguish between
lesson 4 g and good and bad Introduction:
interacting for communication. -Introduce todays topic on relationships, communication and building
health and well 2. Design and construct a self-confidence.
being self-identity collage. -Play inspirational YouTube video about spreading kindness: Life Vest
 3. Articulate what their Inside- Kindness Boomerang One Day. https://www.youtube.
-The impact of individual self-identity is. com/watch?
relationships v=nwAYpLVyeFU
on own and
others' Body:
wellbeing: -Class discussion (chalk and talk). Talk about what makes for good
the benefits of communication and why it is important to the different relationships
relationships around us. How communication is different depending on the -How do you think -Whiteboard and
the influence relationship/situation, what is appropriate and when. we give and whiteboard markers
of peers and -Students demonstrate good communication by giving and receiving receive a
family compliments. compliment? -Laptop and
- Have students walk around the class and find three different peers to projector
(ACPPS074) give three different compliments to. -What are some
things we can give -A3 poster paper
-Students explore self-esteem and create a self-identity collage (on A3 compliments
poster paper) using old magazines. about? -Old magazines
-Students write/find images about things they like about themselves,
things they like and dislike, things they are good at and reasons -Who here feels
people appreciate them. like they want to
-NOTE: This activity will not be completed in this lesson and will be now spread
continued in the next. kindness and
compliments?
Conclusion:
-Class debrief show of hands questioning about the days lesson. -Who here feels
-Homework- to go home and give a genuine compliment to two family better about
members. themselves now
that they have
finished this
class?
5. Personal Identity:
Who are you!? Discovering own identity now and how that will
Week 3, -Being healthy, 1. Examining how different develop/change over high school and beyond. Influences
lesson 5 safe and active life situations influence internal/external and positive/negative.
personal identities. -A3 poster paper
-Feelings and 2. Compare how an
emotions individuals self-identity Introduction: -Old magazines
associated with may change whether it is -Continue and finish work from previous lesson on self-identity
transitions; and influenced by a collage. -Changing self-
practising self- negative/positive or -Students write/find images about things they like about themselves, identity worksheet
talk and help- internal/external influence. things they like and dislike, things they are good at and reasons
seeking 3. Discuss by presenting people appreciate them.
strategies to to the class the potential
manage these impacts on self-identity. Body:
transitions -Worksheet activity on how do you think your self-identity will change
(ACPPS070) over time?
-Students will comprehend how their self-portrait will develop and
change by year 12, by the age of 25 and by 50? Things they think -What do you think
they may like about themselves, things they may like and dislike, influences an
things they may be good at and reasons people may appreciate them. individuals self-
-Group work activity: identity?
-Students to be in groups of 4
-Each group are to come up with two different scenarios on how an -Do you think
individuals self-identity might change from an external/internal someones self-
influence and a positive/negative influence; eg. What might an identity can
individual look like, be doing, sound like if they are influenced by their change throughout
best friend dying suddenly in a car crash at 20? (External / negative). their life or does it
Or travelling and working in aid work in Africa after school? stay the same?
(External/positive)
 Conclusion:
-Groups are to present two scenarios to the class.
-Debrief lesson: importance of maintaining self-identity but natural to
change and develop.
6. Social Media: Body image, depicting best self and likes culture.
-What is real and what is not/real relationships.
Week 3, -Being Healthy -How to switch off from social media.
lesson 6 Safe and 1. Discuss what the
Active- importance is of having Introduction:
positive body image? -Kahoot quiz on different types of social media and social media
-Strategies to 2. Understand the literacy.
promote safety difference between edited -Kahoot quiz -Class discussion/clarification about what social media is, brainstorm
in online and non-edited images. on the board. -What is social
environments 3. Recall what social -Negative effects on body image and how people depict their best media?
(ACPPS070) media is. self using social media.
-How does social
Body: media effect body
-Display images on the projector of altered images: before and after. image?
-Watch YouTube video on Dove selfie challenge. -Projector and laptop
-Selfie Challenge! All students are to go outside in pairs and take two
selfies each (on their Ipads). These selfies are supposed to be
untouched and natural-no editing. https://www.youtube.
-Come back inside class. com/watch?
-Students are to pick their favourite image and analyse it, making a v=_3agBWqGfRo
table of what they like and dislike about the way that they look.
-Students to email their selfie to the teacher in preparation for next -How did the selfie -Likes and dislikes
class. challenge make body image
you feel? worksheet
Conclusion:
-Discussion on selfie challenge. -Would you
normally edit your
images?
7. Social Media: Body image, depicting best self and likes culture.
-What is real and what is not/real.
Week 4, -Being Healthy 1. Evaluate what the -How to switch off from social media.
lesson 7 Safe and purpose of the selfie
Active- challenge was. Class Organisation: -Did anyone find
2. Develop on ideas about -Prior to the class print all student selfies on A4 paper in colour and the selfie
-Strategies to what the student likes and put up on the walls around the class. challenge -Blue tac
promote safety dislikes about their body confronting?
in online image. Introduction: -Printed selfies,
environments -Go over last lesson with students. Importance of positive body image, -Has anyone ever coloured A4
(ACPPS070) how social media can effect that negatively and the selfie challenge. posted a photo
without editing it -Post it notes
Body: before? Why?
-Selfie challenge continued. Students are given sticky notes and are to Why not? -Likes and dislikes
go around to their peers photos and place compliments on their body image
photos. -Why is it worksheet
-Once the activity is finished students are to take their image and their important to know
compliments and return to desks. that most images
-Students are to get out their likes and dislikes body image worksheet we see in social
(from previous lesson) and rewrite this based on the activity they have media are altered?
just completed.
-How important is
Conclusion: a positive body
-Class quiz on use of social media. image? How can it
-Have students stand in the middle of the class and label corners of affect you in every
the class as, never, sometimes, most of the time, always. day life?
-Class quiz -Quiz the class getting them to move to appropriate corners of the
 room on how much they use social media and how much it influences
them.
-Students back to their desks.
-Debrief on quiz and how it will lead into the next lesson wellness and
how to switch off from social media.

8.Social Media:
Body image, depicting best self and likes culture.
-What is real and what is not/real. -What did that
Week 4. -Being Healthy 1. Apply knowledge of -How to switch off from social media. meditation do for
lesson 8 Safe and social media and construct you?
Active realistic anti-social media Introduction: -Mindfulness Apps
goals. -Students to find a space on the floor where they are not distracted by -Do you look at (Headspace, Calm
-Strategies to 2. Demonstrate each other. Facebook every and Smiling Minds)
promote safety mindfulness while -Run through a guided meditation using the Headspace, Calm and day?
in online participating in meditation Smiling Mind Mindfulness aps. -IPad or IPhone
environments activity. -Do you post a
(ACPPS070) 3. Construct an image Body: photo on
demonstrating an activity -Students back to desks Instagram every -Whiteboard and
that is not technology -Discuss the positives and negatives of social media (chalk and talk). week? whiteboard markers
related. -Discuss that no matter what social media and technology is going to
be around so it is up to us how we use it, monitor it and switch off from -Do you look at -Anti social media
it. other peoples goal setting
-Individual task on anti-social media goal setting worksheet. Students accounts and wish worksheet.
to create realistic goals on frequency of use, type of use and time of you were more
use. like them? -Instagram photo
-Students to draw a picture of their Instagram upload of them doing worksheet.
something anti-technology; reading a book. -Can anyone think
-Pictures to create the Year 7 Health class Anti-Instagram account of some positives -Coloured pencils
and be placed on the wall with student anti-social media goals. to having and
engaging in social
media?
Conclusion:
-Worksheets to be displayed on class wall and students to walk -Do you think your
around; view pictures and read goals (gallery walk). goals are realistic?
-Debrief lesson and wish students good luck with their anti-social
media goals. -Do you think you
will be able to stick
to your goals and
for how long?
9. Bullying- Different types of bullying, take home messages and
anti-bullying campaign. -Did you get any
Week 5, -Being healthy, ideas from your
lesson 9 safe and active 1. Develop an Introduction: peers goals and -A Girl Like Her
understanding of the -What is bullying!? Define the topic of bullying: who does it, how it can drawings? documentary
-Help-seeking documentary; A Girl Like occur etc. question worksheet
strategies that Her and its take home -Introduce documentary A Girl Like Her making sure students know
young people messages, what the the seriousness of the topic. Documentary focuses on cyber bullying. -Laptop and
can use in a purpose of the -Hand out worksheet with questions to be answered throughout the -What do you think Projector
variety of documentary was. documentary. bullying is?
situations 2. Apply knowledge from -DVD player/Netflix
(ACPPS072) watching the documentary Body: -What do you think
and answer the question -Watch documentary (stopping along the way) to answer questions as was the purpose -Whiteboard and
worksheet. a class and write down answers. of that whiteboard markers
3. Articulate how bullying NOTE: If Documentary is not finished before the end of class it will be documentary?
is defined. continued in the next lesson.
-What do you
Conclusion: think the makers
 -Debrief documentary. of that
-What are the take home messages? documentary
-Write documentary take home messages on the whiteboard and get wanted us as the
students to add them to their questionnaire worksheet. viewers to learn?

10. Bullying: Different types of bullying, take home messages and

anti-bullying campaign.

Introduction:
Week 5, -Being healthy, -Health Promotion -Recap on last lesson and what is bullying.
lesson safe and active campaign on anti- -Show YouTube video on anti-bullying, called; Anti Bullying
10 1. Articulate how bullying bullying. Students are Awareness.
-Help-seeking is defined. to work in pairs and https://www.youtube.
strategies that 2. Research and recall on research anti-bullying Body: com/watch?
young people current anti bullying campaigns and -Students are to create their own Health Promotion, Anti Bullying -What is bullying? v=YFzay3Vm860
can use in a campaigns. develop their own campaign in pairs.
variety of 3. Design a Health suitable to the school -Students are to google other Anti-Bullying campaigns and write notes,
situations Promotion anti-bullying and target audience. they are to then mind map their own ideas for a campaign and how it -Projector and laptop
(ACPPS072) campaign using IMovie The campaign is to be can be made relevant to their school.
relevant to the school. presented using -Students are to create their campaign using IMovie, stop motion in -How could we -Plain paper for note
IMovie and displayed their pairs on IPad. promote a non- taking and mind map
to the class. -Campaign should include; how people should be kind do one another bullying school?
and help seeking behaviours if you are being bullied.
-What makes a
Conclusion: good anti-bullying
-Debrief the lesson. campaign?
-Inform students they will continue to work on their campaigns next
lesson and they will be presented in the last lesson. -What are help
seeking
behaviours?
11. Bullying: Different types of bullying, take home messages and
anti-bullying campaign.

Introduction:
Week 6, -Being healthy, -Health Promotion -Students to find a space on the floor where they are not distracted by
1. Demonstrate
lesson safe and active campaign on anti- each other. -Mindfulness Apps
mindfulness while
11 bullying. Students are -Run through a guided meditation using the Headspace, Calm and (Headspace, Calm
participating in meditation
-Help-seeking to work in pairs and Smiling Mind Mindfulness aps. and Smiling Minds).
activity.
strategies that research anti-bullying
2. Research and recall on
young people campaigns and Body: -How did that -IPad or IPhone
current anti bullying
can use in a develop their own -Students to continue in their pairs with their anti-bullying campaign. meditation make
campaigns.
variety of suitable to the school -Students are to google other Anti-Bullying campaigns and write notes, you feel?
3. Design a Health
situations and target audience. they are then to mind map their own ideas for a campaign and how it
Promotion anti-bullying
(ACPPS072) The campaign is to be can be made relevant to their school.
campaign using IMovie
presented using -Students are to create their campaign using IMovie, stop motion in
relevant for the school.
IMovie and displayed their pairs on IPad.
to the class. -Campaign should include how people should be kind do one another
and help seeking behaviours if you are being bullied.

Conclusion:
-Debrief lesson.
-Set expectations for next lesson presentations; students to be ready
and prepared with their anti-bullying campaign IMovie and
presentation.
-Everyone to listen attentively. -Is everyone ready
for their
presentations next
 lesson?

-What do I want
you to present?

12. Overview: Health promotion presentations.

Introduction:
-Advise students how the class is going to be run.
Week 6, -Being healthy, -Health Promotion -Quickly getting into class presentations.
lesson safe and active 1. Present a Health campaign on anti- -Projector and laptop
12 Promotion anti-bullying bullying. Students are Body:
-Help-seeking campaign using IMovie to work in pairs and -Each pair to present their IMovie anti-bullying campaign to the class, -What makes a
strategies that relevant for the school. research anti-bullying display video and brief description of it. good presenter?
young people 2. Explain how the campaigns and -The rest of the class is to give formative feedback by doing the two
can use in a campaign will work, who it develop their own sparkly stars and a wish- two things they did well and one -What makes a
variety of is targeted at etc. suitable to the school constructive criticism. good listener?
situations and target audience. -All students to present.
(ACPPS072) The campaign is to be
presented using Conclusion:
IMovie and displayed -Debrief the campaigns.
to the class. -Homework: to go out and spread the anti-bullying message around
the school.