Student Wellbeing - Mental Health Education Initiative Improving Student Outcomes through Health...

Student Wellbeing - Mental Health Education Initiative

Improving Student Outcomes through Health Education

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Whakatauki

He oranga ngakau,

He pikinga waiora,

Positive feelings in your heart will

raise your sense of self worth

HPE curriculum 1999

Whakawhanaungatanga building relationships,

share

• your name,

• your school,

• why you are here/what you hope to take away from today.

Safety Net

Intended Outcomes

• Investigate the requirements of the New Zealand Curriculum & HPE learning area and link effective teaching and learning.

• Explore concepts of effective community consultation for health education, as required by the New Zealand Curriculum

• Develop understanding around the key area of learning mental health education;

• Identify student needs for health education;• Consider effective strategies to use in the classroom • Review and develop school health education

programmes.

Whole school approach

Complete the template

• What you do already for Health Education in your school.

• What do you need to find out when you return to school?

The National Curriculum

• It is not seen as a prescriptive document

providing the content/skill to be ‘delivered’.

• A national curriculum is viewed as a

framework to ‘set the direction for learning’.

• Expectation that teachers, as professionals,

will develop programmes reflective of this

framework.

(Slide Adapted from Otago University 2008 HPE NZC ppt.)

The School Curriculum

• Must incorporate principles, values, key

competencies and learning area

introductory statements and appropriate

achievement objectives in response to the

identified interests and learning needs of

their students.

• Reflect community needs/desires.(Slide Adapted from Otago University 2008 HPE NZC ppt.)

Group Activity - Pass it on.

• Vision• Values• Principles • Key Competencies

Group Brainstorm

The key elements of the Health and Physical Education Learning Area

• What do we think?• What does the curriculum signpost? P17,

P22 / 23• Vital, very important, important

(Slide Adapted from Otago University 2008 HPE NZC ppt.)

The Health and Physical Education Programme

• Students needs and interests

• Uses a critical thinking / critical action approach

• Integrating the Underlying Concepts and Key

Areas of Learning

• Contexts appropriate for the community

• Resources available in the school and community(Slide Adapted from Otago University 2008 HPE NZC ppt.)

In-depth Exploration of Health and Physical Education (cont)

• How does Health and Physical Education help to develop the vision, principles, values and key competencies?

(Slide Adapted from Otago University 2008 HPE NZC ppt.)

Requirements for Boards of TrusteesEach board of trustees, through the Principal and staff is required, to develop a curriculum for students for students in years 1-13:

•That is underpinned and consistent with the principles set out on page 9;

•In which the values set out on page 10 are encouraged, and modelled and are explored by students;

•That supports students to develop the key competencies set out on page 12 -13.

Page 44 NZC

Consultation

• Who makes up our community?

• Why do we consult?

• What methods of consultation will we use?

Levels of Consultation

• Level 1 - Being Informed

• Level 2 - taking part in activities

• Level 3 - Dialogue and exchange of views

• Level 4 - Helping to make Decisions

• Level 5 - Having responsibility to act.

HPE Consultation

• When did your school last complete a consultation regarding health education?

• What was it about?

• How did you do it?

• What did you do with the information?

What is the graduate profile of a student who has experienced a sound health education programme?

Definition…“A health-literate person can be defined as an independent learner able to think for themselves, solve problems, and make informed decisions in

order to promote and maintain health for themselves, others, and society.”

The Curriculum in ActionMaking Meaning: Making a Difference

Body Activity

In groups draw an outline of a body. Write on and around the body everything that makes up the graduate profile. Consider the knowledge, skills and attitudes that this student would need.

Closing thought

Ko te manu e kai ana i te miro, nona te ngahere.

Ko te manu e kai ana I te matauranga, nona te ao.

The bird that partakes of the miro berry reigns in the forest

The bird that partakes of the power of knowledge has access to the world.