FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 3 Week 1 YEAR LEVEL: 8 LEARNING AREA/TOPIC: Health

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: All students expected to have an iPad

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES =
LESSON ICT and other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)
 Health 1. Create a concept map Formative Introduction:
Week 2 ACPPS074 on Popplet in groups Assessment:  Teacher provides introduction and reviews last lesson gives a brief description
Lesson 1 demonstrating your Socrative quiz to and questions students about the content they learnt. The teacher will say…
The impact check Last lesson we looked at bullying, could you please log on to your Socrartive
understanding of what
bullying and understanding of
is bullying, types of account and we will start the lesson by reviewing last weeks content.
harassment can bullying
have on bullying, actions, and  Teacher elaborates on what bullying is, types and actions
relationships, effect on people Summative  Teacher informs student about lesson objectives and what students should
including online involved Assessment: Rubric achieve by the end of the lesson
relationships, and 2. Identify at least three assessing the
the health different people that concept map Body:
and wellbeing of Teaching Points:
bullying effects, by
themselves and Informal  Teacher asks students to get into groups of three. Each group receives 3 figure
others verbally discussing Assessment:
with a partner cut outs
Observing who is
3. Explain how bullying participating in each  Teacher plays a short clip from the documentary “Bully”, and asks students think
effects not only the pair and how much about how bullying impacts the victim, family and friends
victim however the  Think pair share about how bullying affects the individuals of interest Figure cut outs
parents and friends of  Scrunch up the figure cut outs depending on how much they think it affected each (3/per group)
the victim on your individual – scrunching up the paper figures replicate the effect it has on the
concept map individual Link: Youtube
 Share what each paper figure looks like now and why video – Bully
 Students then instructed to further research how bullying effects the victim, family Documentary Clip
https://www.youtub
and friends then create concept map on Popplet in their groups showing e.com/watch?v=g
understanding Wl0kSG4FP0

Lesson Closure: Concept Map

 Students submit their concept maps to the teacher Creation:
http://popplet.com
 Teacher will conclude the lesson and explain what they will be covering next
lesson
 Week 2 Health 1. Research the impact Formative Introduction:
Lesson 2 ACPPS074 bullying has on the Assessment: Padlet  Students open up to the Class Padlet page and to answer the question “How
bully on your iPad – How does bullying does bullying affect not only the victim, family and friends”. The teacher will say…
The impact affect not only the
2. Create a poster,
bullying and victim, family and Padlet Link:
using Canva, in Last lesson we looked out how bullying affects not only the victim however the
harassment can friends https://padlet.co
have on pairs identifying victim’s family and friends. If you could bring up the class Padlet page on your
iPad and provide a short answer on how you think bullying impacts the victim m/katie_w3/blljd6
relationships, what causes Informal
including online someone to bully Assessment: and/or family or friends of the victim. We can then discuss this as a class. zdyxwb
relationships, and and long term Observing who is
the health effects bullying has participating in each  Teacher elaborates on answers, asks if there is any questions and checks for
and wellbeing of pair and how much
on the bully’s health, understanding
themselves and
others wellbeing and Summative  Teacher informs student about lesson objectives and that students should
relationships with Assessment: Rubric achieve by the end of the lesson
others assessing poster
3. Explain what causes Body:
an individual to bully Teaching Points:
and  Teacher asks students get into the groups they were in last lesson
 Teacher replays the same clip from last week and asks students to focus on the
bully and why he might be so aggressive.
 Think pair share about reasons why the bully may be so aggressive based off
what they can see in the short clip
 Students asked to research further why an individual may engage in bullying
 Students then asked to create a poster on Canva identifying why an individual Canva Link:
may engage in bullying, the short-term and long-term impact bullying has on the https://www.canv
bully’s health and well-being, and the impact it has on their relationships with a.com/create/post
others. ers/?v=20&utm_e
xpid=.naW9JfIiTjS
Lesson Closure:
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 Students asked to submit their posters to the teacher
&utm_referrer=ht
 Teacher provides a brief statement summarising the lessons content.
tps%3A%2F%2Fw

Today we looked at the impacts that happen when an individual engages in ww.google.com%2
bullying behaviour. Unfortunately for these individuals there are many short and F
long term impacts on their physical, mental and emotional health. Additionally,
when someone bullies it impacts negatively how they communicate with others
and ultimately the types of relationships they.

 Teacher briefly tells students what be covered next lesson

Week 2 ACPPS072 1. Create a short film Informal Introduction:
Communication on puppet pals Assessment:  Teacher reviews content from previous lesson and focuses on the emotions of
Lesson 3 techniques to Observing who is
demonstrating how the victim, asking students how they believe a victim would feel. The teacher will
persuade participating in each say…
one could use help Answer Garden
someone to seek pair and how much
help persuade someone Link:
to seek help Summative Over the past two lessons we have looked at how bullying impacts not only the https://answerga
2. Explain how one Assessment: Rubric victim however the bully and the victim’s friends and family. Can you get into rden.ch/892985
assist another assessing short film pairs and do a quick think pair share about the emotions you think a victim of
individual to seek creation bullying feels? How friends and family of a victim feel? Add to the class Answer
help when in a garden once you have finished discussing with your partner.
difficult position
verbally with a  The class will collaborate on an Answer Garden. The teacher will elaborate on
partner the emotions most commonly listed to ensure students gage a true
understanding. Teacher asks if there are any questions and checks for
understanding.
 The teacher will then inform students of the lesson objectives and what students
should have achieved at the end of the lesson

Today we are going to be discussing some communication techniques one could

use to persuade someone who is in of help to seek it. After we brainstorm ideas
you will move into groups and create a short clip on puppet pal demonstrating a
conversation one could have to assist someone to seek help.

Body:
 Teacher chooses three students to come role play a short scene and asks
students how they think they would go about the situation or what they would do
differently when watching the role play
 Think pair share how one would go about the situation performed to them
 Teacher collaborate with students about how they could use persuasive iPad Resource:
techniques to encourage someone in need of help to seek it Puppet Pals App
 Teacher instructs students to organise themselves into groups of three
 Each group will create a short scene on puppet pals to demonstrating a
persuasive technique that was discussed to encourage an individual to seek help
 Once students finish creating their short scene, each group will present to the
class and provide a brief description on the scene and what persuasive technique
they used

Lesson Closure:
 Teacher asks students to submit their work to the teacher
 Teacher makes a concluding sentence summarising the importance of helping
those who need it and briefly explains what students will be doing in the next
class and dismisses the students