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

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.) Brief comment with the next 3 slides trying to show the big picture from a national curriculum to a school curriculum to the department/syndicate 7

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.) Refer P44- Requirements of the BOT. Good discussion around this- many had never really looked at this. 8

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.) Brainstorm the key elements of the Health and Physical Education Learning Area without referring to the NZC document!! – put on to post-it-notes Using the Health and Physical Education statement on pg 22 to 23 identify the key elements of this learning area – on post-it-notes Using the brainstorm list and the NZC list develop a guiding set of elements you need to address when developing a Health and Physical Education programme. Arrange the post-it –notes into what is vital, very important, important (as a HPE community) Keep to refer to at the end of the session 10

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.) Resources needs to be quite wide- not just text books 11

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.) Explain how the elements of the Health and Physical Education Learning area provide opportunities to develop the vision P8, principles P9, values P10 and key competencies P12-13 How do you see Health and Physical Education in this- groups, rotate around topics Share ideas with the whole group Revisit and refine the group’s ideas after whole group sharing time important to draw attention to the requirements of pg 44 as these are legal requirements and all LA’s must do this Unpacking the principles- something you may want to do with your school/dept. Use the sheet provided, delve deeper into what these principles might mean for your dept/syndicate/school. Used the Community Engagement sheet. What do these mean for Health and Physical Education. 12

Requirements for Boards of Trustees Each 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 Action Making 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.