KVC Health & Physical Level: 3/4 Year/s: 7 Date: Term 3, 2016 Unit Title: UCAP

Education Plan Focus: Provide learning experiences in a safe, supportive environment that highlight the physical and
emotional changes that Year 7 students may experience during puberty
Opportunity and Success
for All Integration of Mori and/or SWPB4L/PRIDE Focus: Identified Priority Learners &
Pasifika Dimension: state the ways Strategies:
in which you will integrate the teaching Maori/Pasifika-
and learning about the bicultural
nature of NZ Participation
Strands (Highlight one) Greetings and praise Respect
Personal Health and Physical Development Parts of the body (new Inquiry
Movement Concepts and Motor Skills focus for my own
development) Diversity
Relationships with Other People Environment Gifted&Talented Extension-
Healthy Communities and Environments

Ke

Personal Health and Physical Development

Level 3: Learning Support -
A1Personalgrowthanddevelopment:Identifyfactorsthataffectpersonal,physical,social,andemotionalgrowthanddevelopskillstomanage
changes.

A4Personalidentity:Describehowtheirownfeelings,beliefs,andactions,andthoseofotherpeople,contributetotheirpersonalsenseofselfworth.

Level 4:
A1Personalgrowthanddevelopment:Describethecharacteristicsofpubertalchangeanddiscusspositiveadjustmentstrategies.

A4Personalidentity:Describehowsocialmessagesandstereotypes,includingthoseinthemedia,canaffectfeelingsofselfworth.
NZC Principles:

Specific Learning Outcomes: High Expectations

Identify and describe ways in which body changes associated with puberty differ for individuals. Treaty of Waitangi
Describe how the actions of other people can influence young people's sense of self-worth during puberty. Cultural diversity
Identify and develop strategies to help them manage the changes that will affect them during puberty. Inclusion
Learning to learn
Identify and describe body changes associated with puberty.
Community engagement
Describe their changing needs and feelings during puberty and acknowledge that others have Coherence
similar experiences. Future Focus

Assessment Overview: OTJs and student responses in groups/class discussions and

activities
KVC: Opportunity & Success for All NZC Vision: Confident Connected Actively Involved Lifelong Learners

Our Values: Participation Respect Inquiry Diversity Environment

 NZC Values Focus: highlight
Excellence aiming high, persevering
Innovation, Inquiry and curiosity critical, creative & reflective thinking
Diversity culture, language, heritage
Equity fairness and social justice
Community and Participation as actively involved members of society
Respect for themself, others, and human rights
Ecological sustainability care for the environment
Integrity accountability, honesty, acting ethically
Key Competencies Focus: highlight
Managing Self self-motivation, personal goals, appropriate behaviour, resourcefulness,
sense of self, importance of heritage
Relating to others active listening, recognise different POV, negotiate, share ideas
Participating and contributing balancing rights, roles & responsibilities, responding to others
Using language, symbols and text interpreting language and symbols, using ICT,
recognising how language symbol choice affect peoples understanding
Thinking using creative, critical and metacognitive (learning to learn) reflection, drawing on
personal knowledge

Evaluation and Next Steps: Teacher Reflection:

What impact did my teaching have on student learning?

What evidence do I have?

What worked well?

How could I improve this unit for next time?

Next steps for students -

This is your opportunity to think about what happened and why (see Teaching Inquiry on page 35 of the Curriculum) and to make comments about what needs to be covered in your next unit of work. You should be aware
of individual students (or groups), as it is rare that a whole class with need the exact same next steps. Your comments should be a reflection of the feed forward you give students.