Kimberly Rose

65104548

On Campus

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To be completed by Student
Name

Kimberly Rose

Address

6 Nelson Street
Milnthorpe
Collingwood
Golden Bay 7182

Telephone

03 52 48148

Student ID

65104548

Course Name

Health and PE

Course Code

TECP 222

Course Lecturer

Tracy Clelland

Assignment Number/Name

Investigation Report: Health Promoting Schools in action

Total Number of Pages (including this cover sheet)

12

Due Date

28 August 2015

1st time submitted

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I hereby declare that the attached assignment is my own work. I understand that if I am suspected of plagiarism or other form of
dishonest practice, my work will be referred to the Head of School under the terms of the General Course and Examination Regulations
Section J. Dishonest Practice and Breach of Instructions. Penalties may range from denial of credit for the item of work in question, to
exclusion from the University.
Signature Kimberly Rose

Date 26 August 2015

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Kimberly Rose
65104548

TECP 222:
Investigation Report: Health Promoting Schools in action
Mental health education (KAL) Personal and interpersonal skills
Level: 2
I have chosen to base my unit on the significant improvement of personal and
interpersonal skills.
So far, throughout my placements I have covered a range of years from 3-6. Overall
I have observed that not all students have good basic interpersonal skills, for
example: taking turns, sharing their opinions, actively listening and using
appropriates body language.
However, I observed that in most classes around half of the students personal and
interpersonal skill were above my expectation, which made it hard to group these
students with the struggling ones. Due to them not being able to contribute their
ideas, as it put them in an uncomfortable position. The more academically capable
students would take lead and power ahead leaving behind the struggling students
who now would copy the faster students work just to get it done or find excuses not
to do their work.
Either way, I observed that they were not in the best learning position to be able to
advance ahead and were being left behind. As the more advanced students were
overpowering the quieter and struggling students.
I felt that the success criterias of the groups were not being achieved due to the lack
of cooperation with the groups.
Although most of the students had a positive and healthy attitude towards
interpersonal skills, they lacked the skills. I observed that when the students were
given the choice to choose their own group or even when they were in a teacher
chosen group they didnt have the required skills. Especially when more a popular
student was in lower or higher achieving groups they would show off and then miss
the necessary work that was needed to be learnt or they would voice their opinion
making the less confident students to miss their turn.
I also noted that in many cases my associates would be too busy to notice or just not
have the time to help these quieter or struggling students.
As a teacher, I would expect that the year 4 and above students would be able to
work co-operatively with their groups and have more consideration for each other. I
would like to see the students, taking turns, sharing their opinions and actively whilst
using appropriate body language.

Kimberly Rose
65104548

The Impact of Personal and Interpersonal skills, on learning and

wellbeing.
For students to get the most out of their individual learning, they need to learn how to work
together cooperatively within their groups by learning how to develop teamwork skills.
As stated in Brent and Felder (2007), if the students can work together cooperatively their
overall success and achievement is raised. Therefore their individual wellbeing (Hauora) is
enhanced.
Duries (1998) model Te Whare Tapa Wh encompasses a holistic Mori worldview of health
and wellbeing (Hauora). Interpersonal skills impact each individual students hauora. The
four walls, cornerstone or sides hold a strong foundations through the four dimensions taha
hinengaro (mental and emotional wellbeing), taha whnau (social wellbeing), taha tinana
(physical health), and taha wairua (spiritual wellbeing). If one of these four dimensions is to
be missing or damaged in some way a person may become unbalanced or unwell (Durie,
1998).
Taha Tinana (physical wellbeing), each individual student is required to have good health for
optimal health (Duries, 1998). Therefore, students will be able to relate to other students
better, while playing games and joining in on a team and group activities.
Taha Wairua (spiritual wellbeing), Durie (1998) states, the spiritual essence of a person is
their life forces. This will determine a students personal and interpersonal as individuals and
collectives, where they have come from and where they are going, who and what they are. A
lack of spiritual wellbeing could result in the students feelings of self-worth being affected as
they wouldnt be able to relate to others and work as a team.
Taha Whnau (social wellbeing), is how one can relate to belonging, to caring and to being
able to share with others in a social and familiar classroom environment.Durie (1998) states,
that a students social wellbeing will improve their skills and abilities in being able to work
with others, such as taking turns and listening.
Taha Hinengaro (mental and emotional wellbeing), is having the capacity to communicate, to
think and to feel mind and body are inseparable (Durie, 1998). According to Brent and Felder
(2007) for students to work cooperatively within a team environment and to improve their
mental health they need to believe firstly in themselves.
According to Brent and Felder (2007) there are several reasons why cooperative learning
works as well as it does as it gives positive interdependence and individual accountability,
promotes face-to-face interaction, encourages the use of appropriate collaborative skills and
sets the students up to work well in groups.

Kimberly Rose
65104548

Focus area: Personal and Interpersonal skills To enhance cooperative group learning (level 2)
Lesson 1:

Learning
Intention

Level: 2
Strand C
Relationships
with Other
People.

Watch Youtube clip

Students will
take turns to
listen activity,
whilst sharing
their ideas and
feelings.

AO:
Interpersonal
skills.
Express their
ideas, needs,
wants, and
feelings
appropriately
and listen
sensitively to
other people
and affirm
them.

Introduction:

Note:
Teacher is to
observe the
students
actions whilst
completing the
activity
Eg
Who is listening
Who is
communicating
What are the
noise levels in
the class like
The students
behaviours
used;
verbal/non
verbal

The social express hidden social keys:

http://www.youtube.com/watch?v=AACNWmuwq_I

Students will then brain storm in peers.

What does it mean to be a good listener?
How do we get a persons attention if we
have an idea that we want to share?
How do we express these ideas? Eg body
language, tone of voice. (verbal / nonverbal)
What do you do when someone else is
sharing ideas?
How would you feel if you were sharing
your ideas and no one was listening?
Development:
Role Play ~ Retelling a story through whispers.
Split the class into 4x groups.
The groups are to choose a leader,
Leader (starting person)
Then they are to put themselves into order from
top to bottom but dont tell them why they are
putting themselves into order for. This will test
their interpersonal skills.
Now explain to the class that they are going to
retell a story.
All groups will role play the same scenario.
Teacher will whisper (a made up
sentence) into each leaders ears.
Give a couple of the student different
verbal/non-verbal cues.
1. Body language (back to the leader)
2. Making loud noises
3. Facial expression
The Leader will then relay the sentence to the first
person in the group.

Kimberly Rose
65104548

The last student is to retell the story aloud.

Conclusion: (using your notes)

Discuss the verbal and non-verbal behaviours
How do these interfere with the message
that is being sent?
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
How does the noise level distort the
message that is trying to be sent?
How did you feel when I made a loud
noise?
Why was it important to listen?
Finish off with how the story changed as it went
around the group.

Kimberly Rose
65104548

Lesson 2:

Learning Intention

Introduction:

Level: 2
Strand C
Relationships
with Other
People.

Students will work

together and
compare/share
individual and
groups
characteristics

Class discussion/talk about what/

Individual characteristics and
Group characteristics are.
Students can add some of their own
personal characteristics.

AO: Identity,
sensitivity, and
respect.

Development:

Describe how
individuals and
groups share
characteristics
and are also
unique.

Using all the information they have just

shared; in groups they will uses these to,
draw a person on a large piece of paper to
express all the different types of individual
and group characterists a person could
have or express.
Conclusion:
Students will share their groups person
with the class, each student will take a turn
at talking. Whilst the class listens
appropriately.
Finish with a discussion:
What was it like to .
How did it make you feel

Kimberly Rose
65104548

Lesson 3:

Learning Intention

Level: 2

Students will develop

guidelines that
incorporate
What their
rights are.
What their
responsibilities
are.
.
Through a class
treaty

Strand D
Healthy
Communities
and
Environments.
AO: Rights,
responsibilities,
and laws; People
and the
environment.
Contribute to and
use simple
guidelines and
practices that
promote
physically and
socially healthy
classrooms,
schools, and
local
environments.

Introduction:
Class discussion about
Student rights and responsibilities
Why we need them?
What would happen without them?
Introduce ideas around having a
class treaty.
Development:
Split the class into 4-5 groups
Start by brainstorming ideas around the
treaty.
Come together to form one group, each
group sharing their ideas. (put these on
the board)
On a large poster page choose the rights
and responsibilities that everyone can
agree on.
Each student is to sign the bottom of the
treaty.
Conclusion:
Finish the lesson off with a discussion.

What other ways can the school

develop guidelines?
Would the school benefit from
having a treaty?
How could a treaty help keep give
the entire school a positive
environment?

Kimberly Rose
65104548

Lesson 4:

Learning Intention

Introduction:

Level:2

Students will
describe and
identify how their
personal qualities
enhance their selfworth.

Explain what personal qualities are.

Brainstorm some of the individual personal
qualities that some of the students have.

Strand A
Personal Health
and Physical
Development
AO: Personal
identity.
Identify personal
qualities that
contribute to a
sense of selfworth.

Put these on the board for the students to

see.

Development:
Pair the students up. Have them think-pairshare with their partner all of their positive
individual personal qualities.
They are then to write 3-5 positive
individual personal qualities on card paper
each.

Conclusion:
Have a huge tree on the back wall of the
class. Label the tree self-worth.
Explain to the students that they are going
to put these positive individual personal
qualities on the tree.

Kimberly Rose
65104548

Health Promoting Schools Framework

Curriculum Teaching and Learning
Express their ideas, needs, wants, and
feelings appropriately and listen
sensitively to other people and affirm
them.
Students will take turns to listen
activity, whilst sharing their ideas and
feelings
Describe how individuals and groups
share characteristics and are also
unique.
Students will work together and
compare/share individual and groups
characteristics.
Contribute to and use simple guidelines
and practices that promote physically
and socially healthy classrooms,
schools, and local environments.
Students will develop guidelines that
incorporate
What their rights are.
What their responsibilities are.
Identify personal qualities that
contribute to a sense of self-worth.
Students will describe and identify how
their personal qualities enhance their
self-worth.

School Organisation and Ethos

Provide all teacher/staff with continuing
support for implementing group learning.
Encourage all cutures throughout the
school to participate in team activities.
Involve the enitre school with the writing
of the treaty. Engourage every class to
have one, including the teacher.
Professional development for teachers
around incorporating the well being and
acidemic learning of the students by
increase their self-worth within the
classroom and schoolwide.

Community Links and Partnership

Encourage parents/whanau to engage in the learning of the classroom. Keep
them informed in the students health education. Send a letter home explaining
what has/is being taught. Parent/ whanau can then make informed decisions on
how they can provide extra support at home or even in the classroom.
Provide opportunities for the students to help out in the community eg, at rest
home or the local pre school. This will help support their personal and
interpersonal skills.
Development connections with other schools, even if they are in different town
where you can meet or skype to share ideas around personal and intersonal
skills. They can even participate in some of the activities.
Set up a parent/whanau night where they can come into the class and see what
the children have been learning. You can also provide them with more information
to help promote personal and interpersonal skills. This is an opportunities for the
families to see the treaty that all children have signed.

Kimberly Rose
65104548

Potential of the unit / Health promoting schools:

The first two lessons are designed for the students to develop skills where they can
express their ideas, needs and feelings, along with being able to share/compare and
identify individual and group characteristics.
In Gillies (2003), (Battistich, Solomon, & Delucchi, 1993; Johnson & Johnson, 1987)
suggest for children to enhance their cooperative learning they need to be taught the
social skills that will promote a caring and sharing attitude where others are
concerned.
The activities in the HPS framework such as encouraging parents/whanau to engage
in the learning of the classroom will ensure that the students are getting extra
support from home.
These two lesson plans a built around the NZC (2007) key competencies:
Thinking
Relating to others
Participating and contributing
The third and fourth lessons have been designed for the students to identify their
personal qualities and to help develop guidelines for them to get a better
understanding of their rights and responsibilities.
Gillies (2003) states, groups are structured so that students understand how they
are expected to work together so that the potential for cooperation and learning is
maximised
They will gain the social skills needed to work cooperatively with their class peers
and within groups, these skills will help with future peering and grouping. They will
also be skills that can be used over all curriculum areas, along with the students
social skills in and outside the classroom.
The HPS activities that support these lessons give the students opportunities to
develop their interpersonal skills, which are covered under the School organisation
and ethos section. The students are given the chance to be involved with the entire
school not just their class mates. Along with the staff being involved and included in
the implementation of the cooperative learning by bring in outside help that
reinforces the need for excellent social skills to build strong interpersonal skills.
The key competencies these lessons involve are from the NZC (2007);
Thinking
Managing Self
Relating to others
Using language, symbols and text
By developing the key competencies over the four lessons the students are gaining
the essential social skills that will enhance and further their participation in
cooperative group activities

Kimberly Rose
65104548

Reference list:
Confidence, S. (2011) The social express [Video file]. Retrieved from:
http://www.youtube.com/watch?v=AACNWmuwq_I
Durie, M. (1998). Whaiora: Maori Health Development. (2nd Edition ed.). Auckland:
Oxford University Press. Retrieved from: http://www.health.govt.nz/ourwork/populations/maori-health/maori-health-models
Felder, R.M., & Brent, R. (2007) Cooperative learning. In P.A Mabrouk (ed.), Active
learning; Models from the analytical sciences (pp. 34-53). Washington, DC:
American Chemical Society.
Gillies M.Roby, (2003). Structuring cooperative group work in classroom.
International journal of education research, 39 (pp 35-49)
Ministry of Education, (MOE) (2007) The New Zealand Curriculum, Learning Media
Limited, Wellington.