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Hi, everyone Parents in Paris before I begin here today,

I just like to acknowledge the people of the wrong and burn

wrong language Groups of the East inclination on who's uncredited lands.

I speak today.

Um, I'd like to pay my respect. The ancestors in the

past and present.

Thank you so much for joining my class today. Um,

this presentation is going to detail what your Children are learning in

my class so that you can get a better insight into the education

and feel that they are being provided with almost

care in terms of physical health and education.

Yeah,

so maybe we'll jump straight into it.

Our focus area here is the mental health and well being targeted at a year one level.

As you already know, when we connect this to the Victorian curriculum,

this looks at the Strand personal and social and community health.

One of the substance here is that falls under this is being healthy,

safe and active with this descriptive being.

Describe their own strengths and achievements and those of

others and identify how these contribute personal identities.

The second substantive that we focus on this classes

communicating and interacting for health and well being,

and the descriptor is described ways to include

others to make them feel that they belong.

There are specific key knowledge and skills scriptures that

I think a very worth mentioning in this,

which are describing personal achievements,

such as doing something on their own for the first time

and sharing how they felt and influence their personal identities.

Identifying and appreciating similarities and differences in people and groups.

Exploring how people feel when they're included

and excluded from groups and activities,

and then demonstrating appropriate language when

encouraging others at home in school.

And lastly,

expressing appreciation and offering encouragement using

a variety of communication techniques.

These are all things that I feel very

valuable in terms of mental health and well-being.

Yeah,

like I just said, I feel like these are all very connected to mental health,

as you can probably tell.

So it's time to go into detail of what

I personally considered to be my perspective of mental health and well-being.

You can ensure that your Children are being provided

with the best possible education in this area.

Um, in terms of the curriculum,

I believe that it must be here to Um in order to provide students with

current and appropriate learnings,

we need to stay up to date as well as promote positive growth and

give them the tools to eat them in life.

Um and then also looking at the curriculum, um,

the purpose of this focus areas to help develop not only each

individual is understanding the knowledge of

the importance of maintaining mental health,

but also that everyone around them so that that incorporates parents,

peers and also strangers.

And as an educator, I think it's really important that we value, um,

watching students thrive not only academically, but personally, emotionally,

socially.

So that's what this area of the curriculum helps to achieve.

There's also a very strong link between poor mental health

and negative educational outcomes, therefore,

adding to the importance of promoting well-being in the classroom,

we want our Children to thrive not only academically but socially, mentally.

Emotionally, they can achieve the best possible outcome in life.

So let's move on and look at the pathological models

that focus on learning learning development in this particular area.

Firstly, I'd like to look at the five G models,

so this is a reference mental health and well-being.

As there are four specific domains that are extremely relevant.

The first one is engaged.

Engaged Phase represents creating positive and effective relationships,

which helps to create connections between what they already know

and brand new ideas that have brought to them.

The next one is the explore stage.

The explore explore phase represents how students can

reflect on an experience that they've gone through,

um and then create investigations.

They explain stage,

which is the next one represents drawing on their own personal

experiences and observations to continue developing a sense of understanding.

And then lastly, we look at elaborate.

So personally, I think this is the most important phase of the five model,

specifically in reference to mental health and well-being

because it encourages students to reflect on their own experiences,

exchange ideas and then

then promote that change. And, um, and then implement that into their daily lives.

We're now going to look at some um,

sorry, we're just looking at the five.

Sorry, we're looking at the strategies now, my bad,

Um,

the high impact teaching strategies which relate to the topic of mental health

and well being that they promote optimum student growth So this is academically,

personally and socially.

The strategy that I think that's really important

for mental health and well-being collaborative learning.

Because it's when students work in small groups and the complete work with each

other and then share ideas and they determine the rules and the rules,

they negotiate that with each other.

Secondly, there's multiple exposures,

which is when students receive and interact with information

that they get in a variety of ways.

So

it's the way in which they receive different

type of information, whether it be technologically written, verbal, whatever,

um, and this increase their ability to relate to connect with that content,

um, next week questioning.

So it's described as a tool that promote students understanding.

And it's also a way for students to

compare and contrast and express opinions and feelings.

And then, lastly, we look at feedback and a strategy that works in a particular way,

too

in in reference to mental health as it encourages learning goals, because

if they receive feedback,

they're able to adjust and change things to suit

what is currently happening in terms of mental health.

We're going to look at the standards, um,

they are in place to ensure that teachers are performing their highest

abilities and they support future progression.

So the standards that relates specifically to the topic of mental health, um,

using effective classroom communication.

So

it highlights the importance of incorporating a combination of

verbal and non double communication strategies to enhance the participation

engagement of students, which I think is very important. Um,

and the second one is, um, support student participation. So that's when um,

obviously students are participating in were

encouraging communication between peers and the

teacher and that then results in a very positive engagement level.

And then lastly, we look at maintaining students safety.

Um, this

is this highlights the importance of supporting not only the

well-being and safety of students in the school environment,

um, but also like it has to the curriculum specific requirements, which is very,

very important.

Um,

the last pathological topic that that I'll

point out here is the practice principles,

which is actually true 0.0.1.

And this focus focuses specifically on building positive relationships,

relationships between teachers and students

by promoting engagement, confidence and personal growth.

These are all things that are very specific to mental health and well-being.

Um and as much as these models are very important, Um,

there was a matter of why we are putting this into place,

and this is where recent research comes into play.

So following the following that I'm going to

show you the examples of recent studies,

articles and books that adds value to the inclusion of well-being

in relation to physical education. So, firstly,

a book that I found my lunch, which was published in 2000 and 19,

highlights how primary schools playing a key role in students,

health and well-being,

and according to education policy and guidelines around the world,

should be prioritized

when looking at student enhancement.

In regard to well-being from H P,

it's important to consider multiple factors before implementation.

So these are demonstrated within, um, the healthy promoting schools model,

um, which includes certain factors such as the curriculum, um,

including the learning and teaching focus, the whole whole child development,

which is both physical and mental, um,

looking at the whole school approach and then communication and then, lastly,

the the community in any external services that might be beneficial partnerships,

um,

these altogether create a framework for teacher reference and they

ensure that we're optimizing the student well-being through physical education.

And then secondly, I'd like to look at, um,

the state of the world and the things that these kids

have had to go through for the last few years,

such as the coronavirus pandemic

and the fact that it's hard on students.

So students have suffered so much whether it be socially,

academically or mentally.

Um, and they were reporting high stress levels,

high anxiety levels due to certain factors such as remote learning,

different learning conditions,

low levels of socialization and lingering fear of getting sick,

or someone near them getting sick or, you know, losing friends or family.

So

Australia's healthcare system needs to be revised in order to properly

support those who are the most vulnerable in times of hardship,

specifically, students

and the lost um,

the last thing I'd like to touch on is a paper that I found Bio Donaldson

Parker that was published in 2000 and 20 that explains that

last physical education may be seen to be maybe seen too

present a number of social emotional health benefits for students

when located against the backdrop of broader life course vulnerability,

such as such benefits, maybe de-prioritize by those concerns.

So there's also evidence found that sport and

physical education is integral in developing social capabilities and

resilience. So

these are two domains that promote well being

that we need to be constantly considering.

So through all of this research that I've

conducted and coupled with the Victorian curriculum,

um,

I'm able to share with you today a lesson plan that demonstrates the appropriate

way to implement mental health and well being an H p h p lessons.

So the lesson that I've chosen to share

with you is called building and understanding strength.

Um,

and the learning intentions are probably

engage in discussions centered around strength,

um,

to recognize their own other strength and how that relates to personal identity

and to understand how strengths play a

part in contributing to successful outcomes.

Next one,

Um,

there are a few materials that are needed strength cards, um, a digital camera,

printer, paper pens, pencils, piece of paper and the strength poster.

Also,

I would always do a formative assessment to

understand my students prior knowledge of the topic.

So regardless of what it is always do that, um,

that I would do that by encouraging the students in the

floor and ask what they already know about certain topics.

Um, and we look at super heroes, so, like I would reference strength as superheroes.

And, for example, I would say, you know, I used myself as an example,

and Miss Kirstie is creative because she incorporated lots of our

classroom activities. So my strength is creativity.

The activity would begin by introducing students to the strength

cards that I would have created and explain to them,

um, how can how we can show strengths in the class and playground or at home.

And then they work in small groups of 2 to

3 and then give them strength cards so that they can

they can roll play showing that strength.

So, you know, for example, um,

you know,

I was brave in the playground because I told

a teacher that I saw someone getting bullied,

for example.

Um, and then they model that to the rest of the class, and we take photos of that and,

um,

and provide those photos coupled with, um,

coupled with

an activity that we would do, such as, um,

drawing a picture of ourselves. Um, demonstrating a certain strength.

And then we would put that as a poster in the

in the classroom so that they can have that to refer

to in the future when they feel like they need to

know what their strengths are feeling a bit vulnerable or whatever.

But they know that something as simple as standing up for a friend or

doing something kind of someone else is a

real strength they can show in everyday life.

We also account for differentiation by, um,

providing a strength poster with all the details of what each strength strength is.

So, you know, explaining what brave is explaining what kindness is. Etcetera,

Um, and there's also extending task for students who I think need it also,

that's very determined by each student in the classroom.

Um,

we also do a lesson review at the end of each lesson

so that I can get an understanding of what they have learnt from

the lessons.

So asking students to talk with a

partner to summarize that they've learnt negativity and

then asking that power to share with the rest of the class what they know.

Um,

you know, So

as an educator,

I'm always going to take into consideration student achievement indicators,

differentiating, differentiating tasks,

extending tasks because I think that's really important

because no to students are exactly the same.

Um, with this I feel like,

you know,

it's been a lot of information and a lot of

insight into the topic of well-being and mental health,

and I just hope that you feel safe and comfortable

having your Children in my class as the educator.

But I really hope that you reach out if you have any queries of questions.

And I thank you for your time today,

yeah.

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