(May 2009)  This unit I particularly enjoy teaching because it gives the students’ choices as to how they could act and react to everyday situations in their communications with others. They can develop and demonstrate skilful and positive ways to interact and solve problems, therefore, developing successful relationships. Good communication is a fundamental component of individuals being confident and connected citizens.  This is important for the development of New Zealand as a society where we want people to accept diversity and treat each other with respect. Therefore this unit is already aligning to the Vision of the new curriculum (confident, connected, actively involved, lifelong learners) and with some modifications, could support the development of relevant Principles, Values and Key Competencies.  Authors:  Sally Unwin and Lynne Aldridge

(May 2009)  The students are very interested in their own sexuality and relationships.  Media, commercial interests and societal norms incite us from a young age to become sexualised beings.  Young people need a forum for discussion and critical analyses and opportunities to clarify the importance of sexuality in their lives. They need to have the knowledge, skills and confidence to make health enhancing decisions.   Authors: Lynne Aldridge and  Sally Unwin, based on a resource edited and co-ordinated by Gillian Tasker

(April 2009)   The development and use of interpersonal skills are part of what make us human. In games and teams, as in other aspects of life, there are influences that at times create situations where our positive use of interpersonal skills may become variable!  This unit of work has been reflected on, revised and tweaked every year and has developed into unit of work that the teachers and the students really enjoy. The student learning is significant in that the unit explicitly teaches interpersonal skills and group processes and provides opportunities to practise these. Formative opportunities to provide feedback and feedforward are embedded in the unit. Students learn to lead, to follow, to give and receive feedback, to take responsibility for their own learning and behaviours. They make the links between values and what these really “look like” and overall develop as people. This unit has been considered a very good unit of work, and apart from all the learning, it serves to set expectations for the year and provides good links to school values and goals. (But….it still needs work in relation to NZC!)   Author:    Lorna Gillespie

(April 2009)  I believe the camp experience is a powerful experience for students that is remembered for life. A positive experience can create life long connections to the environment and valuable learning about themselves and others. Therefore this unit to worth reworking and has potential to engage students.  Author:  Fiona McDonald

(April 2009)    Students love playing games.  “When are we playing the game?” is a common comment from students.  Students come with varying degrees of confidence and ability to be able to play a game.  This unit provides an opportunity for students to take responsibility for their own and others’ learning by identifying what they can do and what their next learning steps might be.  This learning is also transferable to other learning areas (given constructive feedback) and to other opportunities through school and community sport.    Author:  Anne McKay

(April 2009)    I believe this unit has the potential to use the knowledge and skills students have developed and brought to the group. It can pull together a number of relevant aspects and is highly student-centred. It offers a chance to develop knowledge and skills for life long participation in the outdoors and care for the environment.    Author:  Fiona McDonald