Please enable JavaScript.
Coggle requires JavaScript to display documents.
Mapping out AOs for YR9 & YR10 - Coggle Diagram
Mapping out AOs for YR9 & YR10
YEAR 9's
AO: D3 Rights, responsibilities, and laws; D4 People and the environment
Specify individual responsibilities and take collective action for the care and safety of other people in their school and in the wider community.
Defining the key words
Collective action is a socio-ecological approach that takes account of the interrelationship between the individual and the environment. It is based on the view that health is determined largely by factors that operate outside the control of individuals.
Care and safety means...
Responsibilities means...
School means One Tree Hill College
Wider community means who?
Specify individual responsibilities for the care and safety of others in our school and local community
What does understanding of this look like?
Possible activities?
Take collective action for the care and safety of others in our school and local community
What does understanding of this look like?
Possible activities?
Levels B/P/A
Beginner looks like
Proficient looks like
Advance looks like
Inquiry
Noticing
To evaluate aspects of the school environment that affect people’s well-being and take action to enhance these aspects, we need to ask:
What do we want to know about this?
What might our focus be and why?
What have we been doing related to this?
What do we think students and/or staff think?
Investigating
To find out more about the school environment and the affect it has on the people’s wellbeing (senior leaders, teachers, students, parents and whänau and others in the school community), we need to ask:
What do we need to investigate?
How might we do that?
What do we already know?
What don’t we know and how might we find this out?
What data do we have that we could use?
Whose perspectives should we seek and why?
Making sense
To make sense of the data/information gathered, we need to ask:
What is the data we have gathered telling us?
How do we feel about this?
Is this what we expected to find?
Are there any surprises?
Is there anything that still puzzles us? Do we need to explore this further?
What insights could others provide on our analysis?
Take action
To decide what particular action(s) to take, we need to ask:
What do we need to do and why?
What changes are needed?
Do we have the capability to do this?
What support might we need?
Who should we involve? Why?
Evaluating
To know whether actions have had the desired impact, we need to ask:
How well are we promoting wellbeing in our school?
What’s working well and what do we need to change?
How do we know?
What evidence do we have?
Do we need to do something different? Why?
What do we want to keep doing? Stop doing?
Are we getting the outcomes we wanted? How do we know?
YEAR 10s
AO: D4 People and the environment
Investigate and evaluate aspects of the school environment that affect people’s well-being and take action to enhance these aspects.
Defining key words
Wellbeing will be viewed in reference to Dr Mason Durie's whare tapawha model of hauora
Evaluate means
School environment is broadly characterized by its facilities, classrooms, school-based health supports, and disciplinary policies and practices. It sets the stage for the external factors that affect students.
Taking action means
Care and safety means
Investigate and evaluate aspects of the OTHC environment that affect people's wellbeing
What does evidence of this look like?
Possible activities?
Take action to enhance wellbeing that relate to these aspects of the OTHC environment
What does evidence of this look like?
Possible activities?
Levels B/P/A
Beginner looks like...
Proficient looks like...
Advance looks like...