Activities & Sessions | Possible Standards |
Understanding mental illnessesExploring understandings of mental health/illness - page 17 Introducing the Understanding Mental Illness unit - page 18 Language brainstorm - page 18 Understanding what we mean by mental illness - page 19 Mental illness - the facts (handout) - pages 20-22 Learning the language of mental illness (worksheet) - pages 23-24 | L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
W 5 – Writing- Learners write responses to literature and independently created texts that are characterised by some complexity of subject matter and organisation and by an attempt to control register as appropriate for their purposes and audiences. They use research and explicit knowledge of grammar to enhance the effectiveness and accuracy of their writing. Learners appraise their own writing for clarity, cohesion, consistency and register.
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Experiences of mental illnessVideo Understanding Mental Illness - group discussion of section 1 - page 26 Homework – reading information sheets - page 28 Video discussion sheet - page 29 Eating disorders (information) - pages 30-32 Depression (information) - pages 33-35 Anxiety disorders (information) - pages 36-38 Bipolar mood disorder (information) - pages 39-41 Schizophrenia (information) - pages 42-44 | L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
W 5 – Writing- Learners write responses to literature and independently created texts that are characterised by some complexity of subject matter and organisation and by an attempt to control register as appropriate for their purposes and audiences. They use research and explicit knowledge of grammar to enhance the effectiveness and accuracy of their writing. Learners appraise their own writing for clarity, cohesion, consistency and register.
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Mental illnesses – the same but differentSpecialist groups - recording information about specific illnesses - pages 45-46 Sharing the pieces or follow up quiz - page 46 Answers for quiz - page 47 Understanding anxiety disorders (record sheet) - page 48 Understanding depression (record sheet) - page 49 Understanding schizophrenia (record sheet) - page 50 Understanding eating disorders (record sheet) - page 51 Understanding bipolar mood disorder or manic depression (record sheet) - page 52 Mental illness. How much do you understand? Quiz (worksheet) - page 53 Community attitude survey (template) - page 55 Survey record sheet - page 56 | L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
W 5 – Writing- Learners write responses to literature and independently created texts that are characterised by some complexity of subject matter and organisation and by an attempt to control register as appropriate for their purposes and audiences. They use research and explicit knowledge of grammar to enhance the effectiveness and accuracy of their writing. Learners appraise their own writing for clarity, cohesion, consistency and register.
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Changing people’s minds & attitudesSurvey collation - pages 57-59 Video - changing people’s attitudes - pages 59-61 Script your own advertisement - pages 61-62 Exploring attitudes - page 62 The kindness of strangers (handout) - page 63 Key communication messages (handout) - page 64 | L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
W 5 – Writing- Learners write responses to literature and independently created texts that are characterised by some complexity of subject matter and organisation and by an attempt to control register as appropriate for their purposes and audiences. They use research and explicit knowledge of grammar to enhance the effectiveness and accuracy of their writing. Learners appraise their own writing for clarity, cohesion, consistency and register.
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Labels are for jarsLabels - pages 65-67 Option A if the shoe fits - pages 65-66 Option B labelling jars not people - page 66 Fact, fear, furphy or fiction - a summary quiz - page 67 Creative writing – uses ‘A thesaurus of madness’ - page 68 Newsletter - page 68 Labels (worksheet) - page 69 Jam-jars (worksheet) - page 70 Fact, fear, furphy or fiction (worksheet) - pages 71-72 A thesaurus of madness (handout) - page 73 | L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
W 5 – Writing- Learners write responses to literature and independently created texts that are characterised by some complexity of subject matter and organisation and by an attempt to control register as appropriate for their purposes and audiences. They use research and explicit knowledge of grammar to enhance the effectiveness and accuracy of their writing. Learners appraise their own writing for clarity, cohesion, consistency and register.
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Seeking help, finding supportIdentifying the need for support - page 75 Local services - page 75 Care of the seriously mentally ill in Australia - page 76 Something is not quite right - getting help early for mental illness (handout) - pages 77-78 Scenario cards (handouts) - pages 79-82 - 8 scenarios provided Care of the seriously mentally ill in Australia (handout) - pages 83-86 | L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
W 5 – Writing- Learners write responses to literature and independently created texts that are characterised by some complexity of subject matter and organisation and by an attempt to control register as appropriate for their purposes and audiences. They use research and explicit knowledge of grammar to enhance the effectiveness and accuracy of their writing. Learners appraise their own writing for clarity, cohesion, consistency and register.
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Taking actions, creating optionsGetting help - pages 87-88 Sample questions - page 88 Actions & reactions - page 89 Discussion - options for help seeking - page 89 | L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
W 5 – Writing- Learners write responses to literature and independently created texts that are characterised by some complexity of subject matter and organisation and by an attempt to control register as appropriate for their purposes and audiences. They use research and explicit knowledge of grammar to enhance the effectiveness and accuracy of their writing. Learners appraise their own writing for clarity, cohesion, consistency and register.
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Face to faceGuest speaker - page 90 Reflecting upon the new information - page 91 Selected video - personal experiences of mental illness - page 91 Sample questions - considering prior and current beliefs and understandings - page 91 | L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
W 5 – Writing- Learners write responses to literature and independently created texts that are characterised by some complexity of subject matter and organisation and by an attempt to control register as appropriate for their purposes and audiences. They use research and explicit knowledge of grammar to enhance the effectiveness and accuracy of their writing. Learners appraise their own writing for clarity, cohesion, consistency and register.
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Resource listResource list - websites, videos & brochures - page 92 | L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
W 5 – Writing- Learners write responses to literature and independently created texts that are characterised by some complexity of subject matter and organisation and by an attempt to control register as appropriate for their purposes and audiences. They use research and explicit knowledge of grammar to enhance the effectiveness and accuracy of their writing. Learners appraise their own writing for clarity, cohesion, consistency and register.
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