TKI - Assessment: Exemplars: Health and Physical Education

Health and Physical Education

Personal Health and Physical Development and Healthy Communities and Environments

Personal Growth and Development and Rights, Responsibilities, and Laws

I Feel Angry – What Can I Do?

What the work shows Curriculum links The learning context Where to next?

What the work shows

Cheana's poster and the teacher-student conversation show that she, Nathan, and Ivy are able to take some responsibility for their self-care. They understand how following simple guidelines and practices to manage their feelings of anger can help make their classroom and school physically and socially healthy.

Progress Indicators

Personal growth and development

Demonstrates responsibility for simple self-care

In her conversation with the teacher, Cheana provides an 'I' statement to describe her feelings and suggests an alternative action to take if this doesn't work.

Teacher-student conversation

The teacher read Cheana a story about an incident of playground conflict and encouraged her to think about how she would deal with the situation:

Teacher:	I'm going to share a story with you. I want you to think about how you would feel if this happened to you. What would you do? [Reads story.] How would you deal with this situation?
Cheana:	First, I'd say, "Why did you do that?", and then I'd give them an 'I' statement, and then I would tell the teacher.
Teacher:	What 'I' statement would you use?
Cheana:	"When you do that to my friend, I don't like it", and then the next person would say, "So what you're saying is, when I do that, you don't like it", and I'd go, "Yes", and then they'd say, "Sorry, I won't do it again."
Teacher:	What if the person said, "Oh, get out. I don't care – I'm allowed to push"?
Cheana:	Then I would go tell the teacher.

Rights, responsibilities, and laws

Uses simple guidelines and practices to contribute to a safe and happy environment

The class used 'The Anger Rules' poster to help them contribute to a safe and happy environment. In the class discussion, Nathan demonstrates an awareness of the consequences of hurting yourself and how feelings may change over time. He also explains the benefits of talking to someone for solving the problem and avoiding more conflict. Cheana can link hurting property, when angry, with the likely impact on others. Ivy demonstrates an awareness that angry feelings can sometimes get out of control and knows that others may be able to help.

Teacher-student conversation

The teacher showed the class the poster 'The Anger Rules' and encouraged the students to discuss why the rules are useful (The teacher's questions are not recorded on the video).

Teacher:	I'm going to show you a poster, now. It's called 'The Anger Rules'. Why is 'Don't hurt yourself' a good rule?
Nathan:	It's a good rule 'cos if you hurt yourself and when you're not feeling angry any more, you're still hurt.
Teacher:	Why is 'Don't hurt property' a good rule?
Cheana:	If you chuck someone's property it could break, and then it could be something they've had since they were a baby or they had it for a long time, and they could cry, and that could hurt their feelings.
Teacher:	Why is 'Do talk about it' a good rule?
Nathan:	It's a good rule because when you're feeling angry, you could tell someone, and it could get dealt with faster instead of taking it out on them.
Ivy:	If you tell someone, like a parent or someone you know, they could help you sort it out, and that way, you don't end up hurting someone.