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4. Assess

How does this relate to the curriculum?
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Learning Outcome
Lesson Application
Health and Physical Education
A1.5. Social Emotional Learning Skills, Self-Awareness and Sense of Identity: Apply skills that help them develop self-awareness and self-confidence as they participate in learning experiences in health and physical education, in order to support the development of a sense of identity and a sense of belonging.
By completing the Mental Health Literacy Diagnostic Test, students become more aware of their own stigmatizing beliefs about mental illness. They then use this self-awareness as a starting point to reframe mental health and mental illness illness stigmas, thereby creating a more holistic view of mental health. This new, more accurate understanding of mental health gives students the permission to acknowledge their own mental health and ask for help when they need it. (Achieved in SET and GO activity)
Health and Physical Education
A1.6. Social-Emotional Learning Skills, Critical and Creative Thinking: Apply skills that help them think critically and creatively as they participate in learning experiences in health and physical education, in order to support making connections, analysing, evaluating, problem solving, and decision making.
Students use critical thinking skills to analyse and evaluate their answers in the Mental Health Literacy Diagnostic Test. In doing so, students are also challenged to think about where these beliefs stem from. In the post-test discussion, students then use problem-solving and teamwork strategies to identify the correct answers and debunk the most common mental illness myths.(Achieved in SET and GO activity)
Health and Physical Education
D1.5. Healthy Living, Mental Health Literacy: Demonstrate an understanding of the interconnections between a person’s thoughts, emotions, and actions, and of the potential impact of positive and negative thinking on mental health.
The Mental Health Literacy Diagnostic Test reminds students of the four facets of wellbeing, identifies risk and protective factors, and considers ways in which students might manage their own or their friends' mental health challenges. This comprehensive review helps students understand how complex mental health is, and details the interconnections between students’ thoughts, emotions, actions, and mental health. (Achieved in GO activity)
Character Development
Not Applicable
Improving students’ mental health literacy gives them the tools, resources and skills to become more inclusive and caring citizens, and to create a safe, supportive, and inclusive school environment. By reframing inaccurate beliefs about mental illness, students become more empathetic and respectful towards people experiencing mental health challenges. Overall, this lesson challenges students to become more open-minded, take different perspectives, and think critically about the information they are receiving/internalizing.
Assessments of Health and Physical Education Learning Outcomes, Grade 6 (Mental Health Literacy Diagnostic Test and Discussion)
Expectations
Level 1
Level 2
Level 3
Level 4
The student:
Knowledge
[A1.6, A1.5]
Demonstrates limited knowledge of their personal beliefs about mental illness and common mental illness myths
Demonstrates some knowledge of their personal beliefs about mental illness and common mental illness myths

E.g. Completes most of the diagnostic test
Demonstrates considerable knowledge of their personal beliefs about mental illness and common mental illness myths

E.g. Completes the diagnostic test and reflects on the correct and incorrect answers
Demonstrates thorough knowledge of their personal beliefs about mental illness and common mental illness myths

E.g. Completes the diagnostic test and makes sense of the correct and incorrect answers by identifying where their stigmatizing beliefs stem from
Thinking
[A1.6, D1.5]
Uses critical thinking skills to analyze and reflect on mental illness myths and stigma with limited effectiveness
Uses critical thinking skills to analyze and reflect on mental illness myths and stigma with some effectiveness


E.g. When called upon, shares their initial answer to the question and offers a simple explanation for why they selected that answer

Uses critical thinking skills to analyze and reflect on mental illness myths and stigma with considerable effectiveness

E.g. Engages in the discussion by asking questions, sharing the answer they selected and using evidence to try to make sense of the correct answer
Uses critical thinking skills to analyze and reflect on mental illness myths and stigma with a high degree of effectiveness

E.g. Thoughtfully engages in the discussion by asking questions to make sense of the correct answers, and summarizing main ideas in their own words
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