Elliott’s journey through puberty

Key competencies

The key competency that Elliott displays most strongly in this string of stories is that of thinking. In the early stories, he is asking questions based on what he already knows. He is bringing his prior knowledge into the classroom to highlight what he needs to learn now. He demonstrates in later stories that he is highly motivated to direct his own learning by asking further questions about what he wants to know. He is starting to wonder why things happen.

By the end of the lesson sequence, Elliott’s questions and responses are beginning to show a much greater ability to successfully relate to others in his learning community than when we embarked on this unit.

How might these stories strengthen Elliott’s identity as a learner?

Elliott took the initiative to ask the teacher questions in private, demonstrating he wanted to share what he already knew. He indicated that he wanted to open the door to what he sought to learn (agency and breadth).

During the course of these lessons, Elliott’s ability to contribute appropriately to the class learning programme grew significantly. From being reluctant to ask significant questions publicly, he became assured enough to contribute pertinent questions and answers, and to share his new learning and understanding in front of his peers using the whiteboard, diagrams, and other resource materials (continuity and depth).

For more information on the four dimensions of agency, breadth, continuity, and depth (ABCDs), refer to Narrative assessment: a guide for teachers.

Learning areas

Level 4 health and physical education

This learning is situated in health education within the health and physical education learning area, in the strands concerning personal health and physical development and relationships with other people. Elliott is learning about what is happening to his body as he goes through puberty. It will also provide him with the knowledge that his friends in class are all going through similar issues. He is also learning about how to build friendships and be respectful. All of these skills will serve him well in his interactions with peers, family, and the wider world.

Effective pedagogy

What does this tell us about teaching and learning in this setting?

Elliott’s learning was supported by teaching that provided him with a safe and supportive environment in which to express his thoughts and needs. At the outset of this unit, the teacher decided that she wanted to have an environment that allowed the students to ask any questions and have them answered. The teacher informed the students they could ask questions wherever they felt more comfortable. That could either be during the class lesson or individually at another time (creating a supportive learning environment).

With consideration paid to initial information gained via questioning, the teaching provided Elliott with the opportunity to make connections with what he already knew. This was shown by Elliott being able to draw conclusions from both what he knew previously and what he learned during the unit. This allowed him to build a clearer picture of his sexuality (making connections to prior learning experiences).

As part of the preparation to teach this lesson sequence, the teacher built a rapport with the caregiver of this student to ascertain the family’s perspectives on this unit. This was done by sending home a questionnaire and also through a teacher/parent evening to discuss the sexuality unit in an open forum. During this meeting, discussion arose around how the unit would be taught. Concerns were raised by caregivers around public/private touching and socially appropriate behaviour. In an individual education programme (IEP), and through a questionnaire, Elliott’s caregiver indicated that she wanted the school to cover some work around sexuality, particularly in relation to public and private behaviour. She expressed that Elliott needed to have consistent messages given between home and school to build on what she had already said to Elliott regarding erections and masturbation (teaching as inquiry).

Using information gained from the questionnaires and meetings, and from questions raised by Elliott, his caregiver, and his peers, the teacher planned the unit. The reflective practice used by the teacher determined the way the unit progressed. As Elliott and his classmates asked questions within the classroom, the teacher altered planning and resources to accommodate the understandings and needs of the students as they became evident.

Reflective questions for the reader

“What are some of the best ways to create an environment of trust in classrooms so that students feel they have the necessary support to ask questions that may expose their vulnerabilities?”

“What ways do you consult with your parent community on sexuality education?”

Useful resources

Cole, B. (2001). Hair in funny places. London: Red Fox.

Appropriate for more junior classes. It is available at the National Library.

Price, G. (2005). Puberty boy. Crows Nest, N.S.W.: Allen & Unwin.

Reference book for any teacher who has not been a boy going through puberty.

Let’s talk about puberty: a booklet for about growing up for young people with a learning disability. Down's Syndrome Scotland. Weblink: http://www.dsscotland.org.uk/health/puberty. Accessed on 1 June 2009

Well written and good visuals.

Hager, D. (2004). Every body [kit]: FPA body boards teaching kit. Wellington, N.Z.: Family Planning Association.

Another kit with visuals and lessons.

Every Body Needs to Know: a sexual and reproductive health education resource for teaching people with a disability. Australia: Family Planning Queensland

An excellent resource made specifically for special needs students with various needs levels. It has 36 lessons on a range of topics, and includes a good set of visual flash cards for each lesson.

Freymann, S., & Elffers, J. (2004). How are you peeling?: foods with moods. New York: Scholastic Inc.

Good conversation starter regarding emotion identification.

Ministry of Education (2001). Kotahitanga = Getting on together: social relationships years 1-3, key area of learning, mental health. Wellington, N.Z.: Learning Media.

Excellent social skills resource, with numerous levels.

Libra Kit: This kit contains a DVD with about six lessons as well as other good visual resources, such as the menstrual cycle. The DVD has a three-part programme: The changes of puberty; Sexual maturity – Dealing with physical changes; and sex and relationships. The kit contains tampons, pads, and so on.

McGrath, H., & Francey, S. (1991). Friendly kids, friendly classrooms: teaching social skills and confidence in the classroom. South Melbourne: Longman Cheshire.

About teaching social skills in the classroom.

© Ministry of Education 2006 - 2009