MYP Programme: Australian International Academy, Kellyville Unit Planner 2019

MYP Programme
Australian International Academy, Kellyville UNIT PLANNER 2019

Teacher(s) D. Zaccaria Subject group and Phyiscal and Health Education
discipline
Unit title U2. Knowing Me Knowing You MYP year Year 5 / Unit duration 20
Grade 9 (hrs)
Inquiry: Establishing the purpose of the unit
Key concept Related concept(s) Global context
Relationships Perspective Identities and Relationships

Connections
Statement of inquiry
Understanding, respect and tolerance can improve relationships and connections with others.
Inquiry questions
F: How can I be the best version of me and support the identity of others?
C: How can I respond positively to the differences of others?
D: Why and how do external influences impact on my own and others health, safety and wellbeing?
Australian International Academy, Kellyville Middle Years Programme Unit planner 1

MYP Programme
MYP Objectives Summative assessment

Task Description / Overview Relationship between summative assessment
A: Knowledge and Understanding task(s) and statement of inquiry:
In class task
NSW / Australian Outcomes:
PD5-1: assesses their own and others’ capacity to reflect on
and respond positively to challenges
PD5-2: researches and appraises the effectiveness of

health information and support services available in
the community
PD5-3: analyses factors and strategies that enhance

inclusitivity, equality and respectful relationships
PD5-6: critiques contextual factors, attitudes and behaviours

to effectively promote health, safety, wellbeing and
participation in physical activity
PD5-9: assesses and applies self-management skills to

effectively manage complex situations
Approaches to learning (ATL)
Thinking Skills
Critical thinking skills
Analysing and evaluating issues and ideas
 Draw reasonable conclusions and generalizations
 Revise understanding based on new information and evidence
 Consider ideas from multiple perspectives
 Propose and evaluate a variety of solutions

MYP Programme
Research
 Access information to be informed and inform others
 Demonstrate awareness of media interpretations of events and ideas
 Understand the impact of media representations and modes of presentations

MYP Programme
Action: Teaching and learning through inquiry
Content Learning process
Learning experiences and teaching strategies
Stereotypes Class / Group discussion / Brainstorm
Gender and Identity
Group work activities
Values
Resilience Student workbook Active Outcomes Text - Jacaranda
Mental Health Research activities
Emotional Responses
Contextual Factors / Influences on Health Guided and Independent Learning
Data collection
Visual and Audio forms of Learning
See below lesson overviews
Formative assessment
See Below
Differentiation
- Individual groupings for specific learning abilities
- modified equipment
- assessment
- feedback
Resources
Active Outcomes Text (Jacaranda Plus)

Student Workbook and Worksheets
Video / Multimedia Resources – See below weekly outline with overview of resources required

MYP Programme
Health-promotion websites
 Active Healthy Kids: www.activehealthykidsaustralia.com.au/
 Headspace: www.headspace.com/
 Mission Australia: www.missionaustralia.com.au/publications/research/young-people?direction=asc&sort=title
 NSW Government Family and Community for young people: www.community.nsw.gov.au/parents,-carers-and-families/for-young-people
 NSW Government Health: www.health.nsw.gov.au/Pages/default.aspx
 NSW Government Office of Sport: sport.nsw.gov.au/
 ReachOut: au.reachout.com/
 The Black Dog Institute: www.blackdoginstitute.org.au/
Videos on skills required for the future
 The Future of Work: Will our children be prepared? www.youtube.com/watch?v=HF-a-UmoRt4
 Want a job in 2025? Learn these skills www.youtube.com/watch?v=KnokBXDT9Qg
 Workplace of the future: How will you work in 2030? www.youtube.com/watch?v=jHNetehfW9w
 TIME – How Generation Z will change the world: www.youtube.com/watch?v=nFaEPe6T_m4
Songs
 ‘Hall of fame’ by The Script: play.google.com/music/preview/Tfli4exu4um4lrk3dhycriilgsi?
lyrics=1&utm_source=google&utm_medium=search&utm_campaign=lyrics&pcampaignid=kp-lyrics
 ‘On top of the world’ by Imagine Dragons : play.google.com/music/preview/Tmth6qfg7cnknxjlpk7j266izam?
lyrics=1&utm_source=google&utm_medium=search&utm_campaign=lyrics&pcampaignid=kp-lyrics
 Roar’ by Katy Perry: play.google.com/music/preview/Tz7eex3kuxfhwalysewf6tv3m34
 ‘Streets of Gold’ by Isiah Firebrace: https://www.youtube.com/watch?v=cBgSuSH8H6c
 ‘The climb’ by Miley Cyrus: play.google.com/music/preview/Tuqtrmrs5caydjfwsbrmhvqirna
Templates
 Mind Map Template: www.nwwvt.org/wp-content/uploads/sites/2/2016/09/Mind-map-template.pdf
 See, Think, Wonder: pz.harvard.edu/sites/default/files/VT_SeeThinkWonder.pdf
 SWOT analysis template: www.ncmic.com/webres/File/SWOTform blank.pdf
 Venn diagram template: www.readwritethink.org/files/resources/printouts/Venn2Circles.pdf
The Next Chapter – Choose your own adventure investigation
 Australian Government Department of Human Services – Medicare: www.humanservices.gov.au/individuals/medicare
 Australian Government Institute of Health and Welfare – Health of Young People: www.aihw.gov.au/
 Australian Government website – Jobs and Workplace: www.australia.gov.au/information-and-services/jobs-and-workplace

MYP Programme
 Australian Government website – Money and Tax: www.australia.gov.au/information-and-services/money-and-tax

 Australian Medical Association (AMA): ama.com.au/position-statement/health-young-people-1998-revised-2013
WEEKLY / LESSON PLAN OVERVIEW

WEEK / Syllabus Content TEACHING/LEARNING STRATEGIES & RESOURCES (EXPLICIT): REGISTRATION
LESSONS & FEEDBACK
- Date
Completed
How can I be the best version of me and support the Introduce UOW – Go through overview, expectations and MYP related components. Wk 1 – ZC
identity of others?
Students: • Defines the term ‘Stereotype’ and provides an example (e.g. women are slender)
- Too Quick To Judge: https://www.youtube.com/watch?v=Fzn_AKN67oI
 evaluate factors that impact on the identity of
individuals and groups including Aboriginal and Torres • List 5 male/female stereotypical roles, discuss. Wk 2 - ZC
Strait Islander Peoples (ACPPS089) - Think for yourself: https://www.youtube.com/watch?v=BO6PQHGXnIk
– analyse how norms, stereotypes and expectations
may influence individual and group identity • Brainstorm stereotypes for cultures, religions, age, gender, and sexuality
Question – are these stereotypes accurate? Justify why/why not
– examine how diversity and gender are represented
1-2 in the media and communities, and investigate the • Defines the term ‘Societal norm’ and provides an example (e.g. shaking hands)
influence these representations have on identity S • Brainstorm societal norms
• Facilitates discussion on societal norms and how they are received in a range of
cultures.
• Glossary of terms – WS.1

• Gender Stereotypes: WS. 6 and WS. 7 Wk 3
• Guide to being the perfect wife – read article and discuss:
- https://www.littlethings.com/1950s-good-housewife-guide/1

MYP Programme
WEEK / Syllabus Content TEACHING/LEARNING STRATEGIES & RESOURCES (EXPLICIT): REGISTRATION

LESSONS & FEEDBACK
- Date
Completed
– critically analyse how individuals have an impact • ICT lesson – Research 3 different cultures on the following areas initiation
on the identity of others S ceremonies; transition to adulthood, roles within families, community events and
– investigate how cultural beliefs and practices expectations.
surrounding transitions to adulthood differ
between cultures, eg initiation ceremonies • ICT Task response: Analyse how cultural beliefs differ and how it impacts their
– analyse how aspects of identity can have an impact identity and health safety and wellbeing.
3-4 on health, safety and wellbeing S
- Body Image: Media vs. Mind http://www.youtube.com/watch?
– analyse the role of family, friends and community
v=24Xa1Nw8eJY
in supporting an individual’s identity, and propose
strategies to enhance their own and others’ - Discuss the role of family, friends and community. How can these groups support
wellbeing S us to ensure we lead healthy and safe lives? Brainstorm and students create a
short Wordle to show understanding.

MYP Programme
– reflect on personal values in relation to a range of - Body image and the social media – What images are portrayed in the media? Are
health issues and assess their impact on attitudes they realistic?
and behaviours S - 11 Facts About Body Image: http://www.youtube.com/watch?v=31Ajvix6DXs
– challenge unrealistic standards about body image
- Describe the ‘image’ that the people in the clip display? What image is portrayed as
and physical appearance S
beautiful?
5 – plan, rehearse and evaluate strategies for supporting
their own and others’ identity and personal safety S I - Connections between image and reality - Inclusion of social media – always
comparing ourselves to others. Is this healthy?
- Make a list of places, activities and people who help you to feel strong and powerful
in your life and discuss how/why?
How can people respond positively to life challenges? • Access JacPlus: Active Outcomes Stage 5: Chapter 2.5 – Bouncing Back
 explore the characteristics of resilient people and the - Students read through Engage and Explore: Faciliate class discussion.
skills that enhance resilience and wellbeing
- Use EBook Plus Weblink: Images of Resilience: to read some statements by children
– examine skills and attitudes that enhance resilience
regarding resilience, then try creating your own statement about resilience. Discuss
including self-monitoring, self-regulation, what resilience means to you with the person beside you.
maintaining a realistic perspective and attitudes to
change S • What is Resilience? Resilience is the ability to bounce back from adversity. It is a
necessary skill for coping with life’s inevitable obstacles and one of the key
ingredients of success. When we apply resilience through a positive psychology lens,
6-7 we learn not only how to bounce back, but how to bounce forward.
- Discuss and create a Y Diagram (Looks, Feels, Sounds Like)

- Discuss and Share with person next to you. Further, discuss and make a list of
resilient people you know / can think of. Why are they resilient?
• Show students the image: 20 Habits of Mentally Strong People (Resource Folder –
Teachers General). Discuss. What do they notice in this image? How does this make
you feel? How would this require and promote resilience?
• Students should have been given their assessment task notification by this week/s.

MYP Programme
beautiful?
– examine case studies of people who have overcome • Johnathon Thurston Tell All Interview: (18minutes) Fast forward and skip from
adversity, including Aboriginal or Torres Strait 6.50min to 9.30min.
Islander Peoples and people with disabilities and https://www.youtube.com/watch?v=uChFOJb7vOU
identify their characteristics and qualities S
- What qualities / character traits did you recognise about JT which showed his
7–8 resilience?
- Can you relate to JT and his adversity? How? Share?
- What components of health and mental strength (from previous lesson) do you think
JT needed? How do you believe he put these in to practice?
- Would he have had a strong support network around him? What is the benefit of
this?
8-9 – assess a range of positive management strategies to • Brainstorm positive coping and management strategies young people can use to deal
cope with stress and loss and grief, eg connecting to with challenging times.
support networks, journalling, physical activity S
• Access JacPlus - Active Outcomes Stage 5: Chapter 2.1: Life’s Challenges. Students
– examine social and cultural influences on seeking read through Engage, Explore and Dealing with Life’s Challenges. Refer to 9 tips for
coping with the hard stuff: https://au.reachout.com/articles/9-tips-for-coping-
help in a variety of contexts S
with-the-hard-stuf
- What challneges and stressful situation have you had to deal with this in the past 12
months? List the ways you coped and supported yourself / got help?
- With a partner, discuss and list a range of social or cultural influences that either

MYP Programme
beautiful?
assisted you or guided you to seeking help and support during this moment. EG:
Faith and Religious beliefs guided you to act a certain way or seek support from a
certain avenue such as your Imam or Mosque. Share AND Discuss.
- Further, brainstorm and share social and cultural influences in the following contexts:
School, Home, Sport Club / Team, Media, Family, Local Community
9 - 10  evaluate situations, propose appropriate emotional • Discuss and brainstorm strategies for managing emotional responses to conflict and
responses and reflect on possible outcomes of different emotionally challenging situations.
responses (ACPPS094) - Watch Conflict Resolution: WaterBoy https://www.youtube.com/watch?
– propose strategies for managing emotional v=_ZpDnXYIFjo
responses and resolving conflict in a family, social
• Role Play Scenarios: Students are group accordingly and given 5 minutes to design
situation or online environment S I
and present a short 30 second role play on the following situations:
• plan, rehearse and evaluate options for managing
- Arguing / Fighting with a family member after a disagreement
situations where their own and others’ health, safety and - Road Rage Incident
wellbeing may be at short or long-term risk (ACPPS091) - Being bullied / discriminated online
– propose and practise a range of realistic responses to - Being refused entry to a venue due to your dress / looks

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beautiful?
scenarios where peers are encouraging them to - Friends are telling you to drive fast without your seatbelt
behave in unhealthy or unsafe ways in a variety of - Being encouraged to take drugs or drink a lot of alcohol
contexts
Students should look to demonstrate the effects of the situation as well as proposing
strategies to manage the situation. Discuss as a group.
10 - 11 – evaluate situations where an individual may react • Watch Anti Bullying Week: https://www.youtube.com/watch?v=2S2HEl8uTxA
with extreme emotion and reflect on the impact that - How did that make you feel? Why?
this response may have on the situation and/or their - How do you think the person/s in the clip felt? Why?
relationships, eg reactions to loss and grief, feelings - How do you think they may have reacted in the real world? Do you think the
reaction/s are fair and justified in the situation? Why?
of anxiety S I
- How could they / you have dealt with the situation differently?
 examine and refine interpersonal skills and actions to
• As a class, students discuss why the importance of managing anger effectively and
take greater responsibility in relation to their own health,
the impact it can have on an individual’s mental health.
safety and wellbeing - Access JacPlus: Chapter 1.2 and 1.3: Ways to Support Yourself AND Dealing with
- analyse previous life challenges and describe strengths Stress and Anger.

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and areas for personal growth S I - In pairs, students make dot points of the significant points that stick out to them
under the following sub- headings:
1. Supporting Myself
2. Stress
3. Managing Anger
- Stress to students the importance of resilience, about staying strong and being brave!
Discuss.
- Students to complete a SWOT analysis of themselves about Supporting Themelves
(Resource Folder) and describe areas for personal growth.
- Students complete Reframing Thinking Task (Resource Folder) to show understanding
of positive self talk and ways to respond to difficult situations.

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beautiful?
12 - 14 What strategies can I plan and prioritise in my community to • Define mental health – students are write down the words they think of when they
empower individuals to lead healthy, safe and active hear the term ‘mental health’ – share with the class
lifestyles for the benefit of my own and others’ wellbeing? • Write down the correct definition
• plan, rehearse and evaluate options for managing • Students identify their strengths they possess – they may need to talk to a friend to
situations where their own and others’ health, safety identify these if they are unsure.
• In groups of 3, allocate students two or three of the 24 Strengths and give them 10
and wellbeing may be at short or long-term risk
minutes to develop a definition and example of how those strengths could look in
(ACPPS091) action. Example: Bravery – The ability to overcome a fear of something, like when
- practise self-management and interpersonal skills to Josh overcame his stage-fright and performed at the school concert.
manage and respond to a variety of challenging or unsafe • https://posproject.org/character-strengths/
situations
- analyse previous life challenges and describe strengths • Students are introduced to a variety of mental health issues stemming from anxiety,
and areas for personal growth S I personality, mood and psychotic disorders.
- https://wayahead.org.au/mental-health-information/fact-sheets/
• STIGMA –what is it? Ask students if they know what the term ‘stigma’ means?
Show students: https://www.healthdirect.gov.au/stigma and discuss.
- Write down definition and discuss the impact stigma may have on an individual who
may have a mental illness.
- Brainstorm ways that stigmas about mental health can be challenged or changed in
the school environment or within society. Share these with the class.

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- Analyse how we as a community can ‘reduce the stigma’ and where people can get
support:
https://www.healthdirect.gov.au/reducing-mental-illness-stigma
- Show students https://www.nrl.com/community/road-to-resilience/ Michael

Morgan’s story.
15 - formulate a safety plan to meet the particular needs of a • Role play drama
challenging situation, listing choices and consequences - Students are put in to groups and must role play and come up with appropriate
and making a decision about the best choice for their responses, with support, guidance and direction of staff on:
own health, safety or wellbeing S I
1. Intoxicated at a party, passed out and vomiting.
2. Broken bone during a sporting match leading to shock and possible loss of
consciousness.
3. Feelings of anxiety, depression and suicide.
What do I do?

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Discuss in further detail the importance of point 3 above. Young people are more and
more at risk and struggling to cope with tough times. A safety plan can be a useful and
important strategy to help people at risk to have some choices / options.
Use https://www.beyondblue.org.au/get-support/beyondnow-suicide-safety-
planning/create-beyondnow-safety-plan for students to read and design a safety plan of
their own to assist with making decision if and when times get tough.
• Students complete in class task in either week 13 or 14.
15 - 17 - demonstrate and advocate appropriate strategies to keep • Students are to identify support networks and how they would access these in times
themselves safe while supporting others in various of need.
situations, eg posting offensive material online, bullying, Eg: Family, Friends, Teachers, Kids HelpLine, Lifeline, Beyond Blue, Headspace
harassment S I
- evaluate the effectiveness of help and crisis services • Students are to discuss the statistics of mental health in Australia and why they
believe the statistics to be so high.
available to young people S
https://www.youthbeyondblue.com/footer/stats-and-facts
- examine Australian Government online safety programs
and resources to explore the support services available to • Discuss the 20 habits of mentally strong people – can students identify with these
young people, eg cyberbullying, offensive online material, habits or see these habits in people they know.
gambling, sexting S

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https://www.chandlermacleod.com/blog/wp-content/uploads/2015/04/Habits-of-
Mentally-Strong-People.png
• How can I keep safe online? Students make a list of the ways they can be respectful
and safe online.
- How can cyber-bullying effect another person?
- In acknowledging themselves to be digital citizens, students should come to recognise
the value of taking responsibility for themselves and their actions, and of treating
others with an appropriate standard of behaviour online.
Teacher Notes:
What are the rights and responsibilities of digital citizenship?
The concept of digital citizenship is the same as being a citizen of any country – if you are
a citizen you must follow the rules and conventions of that country.
When it comes to online interactions, the right to say whatever you feel is important
should be protected over the responsibility to avoid hurting people or groups.
Everyone is responsible for themselves online. If I take care of myself and my actions,
others should do the same without my help.
Citizenship is about broader social responsibility – each citizen is part of a wider group
and is responsible for the care of individuals in that group as well as themselves.
What are the benefits of digital citizenship?
The most important benefit of digital citizenship is a safer online experience.

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The most important benefit of digital citizenship is to encourage much older and younger
users of the internet to interact with confidence online.
The most important benefit of digital citizenship is a more aware and informed online
community.
What are the remedies for a lack of good digital citizenship?
Adults should moderate the internet and technology use of those under 18 years of age.
People who use abusive language and bully others online should be banned from online
communities.
Technology should be designed in a way which blocks abusive and illegal use, and Internet
service providers should support this with limitations on internet access.
Harsh penalties do not work; educating people about the consequences of their actions is
the only way to promote good digital citizenship.
Use Lesson One: Digital Citizenship – Resource Folder (Teacher Gen.)

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beautiful?
- Activity One: Choose a few debate topics and students put forth their thoughts and
opinions. Discuss
- Activity Two: Complete Digital Citizenship multiple choice quiz. Discuss results and
responses with class.
- Activity Three: Show students Photo Fail: http://www.youtube.com/watch?

v=6_FqFn27JJQ Discuss. Thoughts, Feelings, Emotions? How would you feel in a
situation like this if you did not want something posted?
Students to then complete Worksheet 3 and 4; Digital Footprint Audit and Self Reflection.
Refer students to https://www.esafety.gov.au/ which is a fantastic tool for E Safety

MYP Programme
WEEK / Syllabus Content TEACHING/LEARNING STRATEGIES & RESOURCES (EXPLICIT): REGISTRATION &
LESSONS FEEDBACK
- Date Completed
Why are external influences an important aspect of my • Based on previous lessons (Cyber Safety), students create a list of pro-social
own and others’ health, safety, wellbeing and participation behaviours in the following settings:
in physical activity? 1. Online
- analyse situations where external influences may have 2. At school
an impact on their ability to make healthy and safe 3. Home
choices (ACPPS092) 4. Community
- Based on this, what are community expectations on these behaviours? How does
- describe pro-social behaviour expectations in social
your local community expect you to act? Discuss and describe
situations and examine how these can influence
- How does / can this influence you? Religion, Family, School, Peer, etc
decisions behaviours and actions S I
expectations….
- explore community perceptions around mental health - How can you stay tru to yourself and not let external influences interefere with
and discuss the influence they have on their own and your actions?
others’ health, safety and wellbeing S I
18 - 19
• What are some of the perceptions, ideas, and thoughts you believe the wider
community has regarding mental health? Discuss and in pairs students reflect.
- Direct students to: 2.3.1 Knowledge, attitudes and perceptions of mental health
and mental illness:
http://www.health.gov.au/internet/publications/publishing.nsf/Content/ment
al-pubs-r-recons-toc~mental-pubs-r-recons-2~mental-pubs-r-recons-
23~mental-pubs-r-recons-231
- Students read through in pairs, discuss and reflect to then provide feedback to
the class on their thoughts.
- Do these perceptions influence you in any way? Reflect, discuss and list.
How/Why?
- How do you think these perceptions would influence an individual who is going
through a tough time in life? What could they do to seek help?

MYP Programme
Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit
Subject Coordinator’s Signature: Date:

PLEASE NOTE:
For each UNIT OF WORK, teachers should:
 complete the REGISTRATION and FEEDBACK SECTION
 check, sign, date, provide any comments and information relevant for future teaching of the Unit.
 include: Unit Planners, Assessment Tasks (with Student Samples) and Lesson Resources
These should be appropriately saved on TEACHERS’GENERAL – CURRICULUM CURRENT YEAR – SUBJECT FOLDER

MYP Programme: Australian International Academy, Kellyville Unit Planner 2019

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MYP Programme

Australian International Academy, Kellyville UNIT PLANNER 2019

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Relationships Perspective Identities and Relationships

C: How can I respond positively to the differences of others?

Australian International Academy, Kellyville Middle Years Programme Unit planner 1

MYP Objectives Summative assessment

PD5-2: researches and appraises the effectiveness of

PD5-3: analyses factors and strategies that enhance

PD5-6: critiques contextual factors, attitudes and behaviours

PD5-9: assesses and applies self-management skills to

Australian International Academy, Kellyville Middle Years Programme Unit planner 2

 Understand the impact of media representations and modes of presentations

Australian International Academy, Kellyville Middle Years Programme Unit planner 3

Active Outcomes Text (Jacaranda Plus)

Australian International Academy, Kellyville Middle Years Programme Unit planner 4

Australian International Academy, Kellyville Middle Years Programme Unit planner 5

 Australian Government website – Money and Tax: www.australia.gov.au/information-and-services/money-and-tax

WEEKLY / LESSON PLAN OVERVIEW

• Glossary of terms – WS.1

Australian International Academy, Kellyville Middle Years Programme Unit planner 6

WEEK / Syllabus Content TEACHING/LEARNING STRATEGIES & RESOURCES (EXPLICIT): REGISTRATION

Australian International Academy, Kellyville Middle Years Programme Unit planner 7

- Discuss and create a Y Diagram (Looks, Feels, Sounds Like)

Australian International Academy, Kellyville Middle Years Programme Unit planner 8

Australian International Academy, Kellyville Middle Years Programme Unit planner 9

Australian International Academy, Kellyville Middle Years Programme Unit planner 10

Australian International Academy, Kellyville Middle Years Programme Unit planner 11

Australian International Academy, Kellyville Middle Years Programme Unit planner 12

Australian International Academy, Kellyville Middle Years Programme Unit planner 13

- Show students https://www.nrl.com/community/road-to-resilience/ Michael

Australian International Academy, Kellyville Middle Years Programme Unit planner 14

• Students complete in class task in either week 13 or 14.

Australian International Academy, Kellyville Middle Years Programme Unit planner 15

The most important benefit of digital citizenship is a safer online experience.

Australian International Academy, Kellyville Middle Years Programme Unit planner 16

What are the remedies for a lack of good digital citizenship?

Use Lesson One: Digital Citizenship – Resource Folder (Teacher Gen.)

Australian International Academy, Kellyville Middle Years Programme Unit planner 17

- Activity Three: Show students Photo Fail: http://www.youtube.com/watch?

Refer students to https://www.esafety.gov.au/ which is a fantastic tool for E Safety

Australian International Academy, Kellyville Middle Years Programme Unit planner 18

Australian International Academy, Kellyville Middle Years Programme Unit planner 19

Reflection: Considering the planning, process and impact of the inquiry

Subject Coordinator’s Signature: Date:

Australian International Academy, Kellyville Middle Years Programme Unit planner 20

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