Project Planning Basics

Overview

Unit: Enhancing Community Well-Being Lesson: 8 of 20 Duration: 60 minutes Class size: 15 students Subject: Health (Health and Physical Education) Level: Year 12

WALT (We Are Learning To)

Understand the components of effective project planning.

Success Criteria

Identify the key elements of a project plan.
Use graphic organizers to outline a project plan.
Develop a basic timeline for a community well-being project.

Curriculum Alignment

Learning Area: Health and Physical Education

Strand: Relationships with Other People
Focus: Enhancing Community and Social Well-being
Achievement Objective:
Year 12: Demonstrate understanding of factors that support and influence the well-being of communities and how to develop appropriate responses.
Key Competencies:
Thinking: Apply critical and creative thinking to organise ideas and planning.
Using language, symbols, and texts: Communicate ideas clearly through graphic organizers and project timelines.
Relating to others: Collaborate in groups to share ideas for community well-being projects.

Curriculum Refresh Priorities

Well-being and Hauora: Promote holistic and community-centered well-being.
Future-focused Learning: Equip learners with project planning skills relevant to community action.

Learning Intentions and Success Criteria

Learning Intention	Success Criteria
Understand project planning basic components	List and explain key elements in a project plan: goals, resources, stakeholders, activities, timeline, and evaluation method.
Apply understanding through graphic organisers	Complete a graphic organiser outlining a project plan for a community well-being initiative.
Develop basic project timelines	Create a chronological timeline demonstrating project phases and milestones.

Differentiation Strategies

For diverse learners:
Provide graphic organisers with prompts and examples for structure.
Model thinking aloud during project plan creation.
Allow use of visual aids and digital tools (e.g., timeline apps) if preferred.
Pair or group work so students can support each other.
For advanced learners:
Challenge to include risk management and contingency plans.
Extend by adding evaluation methods and feedback processes in the plan.
Develop a detailed timeline incorporating staggered deliverables and responsibilities.

Lesson Breakdown

Time	Activity	Description	Resources
0-5 mins	Introduction & WALT Discussion	Introduce the lesson topic, WALT, and success criteria. Connect to the ongoing unit of community well-being.	Whiteboard, projector
5-15 mins	Mini Lecture: Project Plan Components	Teacher explains key elements of a project plan: goals, stakeholders, resources, activities, timeline, and evaluation. Use a real-world example of a community health initiative.	Slide presentation, real-world example handout
15-25 mins	Group Brainstorm: Project Ideas	Students, in groups of 3, brainstorm ideas for community well-being projects relevant to their local context. They list potential goals and stakeholders.	Poster paper, markers
25-40 mins	Graphic Organiser Activity	Each group completes a graphic organiser structuring their project plan with the key elements discussed. Teacher circulates to support and differentiate as needed.	Printed graphic organisers, writing materials
40-50 mins	Timeline Development (Extension Opportunity)	Groups develop a basic timeline for their project, plotting key milestones, phases, and deadlines. Advanced groups can add risk management elements or evaluation points.	Timeline templates or digital timeline tools
50-55 mins	Sharing and Feedback	Groups present their graphic organiser and timeline to the class. Peers and teacher give constructive feedback focusing on clarity and completeness.	None required
55-60 mins	Reflection and Plenary	Class discussion on why project planning is essential for enhancing community well-being. Students jot down one thing they learned and one question they have.	Reflection worksheet

Assessment and Feedback

Formative Assessment: Observation during group work; graphic organiser and timeline completion judged against success criteria.
Feedback: Immediate verbal feedback during group activity and presentations. Written feedback on graphic organisers for next lesson revision.
Self-Assessment: Students reflect on their learning and participation using the reflection worksheet.

Additional Notes

Emphasise culturally responsive approaches by encouraging students to consider the unique needs of Māori, Pasifika, and other community groups in their project ideas.
Incorporate Te Whare Tapa Whā model considerations where applicable in defining well-being goals within projects.
Consider inviting local community health workers or project managers later in the unit for guest insights into project planning in real contexts.

This lesson plan provides a clear scaffold for students to understand and apply project planning within the context of enhancing community well-being, fully aligned with the New Zealand Curriculum Refresh. The use of graphic organisers and timelines caters to different learning preferences and abilities while encouraging collaboration and critical thinking essential for Year 12 Health education.

Teaching Instructions