Kayla’s story "kayla is aYear7 student who i physically mare mature than her peers. She excels in sports and visual arts at _school. She liked maths and science, but now often complains of forgetting class content and not being able to keep up. Some students have said that she can be withdrawn and doesn't share personal information, Other staff ‘members have mentioned that she sometimes doesn’t show up far class. You notice that she has difficulties with peers of herown age and hangs around with older students who have been previously reprimanded for using illicit drugs. She has a supportive home environment however her parents have very limited English language skills, and are struggling financially. She has said to you that she actually warts todo well at schoo! and hopefully do visual peee te mt eter ad Adolescent development & teachingPerse wee Pearse osraerest) Ronee eee rE) Preset metres BO aU E OE)PD) Kayla’s Brain and cognitive development Panel Pe arene mm oa aia onal ere), ea eens cls Se ne eee ed femembering contents Peer er ear Rosette ee eed eer re on Paar ee tee ere Eons Cire ror rece etc eee ESE Ree ae eee eee Bigpsychosocial can explain Kaylas psychological EME eaEa Kayla’s Physical development Paha eect tndude: eet) oer eee Eee fee Cee eee renee Pes Renee eet cee tates etree ae iciSid Pree See ened * Behaving iin wth per group older cee eg erent Bite Sere eee ine ee Paco gee teats supports her ees Earner eer ec) Adolescence comes with exploration of Identity, self-esteem, body image el eet) pe eadKayla’s social development Perper Sere ee ee es eas irene men arecabets eset areata) express personal information, ee Bae aca nreetey eet eRe coe ene neg ae tree ey eee Prema cee Bia eee thee ap eee ere ere) erecta es ee arts Pa ecient cn ee ber yrs e cco Piet ferner i ier thaDB) Kayla’s moral development Pere ena ree ene ene tof aia eee een , Pree Berman EOE er roa ee Poon ginenenet er teat ee aes) Perera pecan ees Epi tae ce [pte ene pe rae Laat) = 7 Pepe nto oy Rete Tennent ee ee en ray Pee eee ec pet fo Sere prretrapea egr Ree Tle ieee eet eager eee ht Teme cr sae hy op utah gentle peepee ea hd ere ere Ess et ES Sop en ReneS Seer see Ee Tila le tree pate ttStrategies to help Kayla’s developmental FB) issues include: Brain and cognitive strategies: Pe ee er Peder eM Ce DS a a a ee a a Fed Tg ee gee Soot lonuclieeisdt iearesin eae a ay Fert ir an eee eer rere cece eeeStrategies to help Kayla’s developmental PB) issues include ears pomerr re e Cer er er] rents pane) ee ee ea eases eras ama et nT Co atacand Ctra Prete rr a ereStrategies to help Kayla’s developmental @)) issues include Bstee etre fe] Ce eee ee ee eee) Pai cee Raters ieee pee ese eee ea ae eee Pee cc pe an Pea acne oer eee eee Cee eens) Ces Lecture 4- mental health [Peineete nec TzceeecaiyStrategies to help Kayla’s developmental @)) issues include opis Pea ort ey reasonable balance between right and ‘Suggest waysin which she could handle social pressures and pressures fram family who are culturally different Help Kayla become aware of the waysit is acceptable to justify, react and Pere ree eee so pee ree nd Crane ee cara pene eet een Pena et eet eeeN ee eee er ay eee eee re ert eect eee ene en eTeSPersonal Reflection: Benedict Stone 4) Key unit findings: + Understanding stages of development * Being able to | EV ei ciNatclas | and assist students eae eee i bat telccatte]) frameworks to assist in DaePersonal Reflection: Guillermo Zimmatore 2D) Key Unit findings: Pea Moe aa m eae ieee Saale A-Telel cere any eMart evolve and mature throughout BUR Te MALI 91-aTe Lee) * Deep understandings of emotions, ability and the surrounding world.Personal Reflection: Rachel Foster Key unit findings: Students constantly under construction ONE Ruicola eve -Um a Tae) La More than just classroom content Learning pits occur at all stages roy aUa MILE (OUTPersonal Reflection: Michaela Crimi Pevensie litees oder eee fear ceases Learning is not just about ability and the obvious Eo Emcor basal te) eect ea tC uaa ee Ce Ee