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Content Descriptor:
investigate modifications to equipment, rules and scoring systems that support fair play and inclusive participation (AC9HP8M08)

Themes:
-Developing an understanding of what inclusion is, what it looks like and what it feels life
-Learn the basic rules of cricket

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Cricket Rules: How To Play Cricket | Rules of Sport

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Cricket Rules Photo credit: Prescott Pym (source) Cricket is a sport that has been tracked back to the early 16th century and has been a popular ever since. The pinnacle of the international game comes in the form of the Cricket World Cup. Other majo…

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Groups of four taking a turn to hit stumps. Drill 2 becomes a race game. When you hit the stump you sit down and give the ball to person behind you. First team to sit down win.

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How to practice throwing at the stumps:

"A run out can change a game. Fact. The best fielders in the world spend hours perfecting hitting the stumps.

Set two cones up about twenty yards away from some stumps. Then challenge the fielder to start at the cone and attack the ball, pick the ball up cleanly and hit the stumps. Why not put the fielder under pressure by seeing how many times they can hit the stumps out of ten completed throws.

Try to ensure you have a solid base and you are balanced when you release the ball. This will help with power and accuracy."

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Throwing at the stumps - Fielding drills - Fielding - Cricket Academy - Coaching - Academy - Pitchero

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"A run out can change a game. Fact. The best fielders in the world spend hours perfecting hitting the stumps. Set two cones up about twenty yards away from some stumps. Then challenge the fielder to start at the cone and attack the ball, pick the ball up cleanly and hit the stumps.

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Content Descriptor:
investigate modifications to equipment, rules and scoring systems that support fair play and inclusive participation (AC9HP8M08)
Themes:
- How can we make cricket more inclusive?
-Learn the basic bowling technique in cricket

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Drill one
1.     Students get into groups of four, get it in a line formation opposite to their stumps located at the other side of the sideline.

2.     Grab one cricket ball from PE trolley. Each take five turns to try hit the stumps with the correct bowling technique.

3.     Teacher explains that students have to calculate out of 20 (as each student has 1-5 attempts to hit the stump), the group with most points win (1 point if you hit the stump).

4.     Allocate one group to demonstrate activity to the class

Drill 2
1.     Replace stumps with a Hola hoop. Have students in the same group and set up.

2.     Explain that this time students have to aim to get the cricket ball inside the Hola hoop.

3.     Students are to have 5 turns each and then swap

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target bowling - in team fast and spin bowling  fast and spin bowling  cricket drills

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Target Bowling - In team Fast and spin bowling - | Sportplan

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Cricket Target Bowling - In team Fast and spin bowling Split the group into teams. Setup sets of stumps 20 yrds (22 yrds - Depending on age) apart. Have one player in each team as a wicket keeper. The object of the game is to hit the stumps, if you do your team gets one point.

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1.     Set up two mini-games of cricket. One stump on the sideline and the other on the opposite sideline.

2.     Bowler bowls in the middle of the three-point line

3.     The other game is set up exactly the same but at the other half of the court. Students can use the whole size of their court as a playing field. The halfway line of the court separates them.

4. Arrange groups of two groups of six to play on one court, and another two groups of six to play on the other.

5. Explain the rules of the game. The same rules as the last lesson, but this time there is 4-minute halves and then rotate positions. After 8 minutes of full gameplay, winner vs winner and loser vs loser.

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How to Play Cricket: 14 Steps (with Pictures) - wikiHow

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Cricket is one of the most popular games in the world, with billions of fans in the Indian Subcontinent, the U.K., Australia, New Zealand, and many other countries. Whether you've always wanted to play yourself, or just live somewhere...

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Content Descriptor:
investigate modifications to equipment, rules and scoring systems that support fair play and inclusive participation (AC9HP8M08)
Themes:
-Learn how to field and bat
-Identify if these activities will make this experience more inclusive for out class

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Batting Drill 1 & 2

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Fielding Drill 3

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Thanks to Sportplan and their coaching tips, I can now coach with...

DESCRIPTION

Work in groups of 10. Two rows of cones are set up, 5m apart in width and 2m apart.

Players get into pairs, opposite each other, lined up behind the first cone with one ball.

The first pair must exchange 5 catches before running diagonally to the next cone where they repeat the 5 catches.

After this players run to the next cone where they now roll the ball 5 times to their partner. The partner performs an underarm pick up and returns the ball to their partner.

upon reaching the end players jog back to the start and repeat.

COACHING POINTS

When players reach the final cone, they sprint off the end, and perform dynamic stretches on their way back round to the start cone.

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fielding warm up game catching  catching  cricket drills

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Fielding Warm Up Game Catching - Cricket Drills, | Sportplan

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Cricket Fielding Warm Up Game Catching Work in groups of 10. Two rows of cones are set up, 5m apart in width and 2m apart. Players get into pairs, opposite each other, lined up behind the first cone with one ball.

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cricket community - sportplan  cricket community  cricket drills

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Diamond cricket | Conditioned games | Cricket | Sportplan

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Sportspeople like cookies too! By continuing to browse, you are agreeing to our use of cookies. More info Privacy Policy We are committed to privacy and support current industry initiatives to preserve individual privacy rights on the Internet. Protecting your privacy on-line is an evolving area and this website will constantly evolve to meet these demands.

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Content Descriptor:
investigate modifications to equipment, rules and scoring systems that support fair play and inclusive participation (AC9HP8M08)
Themes:
- Implement their understanding of batting, bowling and fielding
-Identify the modifications made to make the game more inclusive

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Content Descriptor:
investigate modifications to equipment, rules and scoring systems that support fair play and inclusive participation (AC9HP8M08)
Themes
-Improve understanding of bowling/playing kick it cricket
-Use strategies to increase inclusion

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Just a quick thanks, I've found this resource invaluable and of huge...

DESCRIPTION

Players work in groups of 5, in a grid with 5 cones set up in a zig-zag formation, roughly 7 metres apart.

Each player stands on a cone. All players, except for those queueing behind the first cone require balls.

On the coach's call player 1, on the first cone, aims to get to collect the ball that has been dropped from shoulder height by the player on the cone in front of them, before the ball bounces twice.

This is one pick-up.

Player 1 then gives the ball back to the player on the cone, and sets themself before the coach gives the next call.

Again the working player aims to get to the next ball before second bounce.

This process is repeated until all players have performed 4 pick-ups.

COACHING POINTS

This drill should be used to help players get into a low position and attack the ball at pace.

Once every player behind the first cone has completed 4 pick ups rotate the players around, with the ball dropping players and the worker players swapping round.

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ball drop and pick up ground fielding and throwing  ground fielding and throwing  cricket drills

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Ball drop and pick up Ground fielding and throwing - | Sportplan

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Cricket Ball drop and pick up Ground fielding and throwing Players work in groups of 5, in a grid with 5 cones set up in a zig-zag formation, roughly 7 metres apart. Each player stands on a cone. All players, except for those queueing behind the first cone require balls.

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"Sportplan is providing me with all of the new dimensions of coaching...

DESCRIPTION

Player 2 throws. Each batsman has 3 consecutive balls, then goes to the back of the queue. If you leave a ball you get another go. The ball should be a slow high underarm feed.

COACHING POINTS

3 to 6 per net.

Wait for the ball - timing is important.

Concentrate on technique!

The aim for your players should be to drive all the balls between the markers. Anything in the air is immediately classed as "out".

Get the different groups in each net to compete against one another.

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Attacking front foot drives Front foot batting - | Sportplan

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Cricket Attacking front foot drives Front foot batting Player 2 throws. Each batsman has 3 consecutive balls, then goes to the back of the queue. If you leave a ball you get another go. The ball should be a slow high underarm feed. attacking, bat, batting, foot, front, net, nets

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gather and return ball relay ground fielding and throwing  ground fielding and throwing  cricket drills

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Run roll , gather and return ball relay Ground | Sportplan

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Cricket Run roll , gather and return ball relay Ground fielding and throwing The player at the front of the 2 players runs to the middle to collect the ball on the cone and roll it to the player on the opposite side.

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Game Type: Physical Education Recommended Ages: 8+ Number Of Players: Whole class Equipment Required: Soft balls (12 balls is a good number to play with) Where To Play: Playground or gymnasium (Ideally a basketball court) Duration: 20 minutes
Historical Note

Run The Gauntlet is believed to have originated in the Roman Empire. It was used as a form of execution for soldiers using cudgels. Let it known however that Mr Funology does not condone the use of cudgels or executions during school lessons.

The objective of Run The Gauntlet is to run the length of a basketball court and back again without being hit by a ball.

Step One: Sort your students into two groups. One group lines up at one end of the basketball court. This group are the 'runners'. The other group stands on either side of the court with the soft balls. This group are the 'throwers'.

Step Two: When you say 'go', the first runner tries to get to the other end of the court and back again without being hit by the balls thrown by the throwers. A runner can not be hit while inside the 'D' of the basketball court. For safety reasons, a runner may only be hit from the waist down. Hint: If you are not playing on a basketball court, use cones to indicate an area at each end of the game space in which a runner is safe.

Step Three: If a runner makes it back, the next runner goes. If a runner is hit, they must sit down where they are and become a 'barricade'. Barricades may use their arms or bodies to protect runners from balls as they pass by however a barricade must remain sitting or kneeling.

Step Four: Team gains one point for each runner who makes it back from running the gauntlet.

Step Five: Once each runner has had a turn, teams swap.

Ultimate Run The Gauntlet: In Ultimate Run The Gauntlet, runners who make it back keep trying to run the gauntlet until they are hit. Each time they make it back, they gain another point for their team.

Thank you to the excellent teachers at North Fitzroy Primary School for teaching me Run The Gauntlet when I was but a mere pup of a teacher!
Print This Game!

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Game Type: Physical Education Recommended Ages: 8+ Number Of Players: Whole class Equipment Required: Soft balls (12 balls is a good number to play with) Where To Play: Playground or gymnasium (Ideally a basketball court) Duration: 20 minutes Historical Note Run The Gauntlet is believed to have originated in the Roman Empire.

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Just a quick thanks, I've found this resource invaluable and of huge...

DESCRIPTION

A Right-armed bowler bowling outswing will move the ball away from a right-handed batsman. The 1st and 2nd fingers are placed on the top of the ball and spread either side of the seam. The side of the thumb is placed on the underneath of the ball directly on the seam. To make the ball swing, ensure that the seam remains vertical and angled away from the batsman.

COACHING POINTS

Hold the ball lightly.

Release the ball from the index and second finger.

Shiny side of the ball points to the leg side of a right handed batsman.

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We are committed to privacy and support current industry initiatives to preserve individual privacy rights on the Internet. Protecting your privacy on-line is an evolving area and this website will constantly evolve to meet these demands.

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Some of our web pages utilise "cookies". A "cookie" is a small text file that may be used, forexample, to collect information about web site activity. Some cookies and other technologies may serve to recallPersonal Information previously indicated by a web user. Most browsers allow you to control cookies, includingwhether or not to accept them and how to remove them.

Some cookies are necessary for the operation of our website, if you choose to block them some aspects of the site may not work for you. Non necessary cookies are only set when you have given your explicit consent to their use. Such cookies included those set by our statistics package Google Analytics.

We use cookies to personalise content and ads, to provide social media features and to analyse our traffic. We also share information about your use of our site with our social media, advertising and analytics partners who may combine it with other information that you've provided to them or that they've collected from your use of their services.

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away swing bowlers - grip (right arm) fast and spin bowling  fast and spin bowling  cricket drills

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Away Swing Bowlers - Grip (Right arm) Fast and spin | Sportplan

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Cricket Away Swing Bowlers - Grip (Right arm) Fast and spin bowling A Right-armed bowler bowling outswing will move the ball away from a right-handed batsman. The 1st and 2nd fingers are placed on the top of the ball and spread either side of the seam.

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Content Descriptors:
Analyse the impact of changes and transitions, and devise strategies to support themselves and others through these changes (ACHP8P02)
Themes
- Demonstrate understanding of the reproductive system

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Content Descriptors:
Analyse the impact of changes and transitions, and devise strategies to support themselves and others through these changes (ACHP8P02)
Themes
1) Define puberty correctly.
2) Identify at least five physical changes that occur during puberty.
3) Explain terms used in puberty (i.e—erection, menstruation, nocturnal emission, ovum, puberty, and sperm.)

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Content Descriptors:
Analyse the impact of changes and transitions, and devise strategies to support themselves and others through these changes (ACHP8P02)
Themes
1) Describe at least two myths and two facts related to puberty and sexuality.
2) Identify at least one thing they are excited about and one thing they are anxious about when it comes to puberty and growing up.

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Content Descriptors:
Analyse the impact of changes and transitions, and devise strategies to support themselves and others through these changes (ACHP8P02)
Themes
-Research coping strategies to improve others dealing with pubertal change

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Content Descriptors:
Analyse the impact of changes and transitions, and devise strategies to support themselves and others through these changes (ACHP8P02)
Themes
-Establish an understanding of Part A, B, C and D of Assignment 1
-Identify possible coping strategies for each different influence and highlight the best one
-Explain why you have chosen it as the best coping strategy

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What is Puberty? Decoding Puberty in Girls

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Teacher Background – Puberty resource to help inform class discussion

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Teacher Background – Puberty resource to help inform class discussion

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Teacher Background – Puberty Use this background material to help guide discussion on the physical changes of puberty with your learners.

CHANGES TO BOTH BOYS & GIRLS 1)
Start to grow taller All children going through puberty experience a growth spurt where they start to grow taller as all of their body grows bigger.

2) Develop pubic hair around genitals and under arms Pubic hair starts to grow around the genitals, meaning the penis and scrotum on a boy and the vulva on a girl. Hair also starts to grow under the arms. This hair is sometimes a different color than the hair on the top of the head and some people choose to shave their underarm hair, but that is a personal decision.

3) Might get acne or pimples The hormones that cause someone to go through puberty also trigger more oil to develop on the skin of their face. In some people this extra oil on their face can cause them to develop pimples or acne. Generally washing daily with soap and water can help reduce the amount of pimples a person gets, if they get any at all.

4) Sweat or perspire more Even though everyone sweats when they are hot, during puberty the sweat glands start to produce sweat when a person is nervous or upset. This sweat also has a strong odor now when it did not before. People going through puberty may want to bathe more often and possibly use deodorant under their arms to help manage the new body odor.

5) Hormone changes cause more sexual feelings The hormones that cause a person to go through puberty also cause new or more sexual feelings and desires. This might result in someone having new romantic feelings for other people and it might result in some people choosing to touch their genitals for pleasure, called masturbation. Masturbation can not harm someone physically and is a personal decision.

CHANGES TO GIRLS 1)
1. Breasts develop and may start wearing a bra. Girls' breasts and nipples will grow larger over many months and even years so that if she chooses to have a baby later in life, she can feed the baby from her breasts if she wants to. There is a wide variety of breast shapes and sizes and no matter what they end of looking like, they will be sensitive to sexual touch and able to nourish a baby. Girls may choose to wear a bra to provide support for their breasts in order to feel more comfortable.

2. Ovulation and menstrual periods begin As a girl goes through puberty, inside her body the ovaries will start to release an egg or ovum, generally about once every four weeks. It is during this time when the egg is traveling from the ovary, down the fallopian tube, through the cervix and into the uterus that she is MOST ABLE to become pregnant if sperm are present. If the egg does not join with a sperm and implant, the lining of the uterus is shed and the blood and tissue leaves through her vagina once a month called “having a period.” The bleeding can last from between 2–10 days and girls can use maxi pads or tampons to catch the blood and then throw them away after they have been used. A girl can also experience cramps during her menstrual period when the uterus is contracting to shed the lining.

3) Hips get wider The hips of a girl start to get wider so that her pelvis can support a pregnancy should she decide to have a biological child during her lifetime.

4) Daily vaginal discharge The inside of the vagina cleans itself out every day and during puberty, girls might notice more clear to white discharge in their underwear or on the toilet paper when using the bathroom. This daily discharge, as long as there is no strong odor and it does not change color, is very normal. Girls might notice that the discharge becomes more clear and slippery around the time when she is releasing an egg from an ovary. That is also quite normal. Girls might also notice wetness in their underwear when they wake up, as it is possible for girls to have sexually arousing dreams and/or orgasms while they sleep.

Changes to boys
1) Grow hair on face/chest The amount of hair a boy grows on his face and chest is based on his genes, meaning it’s determined by his father and likely to be very similar to his other male relatives. Boys generally develop hair around their mouth, cheeks and neck around the face, and on the chest to some degree. Some boys might choose to remove this hair through shaving, but that is a personal decision.

2) Erections happen more often and for no reason Erections are when the penis fills with blood and gets harder and bigger, standing away from the body. Although boys get erections from when they were very young, during puberty they get more frequent erections and sometimes for no reason. There is no harm to a boy if he has an erection and does not have vaginal sex as his erection will go away on it’s own without any physical harm to him at all.

3) Voice gets deeper As a boy gets taller, the vocal chords get thicker causing his voice to slowly get deeper and maybe crack sometimes. The adam’s apple in the neck will start to stick out a bit and become more noticeable.

4) Shoulders get broader A boy’s shoulders will start to grow broader as one of the changes in his skeleton occurring during puberty.

5) Sperm production begins and ejaculation is possible Sperm are the tiny cells a boy makes in his testicles during puberty. They combine with other fluids to create something called semen. Only after a boy has started going through puberty can his body create sperm and semen and release it from the tip of his penis when he ejaculates. Generally semen is about a teaspoon of whitish fluid containing hundreds of millions of sperm.

6) Nocturnal emissions happen to some, not all Sometimes called a “wet dream,” it is normal for some boys to experience ejaculation of semen while they are asleep. It often happens as a result of the hormones in his body and is normal if it does happen and totally normal if it never happens.

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1. If you do not exercise the penis through sex, it will stop functioning and decrease in size. MYTH! Sex is not “exercise” for the penis. Your penis doesn’t need exercise. It will work just fine without any sex at all. Sexual abstinence or “waiting” can never hurt your penis.
2. A penis increases in size the more you have sex. MYTH! Your penis size is determined by the traits you inherit from your parents—not anything you do with it.
3. A small penis cannot satisfy a woman. MYTH! The size of the penis has little effect on women’s enjoyment of sexual intercourse. This is because the main center of sexual sensation for a woman is the clitoris and the area around the opening of the vagina. The vagina itself does not have many nerves so it doesn’t feel very much.
4. You need to have sex whenever you get an erection. MYTH! This is definitely not true, which is a good thing for you. Otherwise, what would you do if you got an erection in class? If you don’t have sex, the erection will just go down on its own. You can’t possibly injure yourself by not having sex when you get an erection.
5. Accumulated sperm causes backache, madness, headache, impotence and acne. MYTH! Even though your testicles produce millions of sperm, it is impossible for too much sperm to build up and cause problems. In addition, sperm cannot move around to different parts of your body.
6. Wet dreams are a sign that you need to have sex. MYTH! Wet dreams are just one way that your body gets rid of sperm and semen. It is not a sign that you need to have sex. 7. Putting butter on the nipples or letting insects bite the nipples makes the breasts grow faster. MYTH! It is hormones that make the breasts grow—nothing else will make any difference.
8. Girls with dark skin around their nipples have already had sex. MYTH! Like the color of your skin, the color of the ring around the nipples (the areola) is determined by the genetic traits you inherit from your parents.
9. Breasts grow big when girls let boys touch them. MYTH! The size of the breasts is genetically determined. Nothing you do will make them bigger or smaller.
10. Girls with breasts that have drooped have already had sex, or they had an abortion or a baby. MYTH! Breasts droop because of gravity. If you have big breasts they are more likely to droop because of the weight.
11. Wearing a bra makes breasts droop. MYTH! Bras actually help prevent drooping because they support the breasts and prevent the skin and breast tissue from stretching and losing their elasticity.
12. If a girl misses her period, she is definitely pregnant. MYTH! When girls first start menstruating, they often have irregular periods and may even skip a month or two at times. However, if a young girl has had sexual intercourse, missing a period can be a sign of pregnancy.
13. Generally girls begin puberty before boys. FACT! Most girls begin puberty about one or two years earlier than boys. 14. Masturbating a lot can cause a boy to run out of sperm. MYTH! Once a boy starts making sperm during puberty, his testicles never stop. So, even if he masturbates frequently, it is not possible for his body to run out of sperm.
15. Masturbation causes a person to go crazy. MYTH! Masturbation is a normal part of sexual expression for most people. It will not cause a person to go crazy or blind. Many people of all ages masturbate, although some don’t because it goes against their values. You’re normal if you do it and you’re normal if you don’t.
16. Boys need sex more than girls do. MYTH! Neither boys nor girls need to have sex to be healthy. It’s normal and healthy for boys and girls to have sexual feelings, however it’s important for everyone to think seriously about what they want to do and not do when it comes to acting on those feelings. Sexual intercourse at an early age often leads to confusion, guilt, regret, and sometimes even unplanned pregnancy and STIs, including HIV. For these reasons, it’s best to wait until you’re older to start having sexual intercourse.

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Research coping strategies to improve other teenagers going through pubertal change

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Research coping strategies to improve other teenagers going through pubertal change

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Teacher can guide students to this website. As this website will help students to come up with strategies to improve their chosen persons pubertal change

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Starting a conversation about puberty

Having a series of open and relaxed conversations before the physical changes of puberty start will help your child feel OK when their body starts to change.

You can use a three-step process to start a conversation about puberty:

1. Find out what your child knows. For example, you could ask, 'Do they talk about puberty and physical changes in health classes at school? What do they say?'

2. Give your child the facts and correct any misinformation. For example, 'Everyone goes through these changes, but not always at the same pace'.

3. Use the conversation as an opportunity to talk about your values. For example, 'If you have a wet dream, don't worry - just strip the bed and take your sheets to the laundry'.

Sometimes, you can start a conversation by picking up on a scene in a movie or TV show, a book that you've both read, or a comment on the radio as you're driving in the car.

It's a good idea to have big or difficult conversations when your child is ready to talk and listen. During puberty, children might want more privacy and time to themselves. It's about picking the moments when your child seems open to talking.

Also, your child might not want to share everything with you anymore, so try not to force communication when your child doesn't want to talk. Your child might also be interested in talking with the school counsellor or a GP.

Teenagers compare their bodies with those of friends and siblings. Children whose development seems to be taking a long time compared with friends might be frustrated or worried.

Explaining puberty

To handle the changes of puberty, your child needs support, reassurance and facts. You or another trusted adult can help by:

giving simple, factual explanations of physical changes - for example, 'Periods are when blood comes out of your vagina. The blood is the lining of your uterus'

reinforcing that physical changes happen at different times - for example, 'Some children start getting pubic hair when they're around 11, but it can be earlier or later'

using the right words when you're talking about body parts - for example, 'It's normal for your penis and testes to start getting bigger around now'.

It's also important to:

reassure your child that puberty is an important and exciting life stage

avoid words like 'right' or 'wrong' when it comes to development

not compare your child with others.

Talking about puberty with gender-diverse children

Gender-diverse children might need extra support during puberty.

It can help to start the conversation by asking what your gender-diverse child wants to know about puberty and how their body will change. If your child can see you're comfortable talking about these issues, your child will feel more comfortable too. If your child asks questions that you're unsure about, talking about it together with your GP can help.

Your child might feel uncomfortable or worry about going to classes about puberty, particularly if the classes divide into boys and girls. If your child agrees, it can help to talk to class facilitators or teachers about how they can make your child feel more included.

Teenagers are adjusting to their changing bodies, which might make them self-conscious or embarrassed at times. Ensure your child has some privacy and a private space, and always knock before entering your child's room.

Healthy lifestyle choices for children in puberty

In puberty, your child is coping with many physical changes. If your child eats well, gets enough physical activity and sleep, and looks after their personal hygiene, they'll be more likely to feel OK about their changing body. Here are some ways you can help.

Encourage healthy eating
Your child is likely to have an increased appetite and need more food. You can encourage your child to eat a healthy, balanced diet and meet your child's nutritional needs by:

providing healthy foods and drinks at home

encouraging healthy choices when you're out

eating healthily yourself.

Overeating or having too many high-sugar and high-fat foods and drinks can lead to adolescent overweight or obesity. Disordered eating and dieting can also be an issue during this time.

Support your child's physical activity
For good physical and mental health, your child needs at least 60 minutes of moderate to vigorous physical activity every day. You can keep your child active by encouraging daily movement and keeping them involved in team and individual outdoor and indoor activities.

Encourage healthy sleep routines
Teenagers need enough good-quality sleep. You can help by:

encouraging your child to stick to a regular bedtime

encouraging 'winding down' before bedtime - try having no screen time for at least an hour before bedtime and avoiding high-sugar foods and caffeinated drinks

making sure your child has a quiet, comfortable sleeping environment.

You can be a healthy role model for your child by eating well yourself, doing some physical activity and getting enough sleep. By reinforcing that bodies come in all shapes and sizes, and not comparing your child's body or your own body to other people's, you can also be a great role model for positive body image.

When you're worried about your child and puberty

If you're concerned about your child's rate of development or about the way your child's body is changing, talk to a health professional - for example, your GP.

Children who go through early or late puberty might need extra support. Children who experience physical changes very early might be less prepared emotionally or get confused or worried by the changes. Your child might feel embarrassed if they experience early or late physical changes.

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Puberty: helping pre-teens and teenagers handle the changes

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Having a series of open and relaxed conversations before the physical changes of puberty start will help your child feel OK when their body starts to change. You can use a three-step process to start a conversation about puberty: Find out what your child knows.

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Critical and Creative Thinking – (AC9HP8P02) Personal and Social Capability – (AC9HP8M08) (AC9HP8P02) Ethical Understanding – (AC9HP8M08)

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Year 7 and 8 Responses to puberty changes