Drugs! It's a Serious Issue - Home
|EMR302 PDHPE Curriculum |
|Assignment Criteria and Mark Sheet |
|Subject Coordinator: Rachael Jefferson-Buchanan |
|Assignment 1 |
|Sensitive Issues Portfolio (50 marks) |
|Student Name |Natalie Hoogers |
|Student Number |11470189 |
|Due Date |Friday 29th August 2014 |
|Date Submitted |Friday 29th August 2014 |
|Assignment Result | |
|Marker | |Date: |
Comments
Assignment 1 Assessment Criteria
|High Distinction |Distinction |Credit |Pass |
|Resource demonstrates a highly critical, authentic and|Resource demonstrates a critical, authentic and |Resource demonstrates an authentic and |Resource demonstrates an ethically-principled |
|ethically-principled pedagogic application of the |ethically-principled pedagogic application of the |ethically-principled pedagogic application of the |pedagogic application of the concept of sensitive |
|concept of sensitive issues. |concept of sensitive issues. |concept of sensitive issues. |issues. |
|Rationale is well synthesised using a broad range of |Rationale is synthesised using a range of current |Rationale is discussed using a range of current |Rationale is discussed using current scholarly |
|current scholarly literature beyond the NSWBoS |scholarly literature beyond the NSWBoS documents. |scholarly literature beyond the NSWBoS documents. |literature beyond the NSWBoS documents. |
|documents. | | | |
|Sensitive issues are accurately identified and |Sensitive issues are accurately identified and |Sensitive issues are accurately identified |Sensitive issues are accurately identified and |
|thoughtfully justified using a broad range of current |justified using a broad range of current scholarly |and discussed using a range of current scholarly |discussed using current scholarly literature. |
|scholarly literature. |literature. |literature. | |
|Is comprehensively prepared, provides extensive detail|Is thoroughly prepared, provides substantial detail |Is well prepared, provides sound detail and |Demonstrates some understanding of how to prepare an |
|and realistically integrates a minimum of three KLAs. |and realistically integrates a minimum of three KLAs. |realistically integrates a minimum of three KLAs. |integrated learning resource, in which less than three|
| | | |KLAs are evident |
|Incorporates an extensive range of stage appropriate |Incorporates a broad range of stage appropriate | Incorporates a sound range of stage appropriate |Includes some stage appropriate literacy strategies |
|literacy strategies and technology applications to |literacy strategies and technology applications to |literacy strategies and technology applications to |and technological applications to enhance |
|enhance understanding of the sensitive issues. |enhance understanding of the sensitive issues. |enhance understanding of the sensitive issues. |understanding of the sensitive issues. |
|Provides extensive opportunities for students to |Provides substantial opportunities for students to |Provides sound opportunities for students to engage |Provides some opportunity for students to engage |
|engage higher order thinking skills, and to adopt a |engage higher order thinking skills, and to adopt a |higher order thinking skills, and to adopt a range of |higher order thinking skills, and to adopt independent|
|wide variety of independent and cooperative learning |variety of independent and cooperative learning roles.|independent and cooperative learning roles. |and cooperative learning roles. |
|roles. | | | |
|Resource demonstrates an extensive knowledge of the |Resource demonstrates a thorough knowledge of the need|Resource demonstrates a sound knowledge of the need |Resource demonstrates a basic knowledge of the need |
|need for inclusion, challenge and significance. |for inclusion, challenge and significance. |for inclusion, challenge and significance. |for inclusion, challenge and significance. |
|Is professionally prepared with a highly appealing |Is professionally prepared with an appealing layout |Is predominantly professionally prepared with an |Shows some evidence of being professionally prepared, |
|layout and highly engaging supportive visuals. |and engaging supportive visuals. |appropriate layout and a range of supportive visuals. |has a basic layout that offers a limited range of |
| | | |supportive visuals. |
|Has no spelling, punctuation or grammar errors, |Has no spelling, punctuation or grammar errors, |Has some minor spelling, punctuation or grammatical |Has some spelling, punctuation or grammatical errors, |
|consistently adheres to APA referencing guidelines. |consistently adheres to APA referencing guidelines. |errors, predominantly adheres to APA referencing |requires further accuracy to comply with the APA |
| | |guidelines. |referencing guidelines. |
| |
|Assessment Item 1: Sensitive Issues Portfolio |
|Value: 50% |
|Due date: 22-Aug-2014 |
|Return date: 08-Sep-2014 |
|Length: As needed |
|Submission method options |
|EASTS (online) |
Task: Rationale for teaching sensitive issues in the K-6 context (500-750 words).
| |
|Teaching sensitive issues to students in primary school is essential and must not be avoided (Oxfam, 2006). A sensitive issue is one that brings different |
|layers of opinions, beliefs and viewpoints (Oxfam, 2006). The issue usually induces heavy and complicated emotions and has no easy solution or answer (Oxfam,|
|2006). There are many sensitive issues in relation to the NSW K-6 PD/H/PE curriculum (BOS, 2007). These include; puberty and sexuality, relationships and |
|bullying, child protection and abuse, complex emotions and drugs (Oxfam, 2006)(BOS, 2007). Each of these issues present opportunity for different values and |
|viewpoints to evoke emotions that are usually avoided (Oxfam, 2006). Sensitive issues are usually difficult to teach as they present situations that are |
|unfamiliar and uncontrollable (Oxfam, 2006). |
| |
|Students are faced by majority of these sensitive issues at some point in their lives. They are exposed to a range of situations within and outside the |
|school environment (Oxfam, 2006). At a young age, children begin to be influenced by peers, siblings, parents, teachers, media and family (NSW DET, 2000). By|
|teaching sensitive issues in the classroom students have access to the opportunity to be assisted in developing healthy choices “as global citizens” (Oxfam, |
|2006). In the safe space of the classroom, students learn to explore their own opinions and values, develop skills in listening and respecting opinions, |
|learn to express their own opinion in an appropriate manner and learn to make fair judgments (Oxfam, 2006). It is important for students to independently |
|make decisions about their health choices, outside of the influence of others (BOS, 2007). “When individuals are well informed on health issues and have a |
|sense of control about the decisions they make, they are more likely to experience positive relationships, improved quality of life and less illness” (BOS, |
|2007, pg. 6). |
| |
|Sensitive issues provide a platform for students to develop skills required to enjoy a healthy and prosperous life (BOS, 2007). Students will learn “a |
|variety of ways to communicate within groups”, understand “roles and responsibilities”, “identify attributes of other students”, cope with “life changes and |
|associated feelings”, “develop an awareness of safe and unsafe situations”, recognise “influences on health choices” and “express feelings, needs and wants |
|in an appropriate way” (BOS, 2007). |
| |
|It is important to establish a positive and safe environment when teaching sensitive issues in the classroom (BOS, 2007). Often there is no easy answer, |
|often emotions are hard to deal with, however, with a safe environment, students can express their opinions, values and needs appropriately (Oxfam, 2006). |
|The classroom is a great space for students to develop skills in expressing their own opinions, but an even greater opportunity to develop skills in |
|listening and respecting different views and opinions (Oxfam, 2006). However, this safe environment must be established by the teacher and understood by all |
|students (Oxfam, 2006). |
| |
Task: Compile a comprehensive list of sensitive issues evident in the K-6 PDHPE syllabus.
|Sensitive Issue |Syllabus Outcomes |Content |
|Bullying |IRES1.11 Identifies how individuals care for each other. |Recognising individual |
| | |Needs, caring, trust, bullying, |
| |IRS1.11 Identifies the ways in which they communicate, cooperate and care for others. |fairness, positive relationships, |
| | |recognising and accepting differences, |
| |IRS2.11 Describes how relationships with a range of people enhance wellbeing. |support networks, similarities and |
| | |differences, feelings, respecting |
| |IRS3.11 Describes roles and responsibilities in developing and maintaining positive |others, showing concern for others, |
| |relationships. |managing conflict, making and |
| | |maintaining friendships |
| |COS2.1 – Uses a variety of ways to communicate with and within groups |(BOS Syllabus, 2007). |
| |-Shares ideas, feelings and opinions with others about issues such as bullying | |
| | | |
| |DMS1.2 – Recalls past experience in making decisions | |
| |-Discusses feelings others may have in response to their own actions | |
| | | |
| |DMS2.2 – Makes decisions as an individual and as a group member | |
| |-Considers feelings and needs of others in making decisions | |
| | | |
| |INS1.3 – Develops positive relationships with peers and other people | |
| |-Shows concern for the wellbeing of others | |
| | | |
| |INS2.3 – Makes positive contributions in group activities | |
| |-Displays tolerance in relation to individual differences eg. ability levels, culture | |
| | | |
| |INS3.3 – Acts in ways that enhance the contribution of self and others in a range of | |
| |cooperative situations | |
| |-Influences factors that influence selection of friend | |
| |-Uses strategies to resolve conflict | |
| |-Demonstrates actions that support the rights and feelings of others | |
| | | |
| |PSS3.5 – Suggests, considers and selects appropriate alternatives when resolving problems.| |
| | | |
| |-Demonstrates assertive ways to deal with different types of harassment | |
| | | |
| |GDS1.9 – Describes the characteristics that make them both similar to others and unique | |
| |-Demonstrates ways of encouraging and caring for others | |
| | | |
| |GDS2.9 – Describes life changes and associated feelings | |
| |-Demonstrates sensitivity to the needs, rights, feelings and efforts of others | |
|Change |GDES1.9 – Identifies how people grow and change |Body image, body |
|- Body Image |-Describes physical changes that have occurred since birth |parts/systems/functions, caring for the|
|- Puberty |-Describes nurturing interactions between caregivers and their children |body, reproduction, puberty, |
|- Friendships | |menstruation, sexual identity, |
| |GDS1.9 – Describes the characteristics that make them both similar to others and unique |STD/HIV/viruses, change of appearance, |
| |-Identifies specific attributes of other students |coping with change, influences on |
| | |self-esteem, gender images and |
| |GDS2.9 – Describes life changes and associated feelings |expectations |
| |-Explains and values differences in growth and development between individuals at |(BOS Syllabus, 2007). |
| |different stages | |
| |-Identify feelings associated with life changes eg. grief, loss, family change, new | |
| |friends | |
| |-Expresses any fears or concerns about change appropriately | |
| |-Recalls and reports about some situations, and feelings they experience as a result | |
| | | |
| |GD3.9 – Explains and demonstrates strategies for dealing with life changes | |
| |-Recognises that many changes occur in a predictable sequence | |
| |-Devises strategies to cope with life changes eg. puberty, changing friendships, high | |
| |school | |
| | | |
| |PHES1.12 Displays basic positive health practices | |
| | | |
| |PHS1.12 Recognises that positive health choices can promote wellbeing. | |
| | | |
| |PHS2.12 Discusses the factors influencing personal health choices. | |
| | | |
| |PH3.12 Explains the consequences of personal lifestyle choices. | |
|Abuse/Child Protection |SLES1.13 Demonstrates an emerging awareness of the concepts of safe and unsafe living. |Rights and responsibilities, positive |
| | |relationships, support networks, |
| |SLS1.13 Recognises that their safety depends on the environment and the behaviour of |expressing concerns, warning signs, |
| |themselves and others. |identifying safe/unsafe situations, |
| | |organization and networks that can |
| |SLS2.13 Discusses how safe practices promote personal wellbeing. |help, assertiveness (no, go, tell), |
| | |responding to unsafe situations, |
| |SLS3.13 Describes safe practices that are appropriate to a range of situations and |secrets, bribes/threats |
| |environments. |(BOS Syllabus, 2007). |
| | | |
| |COES1.1 – Expresses feelings, needs and wants in appropriate ways. | |
| |-Identifies people who can help them | |
| | | |
| |COS1.1 – Communicates appropriately in a variety of ways | |
| |-Expresses feelings about safe and unsafe situations | |
| | | |
| |DMES1.2 – Identifies some options available when making simple decisions | |
| |-Nominates people who can help in particular situations | |
| |-Chooses between safe and unsafe situations | |
|Drugs and Alcohol |PHES1.12 Displays basic positive health practices |Identifying drugs, appropriate use, |
| |-discusses the safe use and storage of medicines |labelling, drugs in everyday lives, |
| | |administration and storage, caffeine, |
| |PHS1.12 Recognises that positive health choices can promote wellbeing. |tobacco – effects on the body, passive |
| |- identifies appropriate use, administration and storage of different types of medication |smoking, alcohol – he effects on the |
| |-identifies environmental factors that impact on health, eg passive smoking |body, media and drugs |
| | |(BOS Syllabus, 2007). |
| |PHS2.12 Discusses the factors influencing personal health choices. | |
| |- discusses reasons why people use drugs for medical and non-medical purposes | |
| |-identifies major steps involved in making decisions in regard to drug use, eg tobacco | |
| |and alcohol | |
| |- identifies and discusses family practices related to | |
| |lifestyle that keep them healthy and safe, eg administration and storage of medicines | |
| | | |
| |PH3.12 Explains the consequences of personal lifestyle choices. | |
| |- identifies the positive and negative effects of various | |
| |substances on the body, eg sunblock, alcohol, analgesics, tobacco, caffeine | |
| | | |
| |SL2.13 Discusses how safe practices promote personal well-being. | |
| |-discusses why substances such as tobacco can be dangerous to the body. | |
Task: Design a teaching resource as the focus of each learning experience that is centered on that sensitive issue. **************
|Teaching Resource photograph, Web Tool URLs, or description |
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|A website has been designed using the weebly program online. It can be accessed via this link: |
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|The website includes the unit rationale, outcomes and indicators, lesson plans and links to lesson resources. |
|Navigate this website by clicking on clearly identifiable buttons. Buttons will take you to word documents, websites and images. Some resources are included |
|on the page and require no re-direction, just click play or view. |
Task: Justify (in 250-300 words) the inclusion of the sensitive issues in the K-6 PDHPE Syllabus per se (NSW, 2007).
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|Drugs |
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| |
|Australia has an increasing issue of drug abuse, particularly in young people (SDERA, 2009). 58% of Aboriginal people start smoking by the age of 17 (SDERA, |
|2009). Not only is there an issue around illicit drug use and tobacco smoking, “many children and adolescents don’t take their medicines as prescribed” (Ask |
|About Medicine, n.d., pg. 4). |
| |
|The PD/H/PE K-6 Syllabus clearly outlines the content to be taught in regards to drug education (BOS, 2007). Drug education begins in kindergarten and |
|continues through to year six (BOS, 2007). NSW DET (2000), suggest that drug education needs to be taught every stage so that students develop an opinion and|
|core values towards drugs, medicines and tobacco use (NSW DET, 2000). From a young age, students are exposed to drugs in the form of medicines (NSW DET, |
|2000). However, sadly, many students are exposed to illicit drugs in their home environment (NSW DET, 2000). Students are exposed to a variety of opinions |
|and values from parents, teachers, siblings, peers and the media (NSW DET, 2000). The more students learn about drugs and medicines as young children, the |
|better understanding they have to make healthy and informed choices when they reach adolescence and adulthood (Ask About Medicine, n.d.). Exposing students |
|to drug education in the classroom, allows them to consider, express and formalise their own values but also to appreciate and consider the values of others |
|(NSW DET, 2000). By allowing students to ask questions about medicines and drugs, involves them in making decisions about their short and long term health |
|(Ask About Medicine, n.d.). |
Task: Write three learning experiences (lesson plans) that use the resource. These need to be creative, learner-centered and encourage higher order thinking. They must also require learners to work both independently and in cooperative learning groups.
Learning Experience 1:
|Unit/Lesson Title: |What Are Drugs? |Lesson duration: |
|Students learn what drugs are, what they’re used for |Identifying drugs |PHS2.12 |
|and the difference between helpful and harmful drugs. |Appropriate use of drugs |Discusses the factors influencing personal health choices. |
| | | |
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|Prior Knowledge |Risk Assessment |Resources |
|Students have prior knowledge from Stage 1 Unit on | |A3 paper |
|Drugs. Students explored appropriate use and storage | |Voki 1 – |
|of drugs at a basic level and how this affects their | |Voki 2 – |
|health. | |Voki 3 – |
| | |Poster Printables |
| | |IWB |
| | |Blue tac |
| | |Large poster paper |
| | |Helpful/Harmful Worksheet |
|Integration/cross-curricular content |Type of ‘Learner’ Activity |Additional Info: (Literacy and technology links) |
|(3 KLAs minimum specified) |(cater for needs of 2 types of learner) | |
|English – writing task |Visual – images, animation, mind maps |Web 2.0 Tool: |
| |Auditory – Voki animated voices |Voki |
|Indicators |Assessment & Recording|Time Guide |Content/Learning Experience |Learning-Teaching |Class Organisation |
| |Strategies | | |Strategies |Grouping & classroom environment |
| |(what will you use to | | | | |
| |assess their learning)| | | | |
| | | |Body (Exploration/Transformation/Presentation) | | |
| | | | | | |
| | |5 | | | |
| | | | |Voki – auditory and | |
| | | | |visual | |
| |Observation |5 | | | |
| | | | |Brainstorming | |
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| |Observation |5 | | |Whole class discussion |
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| | | | |Questioning | |
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| | |5 | |Voki | |
| |Observation | | | | |
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| | | | |Pick up and move | |
| | |5 | |activity – hands on | |
| | | | |- kinaesthetic | |
| |Categorising – answers| | | | |
| |given – | | | |Whole class activity |
| |discussion | | | | |
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| |Mark worksheet - | | | | |
| |difference between | | | |Individual task – seated at individual |
| |harmful and helpful |10 | | |desk |
| |drugs is identified | | | | |
| | | |Conclusion (Presentation/Reflection) |Voki | |
| | |5 | | | |
Learning Experience 2:
|Unit/Lesson Title: |Medicines |Lesson duration: |
|Students learn to safely store medicines in the home and distinguish|Appropriate use of drugs |PHS2.12 |
|between who should and should not administer drugs. | |Discusses the factors influencing personal health choices. |
| |Administration and storage of medicines | |
| | | |
| |Labelling of drugs | |
|Prior Knowledge |Risk Assessment |Resources |
|Students have prior knowledge from Stage 1 Unit on Drugs. Students | |Jigsaw Activity worksheet |
|explored appropriate use and storage of drugs at a basic level and | |Small medicine box with lock |
|how this affects their health. | |Fake or empty medicine packets or bottles for demonstration |
| | |Storing Medicine Worksheet |
|Previous lesson, students learnt about what drugs are and the | |Scenarios document |
|different uses they have. | | |
|Integration/cross-curricular content |Type of ‘Learner’ Activity |Additional Info: (Literacy and technology links) |
|(3 KLAs minimum specified) |(cater for needs of 2 types of learner) | |
| |Kinaesthetic – practical demonstration with hands-on material, role play |Web 2.0 tool: |
|English – writing rules | |Bubbl.us |
|Art – role play |Visual – demonstration, images | |
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| | |Jigsaw Activity |
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|Indicators |Assessment & Recording |Time Guide |Content/Learning Experience |Learning-Teaching |Class Organisation |
| |Strategies | | |Strategies |Grouping & classroom environment |
| |(what will you use to | | | | |
| |assess their learning) | | | | |
| | | |Body (Exploration/Transformation/Presentation) | | |
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| |Groups discussions - |5 | |Jigsaw Activity – |Groups of 4 (1, 2, 3, 4) |
| |observations | | |collaborative learning tool|Groups of 4 within those groups |
| | | | | |(a, b, c, d) |
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| | | | |Demonstration - visual and| |
| | | | |kinaesthetic activity | |
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| | | | |Scaffolded task |Individual Task |
| |Individual writing task –| | | | |
| |rules for storing | | | | |
| |medicines | | | | |
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| |Presentation of roles | | | | |
| |plays – who administers | | | |Groups of 3. |
| |drugs | | |Role Plays |Presentation to whole class |
| | | |Conclusion (Presentation/Reflection) |Discussion |Whole Class |
| | |5 | | | |
Learning Experience 3:
|Unit/Lesson Title: |Smoking |Lesson duration: |
|Students explore the effects of tobacco and the impact of passive |Appropriate use of drugs |PHS2.12 |
|smoking |Tobacco – effects on the body |Discusses the factors influencing personal health choices. |
| |Passive smoking | |
| |Alcohol – effects on the body |SL2.13 Discusses how safe practices promote personal well-being. |
|Prior Knowledge |Risk Assessment |Resources |
|Students have prior knowledge from Stage 1 Unit on Drugs. Students | |Website survey |
|explored appropriate use and storage of drugs at a basic level and how| |YouTube video – |
|this affects their health. | |IWB |
| | |Passive Smoking Image 1 |
|Previous lesson, students learnt about what drugs are and the | |Passive Smoking Image 2 |
|different uses they have. | |Glogster |
| | |Computers |
| | |Graphs from survey results |
|Integration/cross-curricular content |Type of ‘Learner’ Activity |Additional Info: (Literacy and technology links) |
|(3 KLAs minimum specified) |(cater for needs of 2 types of learner) | |
|English - poster |Visual – images, videos |Weebly website |
|Maths - graphs |Kinaesthetic – hands on activity, opinion meter |Bubbl.us |
| | |Glogster |
| | |YouTube |
|Indicators |Assessment & Recording |Time Guide |Content/Learning Experience |Learning-Teaching Strategies |Class Organisation |
| |Strategies | | | |Grouping & classroom environment |
| |(what will you use to | | | | |
| |assess their learning) | | | | |
| | | |Body (Exploration/Transformation/Presentation) | | |
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| | |5 | |Brainstorm | |
| |Brainstorm answers | | |Bubbl.us | |
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| | | | |Visual Stimulus | |
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| | | | |Discussion | |
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| | | | | |Groups of 2 |
| |Online group poster – | | |Interactive online poster |One computer between 2 |
| |effects of smoking | | | | |
| | | |Conclusion (Presentation/Reflection) | | |
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| | |5 | | |Outline three areas in a line: |
| |Observation | | |Questioning |Agree |
| | | | | |Unsure |
| |Discussion | | | |Disagree |
REFERENCES
Ask About Medicine. (n.d.). Asking about medicines as we grow up: Ask about medicines lesson pack. Retrieved from:
Board of Studies. (2007). Personal Development, Health and Physical Education K-6. Retrieved from:
NSW DET. (2000). Drug education in NSW primary schools. Sydney: The Department of Education and Training.
Oxfam. (2006). Teaching controversial issues. Retrieved from:
SDERA – School Drug Education and Road Aware. (2009). Focus area 3: Tobacco and passive smoking. Retrieved from:
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