Program Evaluation



435038512300centercenterKimberley Twaddle - 17741428Western sydney university | Contemporary Teacher Leadership – Assignment 1Program EvaluationPdhpe Stage 5 Unit, ‘Toxic!’8820090900Kimberley Twaddle - 17741428Western sydney university | Contemporary Teacher Leadership – Assignment 1Program EvaluationPdhpe Stage 5 Unit, ‘Toxic!’Table of ContentsEXECUTIVE SUMMARY3OBJECTIVE AND CONTEXT3GOALS3RECOMMENDATIONS3PART A: COMPARaTIVE TABLE AND UNIT ALTERATIONS5REDESIGNED PROGRAM EVALUATION5PART B: CONTEXTUAL REDESIGNED PROGRAM DOCUMENTATIONS7CONTEXT7SCOPE AND SEQUENCE8ASSESSMENT TASK9CONCEPT MAP12UNIT OUTLINE13PART C: REPORT OF RECOMMENDATIONS38REFERENCES41APPENDIX: ORIGINAL PROGRAM DOCUMENTATION42CONTEXT42ASSESSMENT TASK43UNIT OUTLINE48Executive SummaryObjective and ContextThis report has been prepared for the Personal Development, Health, and Physical Education (PDHPE) faculty at Parramatta High School. Parramatta High School is a partially selective High School located in Western Sydney. The school consists of 862 students, with 92% of students coming from a language background other than English and 1% coming from a background of Aboriginal and Torres Strait Islander (ACARA, 2017). *Statistics sourced from MySchool website; purpose of this report is to make recommendations for the design of Stage Five PDHPE unit, “Toxic!” using an important educational framework; Understanding by Design (UbD) (Wiggins & McTighe, 2005). The application of this framework will help the PDHPE faculty of Parramatta High School redesign the current unit of work for both their gifted and selective class’, as the current unit of work does not adequately support and/or challenge students with gifted and talented abilities.GoalsThe recommendations within this report aim to:Enhance engagement in literacy Enhance engagement in numeracy Enhance personal and social capabilitiesRecommendationsThis report recommends:Enhancing the engagement in literacy by introducing a wide range of new specialist and topic vocabulary, as well as, developing personal skills to empower individuals to become critical consumers of health information (ACARA, 2013).Enhancing the engagement in numeracy by interpreting and analysing health information using statistical reasoning to identify the patterns and relationships in data to determine trends, draw conclusions, make recommendations to regarding health behaviour and practices (ACARA, 2013).Enhancing personal and social capabilities by engaging in meaningful experiences that develop personal skills to help navigate through changes and challenges in life (ACARA, 2013).Part A: Comparative Table of Unit AlterationsScope and SequenceStrengthsWeaknessesSuggested AlterationsResearchThe original program documents did not include a scope and sequence. In the absence of a scope and sequence, there is no evidence of how the unit will fit into the overall learning sequence for Year 9.Within the redesigned program documents, a scope and sequence has been included. This scope and sequence demonstrates the sequence of learning for both Year 9 and 10.In addition, the redesigned unit of work, ‘Choices and Consequences’, is taught over a period of two terms to illustrate how the concepts being learned, interrelate. A scope and sequence is an important planning tool when creating effective learning experiences (Arafeh, 2014). A scope and sequence, when detailed, outlines when units of work need to be taught, and when important concepts and skills need to be introduced (Wiggins & McTighe, 2005). In addition, the developed scope and sequence, the redesigned unit, ‘Choices and Consequences’, has been sequenced over a period of two terms, as it requires students to understand the relationship between, and amongst interrelating concepts rather than in isolation (BOSTES, 2003).Concept MapThe original program documents did not include a concept map. In the absence of a concept map, there is no evidence of important concepts, and the relationship between and amongst, to be taught within the unit.Within the redesigned program documents, a concept map has been included. This concept map illustrates the important concepts to be introduced within the unit of work. In addition, this concept map explicitly illustrates the relationship between, and amongst, important concepts. Wiggins & McTighes’ Understanding by Design framework (2005) outlines three stages in preparing units of work. In reference to stage one, it is important to identify the “big picture”, that is, what do we want our students to know by the end of the unit; this includes important knowledge and understanding of key concepts and skills. In this case, to represent the “big picture” a concept map has been developed to demonstrate the relationship between, and amongst, key concepts and skills.Assessment TaskWithin the original program documentation, an assessment task was included.The assessment task consisted of a scaffold for low academic students, provided the development and use of ICT skills through research and creative skills – developing brochure, and provided opportunities to develop and use literacy skills in the writing of a letter.Within the original assessment task, there was no opportunities for Task is the same for all students – No challenge for GAT/selective stream students. Do not engage in higher order thinking.No opportunities for students to develop numeracy skills.Within the redesigned program documents, a redesigned assessment has been included to cater to the individual learning needs of Gifted and Talented students.According to research, it is important to cater to the individual learning needs of all students, regardless of ability, this is so students can have access to the curriculum, can be challenged, and can ultimately achieve the desired outcomes(ACARA, 2013; Marsh, Clarke & Pittaway, 2014).Unit outlineWithin the original program documents, the unit outline does not provide opportunities for students to develop literacy and numeracy skills or personal and social capabilities.Within the redesigned program documents, opportunities for literacy, numeracy, and personal and social capabilities will be provided within a resigned unit outline, “Choices and Consequences”.According to ACARA (2013) it is important to provide students with the opportunities to develop skills in literacy, numeracy, and personal and social capabilities. Part B: Contextual Redesigned Program DocumentationContextThe following program documentation has been prepared for the Personal Development, Health, and Physical Education (PDHPE) faculty at Parramatta High School. The redesigned program documentation offers a scope and sequence and concept map which were not originally part of the program. In addition, a redesigned assessment task and unit outline have been offered to align with the annual scope and sequence.As Parramatta High School is a partially selective school, the “Choices and Consequences” has been designed, using the Understanding by Design (UbD) framework (Wiggins & McTighe, 2005), to cater to the individual learning needs of Gifted and Talented (GAT) students, as the current unit of work, “Toxic!”, does not adequately support and/or challenge their abilities. Using this framework, GAT students will be provided the opportunity to enhance their learning and critical and creative thinking through literacy, numeracy, ICT and personal and social capabilities.Scope and SequencePersonal Development, Health and Physical Education Stage 5 Scope and SequenceYearTheme/SkillsT/P/E/ATerm 1Term 2Term 3Term 4Year 9Improving my Quality WorldInteractingDecision MakingCommunicatingMovingConflict ResolutionMediationTheoryStrengthening ResiliencyInterdependence / Sense of Self / Health and WellbeingSupporting yourself, supporting othersStrengthening resiliencyAffirming diversityChoices and ConsequencesDrug use: Focus on alcohol and illicit drugsMental healthSexual healthRisk takingAccess to information, products and services for young peoplePeer MediationConflictChoice theoryRole of mediatorsSkills for mediationRole play mediationOutcomes: 5.2, 5.3Outcomes: 5.1, 5.2, 5.3, 5.6, 5.7, 5.8, 5.11, 5.12, 5.15Outcomes: 5.11, 5.13, 5.16Practical Target Games:Golf / Lawn Bowls / BocceAspects of movement skill developmentInfluence on skill development and performanceLifelong physical activitiesNet/Court Games:Volleyball / Sepak Takraw / Tennis / BadmintonLifelong physical activitiesRoles in physical activityStrategies for enhancing others’ enjoyment of and participation in physical activityDance / GymnasticsAspects of movement skill developmentApplying mechanical principles to enhance performanceFeatures of movement compositionElements of compositionPreparing a group composition for a formal performanceAquatics:Diving / Synchronised Swimming / Water PoloAspects of movement skill developmentInfluence on skill development and performanceApplying mechanical principles to enhance performanceAppreciating movement composition and performanceOutcomes: 5.4, 5.9, 5.14, 5.16Outcomes: 5.4, 5.9, 5.10, 5.13, 5.14, 5.16Outcomes: 5.4, 5.5, 5.13, 5.14Outcomes: 5.4, 5.5, 5.11, 5.13, 5.14Assessment(1). Affirming Diversity – Remember the Titans Movie Analysis (25%)(2). Net/Court Games – Understanding Tactics (20%)(3). Mental Health Support Show Bag (30%)(4). Synchronised Swimming – Group Routine (10%)(5). Role Play Mediation (15%)Year 10Challenges and ChoicesProblem-solvingPlanningDecision MakingMovingTechnologyTheoryCareer ChoicesChallenges and opportunitiesEqual and Respectful RelationshipsEqual and respectful relationshipsRecognising and responding to abusive situationsDiscrimination, harassment, and vilificationSafer CelebrationsInfluences on health decision making and risk behavioursEmpowering individuals and communitiesRoad safetyDrug use: Binge DrinkingLifelong Healthy LivingHealthy food habitsMental healthLifelong physical activityPlanning for regular physical activityHealth consumerismNature of health knowledgeOutcomes: 5.2, 5.12, 5.15, 5.16Outcomes: 5.3, 5.11, 5.13Outcomes: 5.6, 5.7, 5.12, 5.15Outcomes: 5.6, 5.8, 5.9PracticalStrike/Field Games:Softball / CricketAspects of movement skill developmentInfluence on skill development and performanceInvasion Games: Hockey / Soccer / Gridiron / Basketball / NetballLifelong physical activitiesRoles in physical activityStrategies for enhancing others’ enjoyment of and participation in physical activityModified GamesLifelong physical activitiesPlanning for regular physical activityGaining a formal elementary qualification as an umpire, coach or trainerRoles in physical activityStrategies for enhancing others’ enjoyment of and participation in physical activityOutdoor RecreationPlanning for regular physical activityParticipating in introductory outdoor recreation experiences, e.g. orienteering, shelter construction, outdoor cooking, low-impact hikingOutcomes: 5.4, 5.14, 5.16Outcomes: 5.9, 5.10, 5.13, 5.14, 5.16Outcomes: 5.9, 5.10, 5.13, 5.14, 5.15Outcomes: 5.9, 5.10, 5.13, 5.14, 5.15Assessment(1). Job Application – Resume and Cover Letter (25%)(2). Invasion Games – Understanding Tactics (20%)(3). Road Safety – Campaign (25%)(4). Level 0/1 Coaching Certificate – Student Choice (10%)(5). Outdoor Recreation – Planning for an outdoor experience (20%)Assessment Task427990-10108400Parramatta High SchoolStages 5 Assessment NotificationSubjectPDHPEStage/YearStage 5 – Year 9Task TypeMental Health Promotional ShowbagTask Weighting30%Distribution DateDue DateOUTCOMES TO BE ASSESSED: 5.1 A student analyses how they can support their own and others’ sense of self.5.6 A student analyses attitudes, behaviours and consequences related to health issues affecting young people.5.7 A student analyses influences on health decision-making and develops strategies to promote health and safe behaviours.5.8 A student critically analyses health information, products and services to promote health.DESCRIPTION OF THE TASK: Choose ONE mental health issue (this can be one learned in class or another of your choosing). Design a health promotion package that is to target your chosen health issue. It is to be submitted in a bag like you would receive any promotional show/sample bag. All Mental Health Support Bags will be donated to the local Youth Mental Health pulsory elements of the package (contents of the bag) are:An informative brochure or handout outlining:The nature of the problem – What is the issue? What happens when someone suffers from this?The extent of the problem – Trends or statistics i.e. how many individuals does this mental health issue affect?Risk factors and protective factors – What can make people more at-risk of suffering? What can reduce the likelihood of suffering?Groups at-risk – Who is most likely to suffer from this?Support services available and how to access them.A logo for your health promotion kit to be printed on the media you create for the package.Minimum of FIVE items, objects, or strategies for preventing or treating the issue or at least reducing its impact. You must include a list of contents with a brief justification of why you have included each item in your kit.Optional: Include anything else you can think of relevant to reducing the impact of your chosen issue only limited by your creativity and imagination.The completed task is to be handed in with this cover sheet NAME: CLASS: DATE SUBMITTED: / / STATEMENT OF AUTHENTICITY AND ACADEMIC INTEGRITYBy submitting this assessment item for marking, I acknowledge that: the planning, development, content and presentation of this task is my own work (unless appropriate acknowledgement has been made) and has not been copied from another person’s work or from books or from the internet or any other source Where the work of others is used, and not acknowledged, a finding of Plagiarism will be made, and a mark of zero (0) can be awarded.I hold a copy or draft copy of my assessment itemSTUDENT SIGNATURE: _________________________________________DATE: _______________________________-----------------------------------------------?---------------------------------------------------------------?----------------------------------------------- RECEIPT (To be retained by the student)Teacher ________________________________ Teachers Signature_______________________________Subject & Task __________________________________________________________________________Student’s Name _________________________________________________________________________Date Due ________________________________ Date Submitted_________________________________MARKING CRITERIAInformative Brochure – Mental Health issue has been identified and researchedNo real evidence of understanding of what has been askedA basic outline of priority health issueAnswer with evidence of knowledge of the nature trends, risk- and protective factors and the groups most at-risk with satisfactory detailAnswer with evidence of in-depth knowledge and critical inquiry of the nature trends, the determinants and the groups most at-risk with extensive detail01-45-78-10An Original Logo – No logo on any mediaA logo but not original and/or linked to the issueA neat and creative logo with some link to the issue used appropriatelyA very well designed neat and creative logo with some link to the issue used appropriately0123Items, Objects or Strategies – No real evidence of understanding of what has been askedMinimal effort to use imagination and source and/or design components of the show bagClear effort to use imagination and source and/or design components of the show bagExcellent effort to provide a range of interesting and relevant show bag inclusions with reasoning clearly identifiable01-45-78-10Presentation and Creativity – Minimal effortA good effort to create a quality health promotionA quality and polished package that may be used effectively as a health promotion medium01-23-56-7Comments:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2222205137234TOTAL: /30400000TOTAL: /30Concept MapcentercenterUnit OutlineUnit OutlineSubjectPersonal Development, Health and Physical EducationStage/YearStage 5 – Year 9Duration:20 Weeks (Term 1 and 2)StrandSelf and RelationshipsIndividual and Community HealthArea(s) of Study:Drug Use, Mental Health, Sexual Health, Risk-taking, Supporting Others, and Access to Information, Products and ServicesUnit Number/Title(2). Choices and ConsequencesUnit SummaryIn this unit of work students build on previously developed knowledge, understanding and skills in relation to mental health, sexual health, and drug use. Students identify and evaluate the broad range of factors that have the potential to impact on the health decisions and behaviours of young people. They apply their understanding of these influencing factors as they continue to identify and practice strategies to minimise harm to themselves and others in relevant and meaningful contexts.Literacy FocusNumeracy FocusICT FocusDeliver presentations: Plan, research, rehearse and deliver presentations on a range of issues related to mental health, sexual health and drug use in Australia.Understand subject metalanguage: Use a wide range of new specialist and topic vocabulary, related to mental health, sexual health, and drug use, in class discussions, feedback and self and peer assessment, presentations and group work. Express opinion and ideas:Use language to evaluate perceptions regarding mental and sexual health and the influence drugs has on ones’ behaviour and overall health. Use language to interact with others use pair, group and class discussions to devise opinions on topics related to mental health, sexual health and drug use in Australia.Use calculations:Understand the method of calculating standard drinksRecognise and use patterns and relationships: Analyse statistics related to the mental health of individuals, and the prevalence and patterns of drug use in AustraliaConstruct and interpret graphs:Create questionnaires and surveys to construct and interpret data in the form of graphsDefine and plan searches:Use a variety of ICT to plan and research mental health, sexual health, and drug use in AustraliaGenerate ideas and plans and processes:Use ICT to collaboratively create presentations, generate ideas regarding mental health, sexual health, and drug use in AustraliaCollaborate, share and exchange:Select ICT tools safely to lead groups in sharing and exchanging ideas, and taking part in online projects regarding mental health, sexual health, and drug use in AustraliaSelect and use hardware and software: Use a range of ICT tools to research mental health, sexual health, and drug use in AustraliaAC Cross Curriculum Priorities316230026670Aboriginal and Torres Strait Islander histories and cultures25016460Asia and Australia’s engagement with Asia228676245085? SustainabilityAC General CapabilitiesCritical and creative thinking404495329057Ethical understanding333375356235419100709549Information and communication technology capability Intercultural understanding388620325120Literacy397002453136Numeracy504825486918Personal and social capability371475327660Other learning across the curriculum areas (Cross-curriculum content)? Work, Employment and EnterpriseAboriginal and Indigenous Difference and Diversity ? EnvironmentGenderOutcomes/ContentOutcomesContentMajor Outcomes:5.1 A student analyses how they can support their own and others’ sense of self.5.6 A student analyses attitudes, behaviours and consequences related to health issues affecting young people.5.7 A student analyses influences on health decision-making and develops strategies to promote health and safe behaviours.5.8 A student critically analyses health information, products and services to promote health.Skill Outcomes:5.11. Communicating: Adapts and evaluates communication skills and strategies to justify opinions, ideas and feelings in increasingly complex situations.5.12. Decision-Making: Adapts and applies decision making processes and justifies their choices in increasingly demanding contexts.5.16. Problem-Solving: Predicts potential problems and develops, justifies and evaluates solutions.Students learn about:Students learn to:Mental healthUnderstanding mental healthHelp-seeking behavioursloss and grief: helpful and unhelpful strategiesReaching out: helping yourself and helping othersChallenge negative community perceptions of mental health and identify reasons why these have developedSuggest positive strategies to deal with loss and griefInfluences on health decision-making and risk behavioursIndividual factors, e.g. values and attitudesSociocultural factors, e.g. family, peers, gender, culturePolitical factors, e.g. laws and regulationsRecognise that health decisions and risk behaviours are not simply an individual responsibility but are shaped by a range of influencesAnalyse the range of influences that impact on an individual’s ability to behave in healthy and safe ways in relation to:Mental healthDrug useSexual healthAccessing support servicesPropose and evaluate strategies that take into account influences on health decision-making, and support young people to behave in healthy and safe waysDrug useEffects on relationshipsEffects on communityMarketing strategies and the mediaInfluences on alcohol use and binge drinkingInfluences on cannabis useConsequences of illicit and unsanctioned drug useExamine the consequences of alcohol use on the individual and communityInvestigate marketing strategies and media influences associated with tobacco and alcoholDescribe the short-term effects and long-term consequences of illicit drug use on the individual and communitySexual healthAppropriately expressing and exploring sexual feelingsPower, gender and risk-takingSexual choices and their consequencesPlanning and managing sexual healthIdentify and evaluate safe sexual health practices, including methods of contraceptionExamine personal values and attitudes related to sexual health and identify factors that have contributed to their formationAnalyse how sexual attitudes, behaviours and sexuality are influenced by gender expectations and assumptionsFactors influencing access to health information, products and services by young peopleKnowledge of services available, what services offer and how they can be accessedSkills to access health information, products and servicesAvailability of health information, products and servicesLocate health and support services in the local area that promote and maintain the health and wellbeing of young people, e.g. routine health care, crisis accommodation, support for pregnant and parenting students, counselling regarding problem gamblingDiscuss the reasons why young people do not use health services as much as other groups. Propose strategies to encourage young people to access appropriate health servicesAccount for how differences in accessing help might be related to age, gender and geographic locationOverview of learning: SequenceKnowledge and Understanding ContentTeaching and Learning StrategiesResourcesLessons 1-5Mental healthUnderstanding mental healthHelp-seeking behavioursloss and grief: helpful and unhelpful strategiesReaching out: helping yourself and helping othersMental HealthActivity 1 – Charades; Guess the Topic: Students are to guess the five dimensions of wellness (physical, emotional, social, spiritual, intellectual) through a charades activity. Students are to guess the five components of health and what the topic unit is going to be about.Activity 2: Using the dictionary, students are to locate the definition of the following terms:Mental healthMental illnessSymptomPsychoticNon-psychoticDepressionAnxietySchizophreniaBipolar StigmaActivity 3: Students are to watch the following ClickView clip, ‘Mental Health: The Basics’. While watching the clip, students are to complete the ‘Mental Health: The Basics’ worksheet.Activity 4: Have students work in small groups to construct a survey – the survey should consist of five to ten true or false statements e.g. “mental health is a lifelong condition” or “individuals with mental health issues are usually dangerous”. Groups are to distribute this survey during recess and/or lunch to collect data regarding their peers’ perception of mental health. Once surveys have been collected, groups are to collate the data into a graph and analyse the data. Students work individually to write a discussion based on the overall perception of mental health at Parramatta High School.Activity 5: Students are to watch the following YouTube clip, ‘Depression in Rugby League the Footy Show’. While watching the clip, have the students identify key messages within the clip. Discuss the ways depression and suicide can have a negative effect on relationships and the community.Activity 6: From the clip, ‘Depression in Rugby League the Footy Show’, have the students think, pair and share, the causes and signs and symptoms of depression. Activity 7: Students are to design a poster to raise awareness of the both the causes and signs and symptoms from the think, pair, share activity. These posters will be distributed around the school where one will be displayed in every classroom.Activity 8: Have students write a letter to Preston Campbell, From the clip, ‘Depression in Rugby League the Footy Show’, on how his story made you feel.Activity 9: Students are to visit the ‘Reachout’ website to investigate the mental illness of ‘anxiety’. Students are to create a series of five podcasts outlining the following:What is anxiety? What are the different types of anxiety?What is the prevalence and patterns of anxiety in Australia.What are the signs and symptoms of recognising anxiety?How to manage and/or treat anxiety.What organisations and/or agencies are available to help?Activity 10: Students are to visit the ‘Reachout’ website to investigate the mental illness of ‘Bipolar Disorder. Students are to write a column for a mental health magazine outlining the following: What is bipolar disorder? What is the prevalence and patterns of bipolar disorder in Australia.What are the signs and symptoms of recognising bipolar disorder?How to manage and/or treat bipolar disorder.What organisations and/or agencies are available to help?Activity 11: Students are to visit the ‘Reachout’ website to investigate the mental illness of ‘Schizophrenia’. Students are to write a column for a mental health magazine outlining the following: What is Schizophrenia’? What is the prevalence and patterns of Schizophrenia in Australia.What are the signs and symptoms of recognising Schizophrenia?How to manage and/or treat Schizophrenia.What organisations and/or agencies are available to help?Activity 12: Students are to use the internet to locate online counselling services, available through organisations such as Kids Helpline, and determine the advantages and disadvantages of using this support network when dealing with mental health issues such as depression, anxiety, bipolar disorder, and schizophrenia.Activity 13: Have the students research the lives of well-known people who have had a mental illness. What mental illness did they suffer from? How did their illness affect their lives? Were they accepted by others? How did they cope?People students may choose to research:Dwayne “the Rock” Johnson (actor)Vincent Van Gogh (painter)Demi Lovato (singer/actress)Lady gaga (singer)Andrew Johns (NRL player)Robin Williams (actor)Ellen DeGeneres (tv host)Activity 14: Have the students construct a set of interview questions to ask their well-known individual about mental health.Activity 15: ‘The Four Corners Debate’ – Students use their laptops to prepare a well-supported paragraph stating their position (strongly agree, agree, strongly disagree or disagree) on the following topic:“Due to its role in bullying, and its effects on mental health, all social media should be banned at school”The teacher is to set-up the classroom, posting one of the four positions in each corner. Have the students move to the corner in which they are supporting. Together in their groups, students have 10 minutes to discuss their thoughts on the topic; appointing one note-taker and one speaker.After the 10 minutes is up, the teacher is to invite the speakers from each position to state their case on the topic. The note-taker is to take notes to rebuttal the case for the next speaker. If at the end, student/s have changed their mind on their position, they are allowed to move corners. Students regroup to discuss their case for another 10 minutes. The note-taker is to provide points to the group to rebuttal. Together the group share thoughts and ideas and appoint a new speak on their position.After 10 minutes, the representative speakers are invited to state their case on the topic. At the end, the teacher selects the corner who provided the strongest case on the topic.Activity 16: Students are to analyse the differences between Aboriginal and Torres Strait Islanders’ and Australia’s mental health. Students are to present their information in the form of a graph.Activity 17 – Formative Assessment: Students are to write a letter to the school Principal outlining the ways the school can be proactive in reducing the stigma associated with mental illness.HAND OUT ASSESSMENT TASK.Laptops – Class setCharades CardsDictionaries – Class setClickView clip 1: 1:‘Mental Health: The Basics’YouTube Clip 1: boardReachout Australia: posts – Strongly agree, Agree, Disagree and Strongly disagreeAssessment Task notificationLessons 6-7Influences on health decision-making and risk behavioursIndividual factors, e.g. values and attitudesSociocultural factors, e.g. family, peers, gender, culturePolitical factors, e.g. laws and regulationsIntroduction to Risky BehavioursActivity 1: As a class, watch the following YouTube clip, ‘Kid Cudi – Pursuit of Happiness Project X (Best Scene)’. At the conclusion of the clip, ask the students what the underlying theme of the clip is i.e. ‘risk-taking’. Activity 2: Have the students create their own definition for ‘risk-taking’ e.g. “risk-taking is when an individual does something when the consequences are unknown; such consequences can be positive and/or negative”. Have students use examples to explain the difference between positive and negative risk-taking.Activity 3: Have the class refer back to the clip; have each student create a list of the ‘risky behaviours’ the young people in the clip engaged in. Once finished, students are to ‘think, pair, and share’ with the person beside them. Encourage students to add things they may have missed on their list.Activity 4: Explain to the students that there are many factors that influence an individuals’ ability to behave in a healthy and safe manner. The factors in which we will focus on include:Political factors (government policy, laws and regulations)Individual factors (values and attitudes)Sociocultural factors (family, peers, gender and culture)Have the students create a table in their books like the one below. Using this table, students are to identify the reasons why young people engage in risk-taking behaviours and classify the factors that influence these reasons; see example below:PoliticalIndividualSocioculturale.g. “to fit in with a particular group of friends” (peers = sociocultural)Activity 5: Students are answer the following, “would you describe yourself as someone who takes risks?” Students are to use the ‘Are you a risk taker?’ weblink in their Active Outcomes 2 eBookPLUS to complete the Tiger test to evaluate their exposure to risk-taking.Activity 6: Students to answer the following: “Evaluate the extent to which health decisions are solely the responsibility of an individual.”Activity 7: ‘The Four Corners Debate’ – Students use their laptops to prepare a well-supported paragraph stating their position (strongly agree, agree, strongly disagree or disagree) on the following topic:“Males are at greater risk of injury than females because they are more likely to be involved in risk-taking behaviour that leads to injury”The teacher is to set-up the classroom, posting one of the four positions in each corner. Have the students move to the corner in which they are supporting. Together in their groups, students have 10 minutes to discuss their thoughts on the topic; appointing one note-taker and one speaker.After the 10 minutes is up, the teacher is to invite the speakers from each position to state their case on the topic. The note-taker is to take notes to rebuttal the case for the next speaker. If at the end, student/s have changed their mind on their position, they are allowed to move corners. Students regroup to discuss their case for another 10 minutes. The note-taker is to provide points to the group to rebuttal. Together the group share thoughts and ideas and appoint a new speak on their position.After 10 minutes, the representative speakers are invited to state their case on the topic. At the end, the teacher selects the corner who provided the strongest case on the topic.Activity 8: Students are to answer the following questions into their workbooks [optional homework]:Do you think gender has an impact on risk-taking behaviours in young people? Explain.Does gender influence your decision to participate in risk-taking behaviours? Explain.Explain why gender stereotypes can have a negative influence on young peoples’ health.Use the ‘Gender Stereotypes in Children’s Advertising’ weblink in your eBookPLUS to view the collection of advertisements aimed at children. Can you identify the ways in which gender stereotyping is used in these advertisements?Laptops – Class setProjectorActive Outcomes 2 eBookPLUSYouTube Clip: posts – Strongly agree, Agree, Disagree and Strongly disagreeActive Outcomes 2 eBookPLUS Lesson 8Influences on health decision-making and risk behavioursIndividual factors, e.g. values and attitudesSociocultural factors, e.g. family, peers, gender, culturePolitical factors, e.g. laws and regulationsDrug useEffects on relationshipsEffects on communityOther illicit drugs, e.g. opiates, hallucinogens, psychostimulantsRisk-taking – Drug UseActivity 1: Students watch the following ClickView clip, ‘Depressants, Hallucinogens, and Stimulants’ and complete the following table below:ClassificationDescriptionEffectsExamplesDepressantHallucinogenStimulantActivity 2: Using the information from the clip and previous activity) have the students develop a definition of ‘drugs’ into their books; e.g. “A drug is any chemical substance which, when taken into the body, alters its function. This change can be either physical or psychological.” Activity 3: As a class, brainstorm a list of drugs. Brainstorm on the whiteboard as these will be used for the next activity.Activity 4: Students are to write down the difference between the terms, ‘illegal’ and ‘legal’ into their books. In pairs, students share their ideas on the terms then use the class list of known drugs to identify which drugs are legal and which are not (illegal).Activity 5: As a class, discuss the reasons why individuals choose to and/or not to use drugs – have the students classify the reasons in accordance to the factors (political, individual, and sociocultural) influencing their decision-making. See example below:PoliticalIndividualSocioculturale.g. “young people choose not to take drugs, such as cannabis, as it is illegal” (law = political)e.g. “young people choose to take drugs to fit in with a particular group of friends” (peers = sociocultural)Activity 6: Have the students survey one another with a questionnaire to determine their opinions about which drugs are:Most socially acceptableMost harmfulMost commonly used for recreational purposesMost usefulWith the data collected from the class, students are to place this information into a graph e.g. pie, line, bar etc. Students then discuss the reasons for particular drugs being placed in the respective categories, with reference to research.As a class, discuss findings from their questionnaires. The following questions should prompt discussion: What was the most socially acceptable drug? Why?What was the most harmful drug? Why?What was the most commonly used recreational drug? Why?What was the most useful drug? Why?Homework: Students are to download, and read, the following eBook, ‘It Couldn’t Happen to Me’, prior to the next lessonLaptops – Class setClickView Clip: Couldn’t Happen to Me eBook: 9-12Drug useEffects on relationshipsEffects on communityMarketing strategies and the mediaInfluences on alcohol use and binge drinkingInfluences on health decision-making and risk behavioursIndividual factors, e.g. values and attitudesSociocultural factors, e.g. family, peers, gender, culturePolitical factors, e.g. laws and regulationsMental healthUnderstanding mental healthHelp-seeking behavioursReaching out: helping yourself and helping othersFactors influencing access to health information, products and services by young peopleKnowledge of services available, what services offer and how they can be accessedSkills to access health information, products and servicesAvailability of health information, products and servicesRisk-taking – Drug Use: AlcoholActivity 1 – Do now: Have the students create a timeline of the events that occurred in the book, ‘It Couldn’t Happen to Me’. Discuss the main event which occurred in the book and the factor which caused this event to occur.Activity 2: As a class, brainstorm the main health messages gained from reading the book – focus: alcohol.Activity 3: From their understanding of ‘alcohol’, within the book, have students write a definition of alcohol into their books; e.g. “alcohol is a depressant, meaning it slows down the functioning of the body, often resulting in slurred speech, unsteady movement, and the inability to react quickly. Some examples of alcohol include beer, tequila, and wine.”Activity 4: Have the students choose a character from the book and describe the main problems they faced regarding the effects of alcohol use.Activity 5: Students are to swap their work with someone who chose a different character to them. Students then compare and contrast the two characters and their perspective on alcohol use.Activity 6: As a class, using a 2D/3D or digital model of a brain, demonstrate the effects alcohol can have on the brain.Activity 7: Students are to explain the relevance of the following statement and how it impacts upon the messages within the text:“Yeah, okay, we had a few drinks. I topped up Max when he wasn’t looking. Sometimes guys do this stuff.”Activity 8: Students are to consider the theme and messages provided with in the book, ‘It Couldn’t Happen to Me’, and defend the following image: INCLUDEPICTURE "/var/folders/dz/cg6s_dwn6w1dvcwldjb75zy40000gn/T/com.microsoft.Word/WebArchiveCopyPasteTempFiles/edc6c59f7b5390c20a2f1d9c567f22dd.jpg" \* MERGEFORMATINET Activity 9: Explain the ‘Prevalence and patterns of alcohol use’ by selecting 15 students to stand up. Explain to the class that 15 Australians die as a result of alcohol per day – Have the students calculate this to determine the approximate number of Australians that die per year i.e. 15 x 365 = 5,475.Explain to the students that 5,554 Australians die as a result of alcohol – Ask the students who they think are more likely to die as a result of alcohol, males or females, and why? Explain to the students that males are more likely to die as a result of alcohol (3,467) compared to females (2,087) – Have the students calculate how many males and females die per day i.e. (males 3,467/365 = 9.5) and (females 2,087/365 = 5.7).Activity 10: Have the students use the book, ‘It Couldn’t Happen to Me’, to answer the following questions [example answers provided]:What is a standard drink?A standard drink is a unit of measurement i.e. one standard drink measures 10g of alcohol. One standard drink always contains the same amount of alcohol regardless of container size or alcohol type.What is the standard drink used for?Drinkers count standard drinks as a way of keeping track of how much alcohol they consume. Counting standard drinks is a much more reliable measure of how much alcohol is consumed compared to counting glasses, bottles, or cans. Explain to students that there is a method of calculating standard drinks and why it is important to count drinks (have them copy this into their books):How are standard drinks calculated?Volume of Container in Litres multiplied by the percentage of alcohol volume multiplied by 0.789 (the specific gravity of ethyl alcohol), equals the number of standard drinksFor example, 1 stubby of 375ml of full strength beer 5% alcohol by volume:0.375 multiplied by 5 multiplied by 0.789 equals 1.5 standard drinks0.375 X 5 X 0.789 = 1.5 standard drinksWhy should individuals count their drinks?To ensure that the low risk levels set out in the Australian Alcohol Guidelines are not exceeded. The low risk levels define the number of standard drinks that can be drunk before the threat to a person's health and social well-being moves up into the risky or high-risk category.Activity 11: Have the students practice calculating standard drinks by completing the ‘Calculating Standard Drinks’ worksheet – requires students to calculate a range of different beverages, to determine the quantity of standard drinks for each (go through answers as a class).Activity 12: Have the students illustrate their understanding of a standard drink. Encourage them to be creative, can be done in their books or online.Activity 13 - Standard Drink Experiment [to be conducted outside and/or in a science lab]: Students work in pairs and/or small groups to complete the following experiment:“Conduct an experiment to compare the sizes of a standard drink for a range of alcoholic beverages using the provided equipment”Task outline: Provide students with the ‘What is a Standard Drink?’ worksheet – outlines what beverages to test the standard drink, as well as the equipment needed to do so. The worksheet also outlines how to write up the lab report.After the experiment, pairs/groups are to collect results from other pairs/groupsaccess the Standard Drink Tool, to find the correct standard drink size per beverage the experiment, individually, students use the data collected (their groups estimated drink, other groups estimations, and the true standard drink) to write a lab report detailing their hypothesis, materials, procedure, results, discussion, and conclusion of the experiment. Homework: If the lab report is incomplete, students are to complete this for homework - due in the next theory lessonActivity 14: As a class, watch the following YouTube clip, ‘Waiting for A Mate – Funny Police Arrest’. As students are viewing the clip, encourage them to make notes on the effects alcohol is having on the driver. Discuss.Activity 15: Students are to explore the difficulties face when being impaired by alcohol using fatal vision goggles. Students are to complete the following activities first without the goggles, then with the fatal goggles.ActivityGoggles off (successful / not successful)Goggles on (successful / not successful)Writing a sentenceCatching a tennis ballWalking between conesWalking along a straight lineQuestions to follow activity:compare the differences within the tableif wearing the fatal goggles is a representation of being intoxicated, how might this have implications in everyday life for driving a car and/or walking home from a party?Given that alcohol impairs vision, what other things can it effect? i.e. speech, decision-making, balance/coordination, consciousness, function of organs e.g. liverActivity 16: On the class’ discussion board, students provide their thoughts, stating their position (for/against), on the following threads:Alcohol should be bannedThe price of alcohol should be doubledThere should be a legal BAC for all activities, not just driving, when an individual, who has consumed alcohol, is in public.Activity 17: Students are to create a new alternative drink to alcohol. The alternative drink should have a name and a label. In addition, students are to outline the effects of its usage and devise a marketing strategy. Have students present their work in front of the class.Activity 18: Students are to analyse and compare the differences between Australia’s alcohol consumption and three other countries. Students are to present their information in the form of a graph.Activity 19: Students are to plan and compose an advertising campaign to raise awareness among teenagers regarding the issues of alcohol use. Have students present their work in front of the class.Activity 20 – Formative Assessment: Students are to create a Pinterest board to demonstrate their understanding of alcohol. Images, videos, links, etc. on their board should represent the following:What is alcohol?The prevalence of alcohol in AustraliaThe short- and long-term effects alcohol The effects alcohol can have on relationships and the communityWhat are standard drinks and how are they calculated?Services young people can access to seek helpLaptops – Class setIt Couldn’t Happen to Me eBook: or digital Model of the BrainNational Drug Strategy Household Survey 2016Worksheet 1: Calculating Standard Drinks Calculators – Class setWorksheet 2:What is a Stand Drink? Standard Drink Tool equipment (Clear plastic drinking cups; Permanent marker; Buckets of water; Food dye/cordial; Measuring cylinders/jugs)YouTube clip 1: vision goggles – Class setPinterestLessons 12-15Drug useEffects on relationshipsEffects on communityMarketing strategies and the mediaInfluences on cannabis useConsequences of illicit and unsanctioned drug useInfluences on health decision-making and risk behavioursIndividual factors, e.g. values and attitudesSociocultural factors, e.g. family, peers, gender, culturePolitical factors, e.g. laws and regulationsMental healthUnderstanding mental healthHelp-seeking behavioursloss and grief: helpful and unhelpful strategiesReaching out: helping yourself and helping othersFactors influencing access to health information, products and services by young peopleKnowledge of services available, what services offer and how they can be accessedSkills to access health information, products and servicesAvailability of health information, products and servicesRisk-taking – Drug Use: CannabisActivity 1: Explain to the students that similar to alcohol, cannabis is a commonly used drug among young people in Australia. Ask the students if the know what cannabis is?Activity 2: Explain to the students that cannabis comes in three forms; marijuana, hashish and hash oil. Have the students use the internet to investigate these form of cannabis, explaining how each product is produced, used, and their side effects. Students are to present their information table formatted below:Cannabis formHow is it produced?How is it used?What are the side effects?MarijuanaHashishHash oilActivity 3: As a class, watch the YouTube clip, ‘Afrojack – Because I Got High’. After the clip, discuss the consequences of cannabis. Activity 4: Students work collaboratively in groups of four. They are each given 2 minutes to generate a list of the ‘street’ names for cannabis. Students are to record their list on butchers’ paper; students can use the internet to help generate their list. Prize for the group who generates the longest list.Activity 5: Students watch the following ClickView clip, ‘Introducing cannabis: Risk, Laws, and Habits’. While watching the clip, students answer the questions on the worksheet, ‘Introducing Cannabis: Risk, Laws and Habits’. Discuss answers.Activity 6: Students are to investigate the ways in which cannabis is used for medicinal purposes.Activity 7: ‘The Four Corners Debate’ – Students use their research, from the previous lessons’ extension activity, to prepare a well-supported paragraph stating their position (strongly agree, agree, strongly disagree or disagree) on the following topic:“Cannabis should be legalised in Australia”The teacher is to set-up the classroom, posting one of the four positions in each corner. Have the students move to the corner in which they are supporting. Together in their groups, students have 10 minutes to discuss their thoughts on the topic; appointing one note-taker and one speaker.After the 10 minutes is up, the teacher is to invite the speakers from each position to state their case on the topic. The note-taker is to take notes to rebuttal the case for the next speaker. If at the end, student/s have changed their mind on their position, they are allowed to move corners. Students regroup to discuss their case for another 10 minutes. The note-taker is to provide points to the group to rebuttal. Together the group share thoughts and ideas and appoint a new speak on their position.After 10 minutes, the representative speakers are invited to state their case on the topic. At the end, the teacher selects the corner who provided the strongest case on the topic.Activity 8: Students watch the following ClickView clip, ‘I’m Not Addicted: Will’s Story’. While watching the clip, students are to note down Will’s influence on his decision/s to use drugs. After the clip, discuss the reasons why Will was using drugs and the impact it had on his family and his health.Activity 9: Discuss the difference between the ‘addiction’ to drugs and the ‘dependence’ on drugs. Have students create a definition for both terms. Refer back to the ClickView Clip, was Will addicted to drugs, or was he dependant on drugs? Activity 10: Using the internet, have students prepare an A4 fact sheet that outlines the drug cannabis. Students should include the following information within their fact sheet:What is cannabis?The effects of cannabisCannabis and psychosisMedicinal use of cannabisTolerance and dependenceWithdrawal – kicking the habitPregnancy and cannabis useReducing the harms associated with cannabisActivity 11: Students are to develop a first aid resource that outlines the assistance that should be provided if someone suffers from an adverse effect of cannabis use. Within this resource, students should include a resource list of organisations and/or agencies that could provide help or assistance to withdrawal or kick the habit.Activity 12: According to research, schizophrenia has been linked to cannabis use. Investigate schizophrenia and its link to heavy cannabis use.Activity 13: Students are to analyse and compare the differences between ATSI and non-ASTI peoples’ use of cannabis. Students are to present their information in the form of a graph.Activity 14 – Formative assessment: Play the Kahoot! Quiz on ‘Cannabis’ProjectorLaptops – Class setYouTube clip 1: Clip 1: 1: ’Introducing Cannabis: Risk, Laws and Habits’.Corner posts – Strongly agree, Agree, Disagree and Strongly disagreeClickView clip 2: paperKahoot! Quiz: 15-20Sexual healthAppropriately expressing and exploring sexual feelingsPower, gender and risk-takingSexual choices and their consequencesPlanning and managing sexual healthInfluences on health decision-making and risk behavioursIndividual factors, e.g. values and attitudesSociocultural factors, e.g. family, peers, gender, culturePolitical factors, e.g. laws and regulationsMental healthUnderstanding mental healthHelp-seeking behavioursloss and grief: helpful and unhelpful strategiesReaching out: helping yourself and helping othersFactors influencing access to health information, products and services by young peopleKnowledge of services available, what services offer and how they can be accessedSkills to access health information, products and servicesAvailability of health information, products and servicesRisk-Taking – Sexual HealthActivity 1 – Pre-assessment: Divide the class into small groups of approximately three to four. Instruct each group to discuss and establish a definition for ‘sexual health’ and ‘sexuality’. Discuss answers.Still in their groups, students work collaboratively with one another to brainstorm the skills necessary for individuals to achieve a high level of sexual health. Discuss group responses.Activity 2: As the teacher reads out a statement, students are to take their position, i.e. Strongly agree, Agree, Disagree and Strongly disagree, by moving to the corner in which the poster is displayed. Inform the students that there are no right and/or wrong answers to each of the statements, they are opinion-based. Statements are as follows:Sexuality is different to sexBoys always put pressure on girls to have sexContraception is always the girls’ responsibility If a girl enjoys sex, she is a slutOral sex is perfectly safe because the penis does not enter the vagina It is hard for young gay and lesbian people to “come-out” at schoolI’d feel flattered if someone of the same-sex asked me outI would support a friend who told me they were same-sex attractedHave students share their thoughts with others who did not share the same personal opinion/value/attitude towards the above statement/s. Activity 3: As a class, watch the following ClickView clip, ‘Consent’. After viewing the clip, have the students complete the worksheet, ‘Respectful Relationships: Consent, Comprehension Questions’. Discuss answers.Activity 4: Have the students work collaboratively in groups of 4-5. Students create a role play portraying the way ‘no’ can be implied in different ways’. Within the role play, students are not allowed to use the word ‘no’.Have groups act out their play in front of the class. While groups are performing their role play, the remaining groups tally how many times each group implies the word ‘no’.At the conclusion of the role plays. As a class, discuss and develop a class rule that can be implemented regarding the use of the statement, “No” means “no” and “yes” means “yes” within the classroom.Activity 5: Ask the students what ‘contraception’ is used for. Develop a list, as a class, of all of the known methods of contraception. Ask students how these can be obtained.Activity 6: Students work collaboratively in groups of 4. Using the Family Planning Contraceptive Kit - ‘Choice’, provide each group with a contraceptive, and the relevant information pamphlets and hand-outs (these are available from Family Planning Clinics, Sexual Health Clinics, Medical Clinics, and Pharmacies).Each group will be provided with butcher’s paper; groups need to read the information and discuss the following questions and record their answers:How does it work?How effective is it?What are the advantages and disadvantages?How suitable is it for teenagers?Groups report back to the class.Activity 7: Demonstrate how to correctly apply a condom, making sure students know how to check the expiry date. Allow students to practice applying a condom with the resources provided – a condom and a wooden willy.Activity 8: Have the students rearrange the following statements into the correct sequence of using a condom:Pinch the tip to remove air and place on the end of the erect penisApply water-based lubricantTie a knot in the condom and dispose of in the rubbish binRoll the condom down to the base of the penisCheck the expiry dateStore in a dry cool placeAfter ejaculation, hold onto the condom at the base whilst withdrawing, to prevent spillage of semenCheck that the condom conforms to Australian standardsCarefully open the packaging and remove the condomActivity 9: Students watch the following ClickView clip, ‘Sex and Sexuality’. As a class, discuss the consequences of sexual activity.Discuss the experiences of Luke, who contracted HIV from a blood transfusion as a child, and Belinda, the 19-year-old, who has had a baby by answering the following questions:Explain the positives and negatives of Belinda’s situation.Identify the three potentially life-threatening diseases which Luke has, and explain how two of them, could be transmitted to other people.What could you learn from what Luke and Belinda had to say about their lives.Activity 10: Using a STI ball, throw the ball to various students. Ask the question, “what did you catch? – They will respond with the STI their hand lands on. Activity 11: Students are to research the STI they had caught in the previous activity. Students use the research to determine whether or not they are a bacterial or a viral infection.Activity 12: Play the game, ‘Sexeducate Me!ASSESSMENT TASK DUE Activity 13: Watch the Movie: Blackrock (1997)7315200127000Activity 14 – Venn Diagram: Students draw a Venn diagram comparing similarities and differences as to what happens at their parties and what happened at the party in the movie. Discuss results with class and combine all results on the board. Students copy the answers they didn’t get into their books.Activity 15 – Five Whys: In groups, provide students with butchers’ paper. Have the groups divide the butchers’ paper into three columns, with the following headings:“Why was the girl murdered?” “What was the town’s reaction to the murder?” “Why did the main character not talk to anyone about what he saw?”Groups have one minute to answer each question. With their answers ask them the question WHY is that so? This is to turn their answers into another question. Repeat these four more times. The idea being that they delve deeper into the original question each time you ask the question. Groups then share their answers in front of the class.For each answer or level of the five whys, ask the groups to reflect on the ways the murder could have been prevented. This should hopefully get them thinking about the immediate things that could have prevented the murder and branch out to the systemic elements of the community, parent attitudes, kids’ attitudes, peer pressure, etc. that allowed the murder to take place.Activity 16: Individually, students are to rank their answers to the following question:“After the murderer who was most responsible for the girl’s death?”The main characterThe girlThe person who threw the partyThe pack of boysThe schoolThe parentsAfter they have completed their rankings, students regroup share who they ranked first and why they put them there. Students are allowed to pass if they do not wish to share their ideas. After everyone has had their say, ask the class if there is anyone who disagrees or thinks someone has made a good point. Remind students that they can disagree, but they must have evidence and reason behind their argument. This discussion should uncover the themes of the movie.Activity 17: Have the students write a newspaper article detailing the investigation into the murder. Alternatively, students can create a news broadcast, detailing the investigation into the murder. The details should include:What happenedWhen and where did this event occur?What the police are doing about it.Other informationActivity 18: Students are to develop a list of support networks that assist in helping young people in coping with loss and grief. Choose one support network and create an informative brochure on. The brochure should include the following:Description – what is it?What support do they provide?Who can access this network?How to access this network?What are the benefits of accessing this network?Activity 19 – Formative Assessment: Students are to investigate the link between sexual health and mental health i.e. how does ones’ sexual health effect their mental health?Laptops – Class setCorner posts – Strongly agree, Agree, Disagree and Strongly disagreeClickView clip 1: 1:Respectful Relationships: Consent, Comprehension QuestionsFamily Planning Contraceptive Kit – ChoiceCondom and Wooden Willy’sClickView clip 2: BallBoard Game:: Blackrock (1997)As this movie is rated ‘M’, permission notes will have to be handed out. NB: This film contains sensitive and graphic issues including a rape scene. This will need to be articulated to students and parents within the permission slip. Laptops – Class setButchers’ PaperAssessment:Assessment Description (Assessment OF Learning)Outcomes AssessedDESCRIPTION OF THE TASK: Students are to choose ONE mental health issue and design a health promotion package that is to target a chosen health issue. Students are to submit their assignment in the form of a bag, like the ones you would receive at the Easter show. All Mental Health Support Bags will be donated to the local Youth Mental Health pulsory elements of the package (contents of the bag) are:An informative brochure or handout outlining:The nature of the problem – What is the issue? What happens when someone suffers from this?The extent of the problem – Trends or statistics i.e. how many individuals does this mental health issue affect?Risk factors and protective factors – What can make people more at-risk of suffering? What can reduce the likelihood of suffering?Groups at-risk – Who is most likely to suffer from this?Support services available and how to access them.A logo for your health promotion kit to be printed on the media you create for the package.Minimum of FIVE items, objects, or strategies for preventing or treating the issue or at least reducing its impact. They must include a list of contents with a brief justification of why they have included each item in their kit.Optional: Students are provided with the opportunity to include anything else they can think of relevant to reducing the impact of their chosen issue only limited by their creativity and imagination.5.1 A student analyses how they can support their own and others’ sense of self.5.6 A student analyses attitudes, behaviours and consequences related to health issues affecting young people.5.7 A student analyses influences on health decision-making and develops strategies to promote health and safe behaviours.5.8 A student critically analyses health information, products and services to promote health.Evaluation:Evaluation of Teaching and LearningTeaching:Could I have done anything better regarding teaching pedagogy?Did I provide the students with the opportunities to develop their understanding of the various concepts related to …?Did I plan effective lessons where students were given opportunities to learn through differentiation of lesson activities?Learning:Did the students achieve the desired learning outcomes?Were the students engaged and willing to participate during all activities?Did each lesson provide opportunities for students engage in higher order thinking?Indicators of LearningHave the students achieved academic success in Assessment Task?Have the students shown a high level of participation in class practical’, discussions, and activities where they have excelled in higher order thinking?Have the students shown the ability comprehend the concepts learned throughout the module, and apply such concepts to answer questions?Teaching, learning and assessment to modify/remove from unitTeaching, learning and assessment to add to unitPart C: Report of RecommendationsThe following report outlines recommendations for improvement to the unit, “Toxic!” using the Understanding by Design (UbD) framework. One of the key stages of UbD is that units must be evaluated frequently to ensure they remain effective (Wiggins & McTighe, 2005). The report focuses upon ensuring that the redesigned unit, “Choices and Consequences” is appropriate for the selective stream of Gifted and Talented (GAT) students. The recommendations that follow seek to improve the original unit in the categories of learning sequencing, literacy and numeracy development, and the development of personal and social capabilities.Sequencing of LeaningThe UbD framework is an effective teaching and learning tool that focuses on fostering a deep understanding and the transfer of skills and learning (Wiggins & McTighe). This focus is best achieved by designing programs in a ‘backward’ design by first identifying the desired results of the learning and then plan learning experiences that aim to achieve those results (Wiggins & McTighe, 2005; Marsh, Clarke & Pittaway, 2014). Using this framework, a scope and sequence and concept map was developed, as the original work did not include one. According to research, a scope and sequence is an important planning tool when creating effective learning experiences (Arafeh, 2014). A scope and sequence, when detailed, outlines when units of work need to be taught, and when important concepts and skills need to be introduced (Wiggins & McTighe, 2005). In addition, the developed scope and sequence, the redesigned unit, ‘Choices and Consequences’, has been sequenced over a period of two terms, as it requires students to understand the relationship between, and amongst interrelating concepts rather than in isolation (BOSTES, 2003). To align with the scope and sequence, and the concept map, the assessment task and unit outline within the original unit of work was redesigned to cater to the individual learning needs of GAT students.Literacy and Numeracy DevelopmentAs Parramatta High School has 92% of students who come from a language background other than English, it is extremely important that the development of literacy is featured within all lessons of a unit of work. Throughout the redesigned unit, ‘Choices and Consequences’, students are provided with the opportunity to develop knowledge and skills to interpret and use specialist language assertively for learning and communicating ideas regarding health information through multiple modes of representation (CAST, 2018). For example, throughout various lessons, students present health information in various forms of written text including brochures, letters, articles, etc., oral text, including podcasts, news broadcasts, etc., and participate in debates to express opinions, and conduct surveys to establish reasons for individuals’ perceptions of health. This is evident in lesson 5, activity 15, students prepare a well-supported paragraph stating their position (strongly agree, agree, strongly disagree or disagree) on the topic, “Due to its role in bullying, and its effects on mental health, all social media should be banned at school”; students participate in a ‘four corner debates’ to highlight their research. As a result of learning through multiple modes of representation, students will become more responsive to learning, whereby they are able to take advantage of the learning experience in order to achieve the desired results (CAST, 2018). In addition to literacy, the development of numeracy is important as it is part of the schools’ plan; “increase numeracy results within standardised tests”. Throughout the redesigned unit, ‘Choices and Consequences’, students are provided with the opportunity to develop numeracy skills by interpreting and analysing health information using statistical reasoning to identify the patterns and relationships in data to determine trends, draw conclusions, make recommendations to regarding health behaviour and practices (ACARA, 2013). For example, in lesson 10, activity 11, students are given the opportunity to develop, practice and refine skills in calculating standard drinks. This development of numeracy is further developed within lesson 11, activity 13 where students work collaboratively to conduct an experiment to test the standard drink of a range of alcoholic beverages. This information is then interpreted and used to construct graphs. As a result of enhancing the development of numeracy students are able to interpret analyse health information using statistical data to identify patterns and relationships, and make conclusions regarding their own, and others’ health and wellbeing (ACARA, 2013).Personal and Social CapabilitiesPersonal and social capabilities is addressed in all learning areas, however, PDHPE offers the highest proportion of opportunities for students to develop self-awareness, self-management, social awareness and social management (ACARA, 2013). According to research, students who are provided with the opportunity to develop personal and social capabilities, become creative and confident individuals, who find it easier to manage their wellbeing, and communicate and interact with others to engage in teamwork (ACARA, 2013). Therefore, in light of research, throughout the redesigned unit, ‘Choices and Consequences’, students are provided with the opportunity to learn, practice, and enhance their personal and social capabilities to navigate changes and challenges in life. For example, in lesson 4, activity 14, students construct a set of interview questions to ask a well-known individual about how mental illness changed and challenged their lives, students go on to use this information, within their assessment task, to develop a ‘support’ bag for individuals suffering with a mental illness. As a result, students are able to learn, practice and refine their personal and social capabilities to support their own, and others’, management of wellbeing. In addition, through collaborative learning (Joliffe, 2007), students develop a range of interpersonal skills including communication, teamwork, leadership, and the appreciation of diverse perspectives. For example, in lesson 17, activity 4, students work collaboratively in groups to create a role play to portray the ways in which the word ‘no’ can be implied in different ways’ without using the word ‘no’. Furthermore, students are provided with the opportunity to explore their own, as well as others’, attitudes and values regarding health and wellbeing. For example, in lesson 8, activity 6, students are required to survey one another to collect information regarding each other’s attitudes and values concerning drug use. ConclusionIn light of research, it is important to assess and evaluate all program documentation to ensure that it aligns with current educational research (Marsh, Clarke & Pittaway, 2014). This report has evaluated the unit, “Toxic!” in terms of its appropriateness for a Gifted and Talented class at Parramatta High School. Using the UbD framework (Wiggins & McTighe, 2005), recommendations have been made in the categories of lesson sequencing, literacy and numeracy and ICT development, and personal and social capabilities (ACARA, 2013). It is recommended that this report be used as a catalyst for further program evaluation with the aim of improving the learning outcomes of all students.ReferencesArafeh, S. (2014). Curriculum mapping in higher education: a case study and proposed content scope and sequence mapping tool. Journal of Further and Higher Education, 40(5), 585-61Australian Curriculum, Assessment and Reporting Authority (ACARA). (2013). General Capabilities. Retrieved from of Studies, Teaching and Educational Standards. (2003). Personal development, health and physical education years 7–10: Syllabus. Sydney, Australia: AuthorCAST. (2018). The UdL guidelines. Retrieved from: about-udlMarsh, C., Clarke, M., & Pittaway S. (2014). Marsh’s becoming a teacher (6th ed.). Frenchs Forest, Australia: PearsonJoliffe, W. (2007). Cooperative learning in the classroom: Putting it into practice. London: Paul ChapmanWiggins, G., & McTighe, J. (2005). Understanding by Design, USA: ASCD PublicationsAppendix: Original Program DocumentationContextThe following program documentation has been provided by the Personal Development, Health, and Physical Education (PDHPE) faculty at Parramatta High School. The following program documentation has been designed for both mainstream and selective students. The program documentation offers an assessment task and a unit outline, which lacks detail. However, a scope and sequence and a concept map have not been included within the program documentation.Assessment Task:leftcenterleftcenterleftcenter0138430Unit Outline: ................
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