CONTEMPORARY TEACHER LEADERSHIP

BOU OVINGTON

17383497

WESTERN SYDNEY UNIVE RSITY

ASSIGNMENT 1

ABSTRACT:

The report’s central foci is upon the improvement of the Stage 4, year 8 PDHPE unit: “Adolescence

can be a risky business.” This unit was utilised pervasively for the year 8 cohort at Ashcroft High School in

South Western Sydney. The succeeding paper implores modifications for improved suitability. Teaching for

versatility, the unit recommendations intend to propose adjustments based on teaching a class with English

being an Additional Language or Dialect (EAL/D), Gifted and Talented (GAT), and students with diversified

learning needs. To facilitate effectual implementation, the unit has been critically reconstructed through the

application of the Understanding by Design (UbD) framework to ensure the suggested modifications are

relative to student success. In essence, the dominant areas for change and improvement are inclusive of, but

not limited to: improved sequencing of learning, Literacy and Numeracy development, and the

implementation of diversified pedagogical approaches such as inquiry-based learning and project-based

learning.
Bou Ovington, 17383497

2. TABLE OF CONTENTS

CONTENTS

Cover Page ...................................................................................................................................................... 1

2. Table of Contents ............................................................................................................................... 2
3. Executive Summary ............................................................................................................................. 3
Objective and context .................................................................................................................. 3
Goals ............................................................................................................................................. 5
Recommendations........................................................................................................................ 5
5. Part A – Comparative Table of Unit Alteration ................................................................................... 6
6. UbD Framework, Persuasive Writing ................................................................................................. 9
7A. Reconstructed Scope and Sequence .............................................................................................. 13
7B. Concept Map................................................................................................................................... 14
7C. Reconstructed Unit Outline ............................................................................................................ 15
7D. Reconstructed Assessment Task and Marking Criteria .................................................................. 21
Assessment ..................................................................................................................................... 21
Marking Criteria.............................................................................................................................. 26
8. References ........................................................................................................................................ 28
9. Appendices ........................................................................................................................................ 31
Original Documentation Pre-Reconstruction ............................................................................... 31
1a. Scope and Sequence ............................................................................................................. 31
1b. Unit Outline .......................................................................................................................... 32
2. Victorian Prevention Strategies ............................................................................................. 38
3. Proposal Scaffold .................................................................................................................... 39
4. First Aid Action Plan................................................................................................................ 40
Bou Ovington, 17383497

3. EXECUTIVE SUMMARY
OBJECTIVE AND CONTEXT

Located in South West Sydney. Ashcroft is a co-educational school with streamed classes. The school

population is immensely diverse with 60% having a language background that is other than English (LBOTE).

Additionally, 14% of student identify as either Aboriginal or Torres Strait Islander. The pervasive level of

socioeconomic status of the school is significantly low, with 73% of the school distribution falling in the bottom

quarter (figure 1.1). This school, located in Liverpool; has a relatively equal distribution of male and female

students, with 56% to 44% respectively (figure 1.2).

This unit was taught to the year 8 class with lower ability students. The class consisted primarily of

students with socioeconomic factors, and those from a LBOTE. Having taught the first 4 weeks of this unit, the

succeeding report will focus upon these lessons.

The unit outline and subsequent lesson plans were simplistic; and attempted to utilise computer

technology and textbooks. The intent reiterates 21 st century education, however, the assessment task negated

this incorporation. As a result, the evaluation and proposed modifications attempts to develop an opportunity

for gifted and talented (GAT) contexts, and be inclusive of, inquiry focussed learning; whereby project

based learning, problem solving and collaborative approaches.

Bou Ovington, 17383497

Figure 1.1: Socioeconomic status, Ashcroft High School

Figure 1.2: Student background, Ashcroft High School

Reference: Statistics and tables above are retrieved from the MySchool Website. Retrieved from:
https://myschool.edu.au/school/41838/profile/2017
Bou Ovington, 17383497

GOALS

 Prioritise the incorporation of literacy and numeracy within the unit

 Utilise ICT more effectively

 Integrate inquiry focussed learning; whereby project based learning, problem solving and

collaborative approaches are predominant

 Ensure differentiation within the classroom activities to make the content more applicable

to all students

 Increase the clarity of lesson sequencing and progression

 Encourage the demonstration of learning in variant ways to facilitate flexibility in knowledge

attainment and assessment

 Employ the Understanding by Design (UbD) and backwards mapping approach to adhere to

the unit intention and facilitate student progression in knowledge and skills to complete the

unit

RECOMMENDATIONS

 Create an inclusive and engaging classroom through the incorporation of pedagogical

approaches: inquiry-based learning, collaborative learning.

 Develop student’s understanding of threshold concepts by ensuring a sequential transition

that builds from previously learned material. Forcing students to apply a deeper

understanding and higher order thinking, as per Bloom’s Taxonomy.

 Differentiation. To enable students versatility in the completion of tasks.

 Supporting student knowledge transferability in areas of literacy and numeracy through the

application of problem-based learning and inquiry-based learning.

5. PART A – COMPARATIVE TABLE OF UNIT ALTERATION

Area of Strengths of the Concerns of the Suggested Changes Research support for the changes suggested.
consideration area of area of to counteract
consideration consideration concerns
The suggested Students become increasingly literate, in parallel to the process of developing skills,
Question and The activities have
changes to knowledge and dispositions to infer and utilise language effectively in learning and
Answer tasks are minimal emphasis
distributed upon literacy. As a incorporate communicative situations. Elements of literacy include: reading, listening, writing
literacy: and speaking – which can be subsequently extended into the creation of oral,
throughout the core component,
unit outline and literacy within the digital, print and visual texts, and the dynamic adaptability of language to
lesson plans that lesson outlines are  Short respond to an array of different circumstances (Australian Curriculum,
require students to poorly designed in responses Assessment and Reporting Authority [ACARA], 2017)
ascertain terms of exposing  Extended
information from a students to aspects responses The development of literacy enhances students’ overall writing, speaking and
text. of literacy with  Reading reading skills (James & Manson, 2015). Literacy development is particularly vital for
Literacy writing and  Writing students with LBOTE (ACARA, 2016). The immersion of tasks that involve the
speaking tasks not (Scripts, development of literacy skills and knowledge will subsequently pervade the entirety
evident. Question and of students with diversified learning needs.
Answer, etc)

Numeracy fundamentally pervades a student’s competence to learn diverse

The original unit The original unit Incorporate
outline consisted includes minimal activities with a concepts at school, and more broadly within interactions in society. As stated in the
Australian Curriculum:
of numeracy in opportunities for basis for numeracy:
vague format. In numeracy-related  Creating
essence, numeracy activities. Graphs “Numeracy encompasses the knowledge, skills, behaviours and dispositions that
was incorporated  Reading students need to use mathematics in a wide range of situations. It involves students
Numeracy Numeracy was recognising and understanding the role of mathematics in the world and having the
in videos where iterated in content Statistics
students were to  Statistical dispositions and capacities to use mathematical knowledge and skills
shown to students, purposefully (ACARA, 2017).”
read the statistics Analysis
not engaged with.
available.
The proficiencies within numeracy that are reinforced within the Australian
curriculum are problem solving, fluency, understanding and reasoning (Goos &
Stillman, 2017). The Australian Curriculum states students develop numeracy
through pervasive knowledge and skill utilisation across many subject areas.
Bou Ovington, 17383497

There is an absence Increased Critical and creative thinking is included within the Australian Curriculum as a means
of higher order opportunities for to develop the capabilities associated with the evaluation of knowledge, clarification
activities that extension and high- of ideas and concepts and logical reasoning to problems.
promote deep order learning
In terms of Gifted and Talented students, it is vital to consist of instructional skills
Critical and knowledge. activities: suitable for these students. High ability learners’ are dually associated with
Creative  Problem motivation and experience in achieving outcomes. When tasks emphasise advanced
Thinking solving Tasks thinking and creativity, intrinsic motivation and identified regulation proportionally
 Project Based enhanced learning (Garn & Jolly, 2014). Consequently, Bloom’s Taxonomy; and the
Learning use of higher-order verbs, such as evaluate, justify and compare, can be utilised
 Gifted and throughout the unit to increase relevance for GAT students.
Talented
o including
extension
tasks
 Assessment
Task: eight
panel
storyboard

Personal and social capability is students’ ability in internal and external

The unit outline Inclusion of tasks
understanding. The development of this ability transpires in effectual relationship
and succeeding that enhance the
and learning situations. The dual combination of these elements cause a range of
lesson plans, collaboration
focussed on between students: contextual progression. For example, the recognition and regulation of emotions,
understanding; and by extension, empathy, and the ability to make responsible
individual work,  Think – Pair –
decisions, and work collaboratively (ACARA, 2017).
with minimal Share
Personal and opportunities for  Group Scenario
Social group collaboration In essence, students ‘have a sense of self-worth, self-awareness and personal
Role Play
Capabilities on tasks. identity that enables them to manage their emotional, mental, spiritual and physical
wellbeing,’ [with a sense of hope and] ‘optimism about their lives and the future’. In
terms of societal construction, students ‘form and maintain healthy relationships’
[that prepares] ‘for their potential life roles as family, community and workforce
members’ (Melbourne Declaration on Educational Goals for Young Australians;
MCEETYA, 2008).
Bou Ovington, 17383497

The UbD The scope and Integral to outlining The UbD framework posits a process for planning, and structuring content based
framework is in sequence entails the development upon curriculum, assessment and instruction (McTighe and Wiggins, 2012). An
place and adhered minimal and progression of effectual teacher, by this postulation would implement the stages of the backward
to by all staff. information for students, the scope mapping process toward the desired outcomes. McTighe and Wiggins (2012)
both teachers and and sequence continue to suggest that the assessment, is categorically classed as the evidence in
students in terms necessitates which teachers utilise to measure the results of students in regards to their
of describing the satisfactory detail. intended learning outcomes.
Understanding progression and The UbD
by Design development of framework should
knowledge and be completed as Consequently, the adoption of UbD ensures a deep understanding and purposeful
(UbD) learning intention/s that result in clarity for the student and educator in confirming
skills throughout both, a pre-
the unit. Thus requisite and in that the outcomes have and will be met.
impacting, and conjunction with
creating a the scope and
susceptibility for sequence, and
students in concept map, when
successfully creating
completing the unit assessment, as it
with a thorough ought to gradually
understanding of transition into the
course content. affirmation of
knowledge and
skills learned
throughout the
unit.
6. RECOMMENDATIONS WITH PERSUASIVE, EVIDENCE-BASED REASONING AND
CONCLUSION

The original unit program had limited information. The outline, although extensive, failed to

reiterate the structure of student progression and a lack of clarity in learning sequences. An absence

of a concept map, and satisfactory scope and sequence – limits the development of student skills,

engagement in, and achievement of, threshold concepts and academic outcomes (Beetham & Sharpe,

2013; Watts & Hodgson, 2015). As such, an extensive restructure and reconstruction of the unit

outline was undertaken with a purposeful intention of including justified and relevant learning

opportunities to enhance effectual teaching practice.

Effectual teaching practice denotes the capability of an educator to critically analyse a

teaching program dynamically and reflectively throughout a teaching period. Holistically, a program

ought to include contemporary research to ensure best practice. In connotation with this, the faculty

in its entirety necessitates pervasive collaboration as a requisite in the provision of education to reach

intended academic outcomes (Fullan, 2014). Appropriate evaluation of the current problem included

considerations to the Understanding by Design (UbD) framework, and the Australian Curriculum,

general capabilities and cross-curriculum priority areas. The intent was to enhance the opportunities

of inclusivity, differentiation, project-based learning, inquiry-based learning, problem solving and

engagement, whilst simultaneously focusing on the curriculum and outcomes. Consequently, the

report has made significant modifications to the unit program for pervasive suitability to a wide range

of contexts and student diversification of learning needs.

In context, the school environment consists of low-socioeconomic status individuals, those

from language backgrounds other than English (LBOTE), and Aboriginal and Torres Strait Islander

students; whereby, increasing the necessitation of extensive teaching approaches and experiences.

There is variant level of student ability within each classroom; ranging from EAL/D to Gifted and

Talented (GAT). Whereby emphasising several pedagogical approaches to appropriately meet student
Bou Ovington, 17383497

needs and thus enhance pervasive inclusivity. Hattie (2013) states that in order to meet the academic

goals; unit programs – and their subsequent learning experiences, will need consistent reevaluation

to uphold the contemporary expectations of research and needs of students.

The current unit program required numerous modifications to enhance the learning

environment. The prevalence of the UbD framework at the onset of unit construction is important as

the planning process and structure is developed based upon the intentions required by the curriculum,

assessment and instruction (McTighe & Wiggins, 2012).

The proposed recommendations iterate an opportunity for students to improve their

developing knowledge. Reconstructing the concept map, assessment task and overarching scope and

sequence provides clarity for both teachers and students. Moreover, the original unit program had

minimal consideration of the UbD framework. The lack of emphasis on the deeper development of

concepts, an unclear concept map and a theoretical based assessment task on a practical application.

This oversight was detrimental; therefore, the recommended alterations were necessitated.

The universal shift in education has adopted the ideology of preparedness for future

professions. Contemporary learning exhibits the utilization of creativity, collaboration, critical thinking

and communication. For example, students participate in role playing for variant scenarios regarding

risk taking and management strategies. This consideration of varied strengths highlights practicability,

and opportunities for GaT extension, whereby a literacy element can be included with the

incorporation of a script. Application of such methods have universal benefits for mixed ability

classrooms. In contrast, there is a frequent perception that mixed ability classrooms are “problematic”

(Tomlinson, 2014). Students with lower intellectual ability are potentially intimidated by the content.

The converse being that GaT students feel restricted by the lack of complexity. The egalitarian

principles that are foundational to mixed ability classrooms propose an equitable perspective that

evidence-based research has largely supported. Thus, including numerous pedagogical approaches,
Bou Ovington, 17383497

and an awareness of diversification, the recommended changes attempt to pervade learning

preferences.

The reconstructed outline provides modifications in areas inclusive of, but not limited to:

problem solving and project-based learning, inquiry-based learning, literacy, numeracy and

assessment.

The unit outline, pre-reconstruction provided expository teaching instances. The

reconstructed program transitioned into allowing students opportunities to solve problems and create

projects based upon the content being learned as a method of reaffirmation. This reiteration

technique utilises critical thinking. This cognitive psychological conceptual framework facilitates

learning autonomy and enables student direction in the learning of content (Savery, 2015).

As an extension of problem solving and project-based learning - inquiry based learning was

dispersed throughout all lessons to formatively assess student knowledge of concepts. This

methodology is a constructivist approach that enables students to generate their own connotations

(Pedaste, Mäeots, Siiman, De Jong, Van Riesen, Kamp & Tsourlidaki, 2015). Abdi (2014) states that

inquiry guided learning confers a dynamic process in the acquisition of knowledge, and the eventual

habituation of independent thinking and learning.

Literacy was utilised in many tasks, as elements of reading, writing and speaking were

implemented throughout. The reconstructed program encompassed reading of tables and

government documentation, writing a proposal to the government in regards to the creation of a

preventative program of their choosing, and speaking in modes of presenting role play scenarios.

Being PDHPE, numeracy has a differing level of complexity in application. These tasks range

from a statistical analysis in lesson one, to the creation of a column graph in lesson two. These tasks

are sequences of learning, as the statistics, previously analysed are emblematically conveyed in visual
Bou Ovington, 17383497

form. The ability to visualise numeracy in multitude of ways adheres to the ACARA (2016) intentions

of mathematics being included from a variety of perspectives and contexts.

The presence of these elements creates a learning environment which epitomizes inclusivity.

This notion, with the foci being student centred, is preventative in misbehaviour as the sequencing of

learning activities is specifically targeted at individualising the learning experience through

differentiation (McDonald, 2010; Moore, 2015).

The assessment transitions the traditionalist question and answer mode, into one that

incorporates critical and creative thinking and basic level literacy skills. The first component is to create

a storyboard that highlights a student’s knowledge of a risk taking behaviour, and how to accordingly

prevent or manage it. In combination, the second part of the assessment is a student reflection that

details their knowledge of risk taking behaviours and the causal impacts it detrimentally has upon

wider personal and societal constructs.

To conclude, to facilitate the development and acquisition of student knowledge – educators

necessitate the ability to transition procedures of learning experiences to coincide with evidence-

based research, and the subsequent diverse learning needs of the school population.
7A. RECONSTRUCTED SCOPE AND SEQUENCE
Bou Ovington, 17383497

7B. CONCEPT MAP

7C. RECONSTRUCTED UNIT OUTLINE

Suggested Modification Key:

[L] = Literacy [IQ] = Inquiry-Based Questioning/Learning
[N] = Numeracy [C] = Collaborative Learning
[PBL] = Project Based Learning [PS] = Problem Solving Skills
[D] = Differentiation [SPr - #] = Sequencing and Progression, # linking of
ideas
XYZ = Removed from Program
[GaT] = Gifted and Talented [DM] = Demonstration/Modelling/Scaffolding
XYZ = New Addition [GD] = Guided Discovery
Unit Outline

Year: 8 Unit Title: Length:

PDHPE “Adolescence can be a risky business” 10 weeks

Strands: Unit Description:

Individual and Community Health Youth can make decisions that detrimentally
put themselves and others at risk

Outcomes:
4.3 Describes the qualities of positive
relationships and strategies to address the
abuse of power
4.6 Describes the nature of health and analyses
how health issues may impact on young people
4.7 Identifies the consequences of risk
behaviours and describes strategies to
minimise harm
Aim:
ensure young people are prepared and
protected in unsafe situations; and have the
ability to provide and/or seek help when
injuries occur
Contributing Outcomes:
4.11 Selects and uses communication skills and
strategies clearly and coherently in a range of new
and challenging situations
4.12 Assesses risk and social influences and reflects
on personal experience to make informed decisions
4.13 Demonstrates cooperation and support of
others in social, recreational and other group
contexts
4.15 Devises, applies and monitors plans to achieve
short-term and long-term goals

Skill Outcomes: Lesson Assessment Quality Teaching

Framework
 Communicate Formative Assessment:  QT Element
effectively  Think – pair – share  Literacy
 Make informed  Problem Solving  Numeracy
decisions  Questioning  ICT Skills
Interact positively with  Discussions  Aboriginal Education
others in groups and Summative Assessment:
teams  “Adolescence can be a risky
business” task

Key Competencies Information and Communication Technologies

Bou Ovington, 17383497

Collecting, analyzing and Data Entry/ Spreadsheet PowerPoint Presentation

organizing information Template Design Research/ Internet
Communicating ideas Word Processing Neo Office
and information Mail Merge Photo Booth
Planning Ethical Issues iTunes
Simulation Software Garage Band
Working with others and
Research/CD Rom Podcasts
in teams
Desktop Publishing iMovie
Work mathematically
Solving problems
Work with and learn
about a range of
technologies
Literacy Strategies
Brainstorm Word Wheels Note Taking
Matching Dictagloss Structured Overview
Scaffold/Text types Locating Information Mind Map
Sequencing Vocabulary Building Hot Seat
Pass the Paragraph Jigsaw Venn Diagram
Think-Pair-Share Cloze Passage Group Discussion

Numeracy Strategies
Measurement
Problem Solving
Data Analysis/Sort
Sequencing
Graph construction Coordinates/ Compass
Tables Bearings
Use of Percentages and Ratios Money and Budgeting
Statistics

Key Competencies Information and Communication Technologies

 Working with others in  Laptop  YouTube
teams  Microsoft One Note  Click View
 Canva

Outcome 4.7 A student identifies the consequences of risk behaviours and describes strategies to
minimise harm.

Teacher note: The content in this outcome should not be taught in isolation. It should be presented in
contexts meaningful to young people such as when exploring drug use, sexual health and road safety.

Students learn about: Students learn to:

• exploring risk • explore the concept of risk by
– positive and negative risk investigating
the following:
– settings or circumstances in which – what is a reasonable degree of
Risk taking occurs –risk?why do people take risks?
– factors influencing risk-taking – influence of gender on risk
– outcomes of risk behaviour behaviour
• debate the positive and negative
outcomes of engaging in risk
behaviours
Bou Ovington, 17383497

• strategies to minimise harm • describe strategies to minimise harm in

– acquiring knowledge each
of the following real life situations
– safe attitudes, eg concern for others, when:
– travelling alone at night
impunity, responsibility – at a party
– developing personal skills, eg conflict – feeling depressed
resolution, assertive behaviour, problem – experiencing unwanted sexual
solving, refusal skills –contact
being offered or using drugs
– safe and supportive environments, eg – in water environments
school, community, family and peer – exposed to the sun
support networks – as a pedestrian, passenger and
– recognising, assessing and responding to user wheeled
of devices
risk situations
• explain how potential for harm can
be increased as the result of an
interaction of factors, eg peers,
alcohol use and road safety
• recognise potentially unsafe
situations and respond by
demonstrating personal skills:
– to counteract the influence of
others
• personal safety • identify strategies and develop plans to
– to influence others to
– going out keep
themselves safe when going out
modify their behaviour
– strategies to keep safe
• demonstrate management of basic first
– emergency assessment aid
situations including:
– DRABCD
– an unconscious person
– basic first aid procedures
– bleeding and shock
– seeking further assistance
– asthma
– burns, bites and stings
– allergies and anaphylactic
reactions
– poisonings and overdose
• evaluate when it is
appropriate to seek
assistance from others

Lesson Plans

Lesson 1: QTF Focus Areas

[IQ]
 “With numerous drownings occurring on a yearly basis, what do you Intellectual Quality
see as the biggest contributor to these deaths?” Deep knowledge
Deep understanding
[SPr – 1]

 Read the newspaper article “Australia’s worst place for drownings”

 Answer the questions
o One Note

Discussion [IQ], [GD]

 Why is drowning more prevalent in these areas?
 Do drowning rates differ between cultures? Why?
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o “Indigenous people are at a 44% higher risk of drowning Aboriginal

than non-Indigenous people.” Education

 Students read through water safety scenarios

 Answer the questions.
o One Note
Discussion and Brainstorm [IQ], [SPr – 3]
 “How would you approach this situation?”
Quality Learning
Environment
 Activity: Education Poster [SPr – 1] Engagement
o Students, in groups, are to create a poster or ad campaign
Significance
that attempts to minimise the current prevalence of
Connectedness
drowning. Knowledge
Must Include: Integration
 Slogan
 Relevant statistics [N]
 Associated Risks
 How to be safer around water

Lesson 2:
[GaT], [N]
 Students are to research drowning deaths on the royal life-saving
website. Students are to then compare (Blooms Taxonomy) the past
five years and analyse what areas have been improving and
declining.
https://www.royallifesaving.com.au/facts-and-figures
 Students will continue by creating a column graph [N] highlighting
the trends in drowning related deaths over the last five years.

 Students complete the table on identifying strategies to minimize

harm.

 Students watch video clips on reducing the risk of drownings and

answer questions.
o YouTube Intellectual Quality
Deep knowledge
[PBL], [SPr – 2], [L], [PS] Problematic
 Students are to look at the table (appendix 2) and choose a Knowledge
prevention strategy that has been included by Life Saving Victoria.
Students will then develop a proposal to be provided to the
government.
The proposal must include:
o Formal language throughout
o A justification of your prevention strategy
 Proposal Task Scaffold [DM]: appendix 3

[IQ], [GAT] Extension:

“Why do different age groups necessitate different prevention strategies?”

Lesson 3:
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[IQ], [SPr – 3]
“What is First Aid?”

Students:
1. Observe, listen to your teacher as they demonstrate the DRSABCD
Action Plan. [DM}
2. In your book, complete the DRSABCD Action Plan for each scenario on
your worksheet
Think – Pair – Share
3. Watch all three videos on CPR and consider what aspects of DRSABCD
was carried out properly and what errors were made. – Think
4. Discuss your thoughts with your partner. [C] – Pair
5. Extend this discussion with another pair. [C] – Share

Lesson 4:
Students answer the ‘First Aid Review’ Questions.

Intellectual Quality
[PS], [SPr – 3] Problematic
Students complete a number of first aid scenarios using DRSABCD Action Knowledge
Plan (appendix 4).
o Unconscious person
 Teacher Demonstration [DM]
 [IQ] Question/s regarding the sequence of steps, i.e.:
“We have established there are no dangers present, what
do we need to do next?”
In groups of 3: [C]
Students are to create their own scenario that would require first aid. Significance
For example: Narrative
o Bleeding and shock
o Asthma

[GaT] Extension: [L]

 Create a script of the scenario that your group members will follow
and include (verbally) the DRSABCD action plan.

Lesson 5:
Students complete CPR Assessment (Essay).

[L], [IQ], [C], [PS]

Debate Critical and Creative
Students will be divided into two groups: For and Against. Thinking

Statement:
“Is it okay to participate in risk taking behaviour such as drinking alcohol
under the legal age is okay on special occasions with supervision?”

Both teams will be allowed up to 15 minutes of research and preparation

time. Then 5 minutes following each round to investigate and create a
response/”rebuttal” to the opposition arguments
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[D] [C] Metalanguage

Students can be allocated roles based upon their level:
 Scribe
Writing of information and putting together of the speech for the
speaker/s
 Researcher
Person who searches for evidence to support their teams arguments
 Team Manager
Leader, who facilitates all members of the teams to ensure cohesion
and focus on the task. Also decides the roles of other students
 Speaker (1, 2, 3)
Presents the arguments to the crowd and opposing teams

Assessment: Handed out in lesson 5. Three lessons will be used in class to

assist with the task, due in week 8.

Student’s will complete the “Adolescence is a Risky Business “ Assessment

Task.
Description:
Critical and Creative
 Part A: Create an eight panel storyboard that targets a risk taking
Thinking
behaviour of their choosing.
o Road Safety
o Drug Use
o Unsafe Behaviours (Environment: e.g. Not swimming
between the flags)
o Thrill Seeking Behaviours (e.g.: Parkour)

 Part B: Reflective Essay (500 words) [L]

o Scenario Question:
“Billy has become gradually withdrawn from school, and often
misses class and chooses to stay home. He has recently been
spending time with older students. These students are well
known for engaging in risk taking behaviours such as drinking,
smoking and drug use.”

Question:
Identify and describe the impacts of these risk taking behaviours, and
explain the consequences of these risk taking behaviours.
Bou Ovington, 17383497

7D. RECONSTRUCTED ASSESSMENT TASK AND MARKING CRITERIA

ASSESSMENT

Assessment Task for Stage 4: Year 8

Subject: PD/H/PE

Topic: “Adolescence can be a Risky Business” – Health Promotion Task

Due Date: Thursday, Period 3, Week 8

Name: ______________________________

Year: ______________________________

Submission Details:

 Cover sheet must be included

 Penalty for late submission
Bou Ovington, 17383497

Part A:

You are to create an eight panel storyboard that targets a risk taking behaviour
and identify a range of consequences associated with your risk scenario.
Behaviours include:

 Road Safety
 Drug Use
 Unsafe Behaviours (Environment: e.g. Not swimming between the flags)
 Thrill Seeking Behaviours (e.g.: Parkour)

Include annotations for all panels. Annotations provide clear description of

what is occurring in the narrative.
Include descriptive captions, thought clouds and speech bubbles. Speech
bubbles, thought clouds and descriptive captions are utilised to send a
message (e.g. discussions and thoughts), outline what is happening and set the
scene in the risk scenario.
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Note:

A storyboard is essentially a comic book. The sequence of images and text

depicts significant action of the characters involved in a particular situation. To
create your own, you can use ICT (see list of applications below), or draw them
yourself (panel provided).
 Comic life - http://comiclife.com/
 Storyboard that
 PowerPoint
 Comic Maker
 Zoodle Comics
 Comic and Meme Creator Pro

Draft Scaffold
Map out your ideas: Image to accompany Notes (annotations, speech,
description, though clouds)
Image: 1 Notes: Image: 2 Notes:

Image: 3 Notes: Image: 4 Notes:

Image:5 Notes: Image: 6 Notes:

Image: 7 Notes: Image: 8 Notes:

Bou Ovington, 17383497

Part B: Reflective Essay (500 words)

Task:

You are presented with a scenario. Your task is to complete the related
reflective essay and discuss how you would respond to a particular situation
regarding risk-taking behaviour.

Scenario:
“Billy has become gradually withdrawn from school, and often misses
class and chooses to stay home. He has recently been spending time
with older students. These students are well known for engaging in
risk taking behaviours such as drinking, smoking and drug use.”

Identify and describe the impacts of these risk taking behaviours, and explain
the consequences.
Bou Ovington, 17383497
MARKING CRITERIA

Part A: Storyboard

Task has demonstrated:

Criteria D C B A
Storyboard identifies a risk Storyboard identifies and Storyboard identifies, describes Storyboard creatively identifies,
Identification, taking behaviour. describes a risk taking behaviour. and evaluates or analyses a risk describes, evaluates and
description, taking behaviour analyses a risk taking
analysis and behaviour.
evaluation of
risk taking
behaviour

Illustrates a risk taking Images show consequences of Panels shows and demonstrates Illustrations accurately depict
Illustrations behaviour. risk taking behaviour. risk taking behaviour and risk taking behaviour and
accompany Some use of annotation, speech consequences. Sound use of consequences. Extremely
information and thought clouds are annotation, speech bubbles and descriptive use of annotations,
about risk throughout. thought clouds. speech bubbles and thought
taking clouds.

Identifies one consequence of Panels are able to recognise risk Storyboard recognises risk taking Storyboard critically portrays
Storyboard the risk taking behaviour. taking behaviour and elude to the behaviour and evaluates or clear identification and
conveys consequences of participating in analyses the consequences of description of risk taking
consequences these activities. participation of risk taking behaviour. Includes a well-
of risk taking behaviour developed evaluation and
effectively analysis of the consequences of
participation in risk taking
behaviour
Bou Ovington, 17383497
Part B: Reflection (500 words)
D C
Identifies in general terms the risk
taking behaviours from the
scenario.
Minimal description in relation to
consequences.
Writing has minimal cohesion and
sequencing of ideas.
Task has demonstrated:
Identification and description of the
risk taking behaviours is present in
reflective writing piece. Evaluation is
attempted.
Consequences of actions are
identified.
Writing denotes similarity to PEEL
(Point, Evidence, Example, Link)
structure, with evidence of
sequencing and cohesion of ideas.
B A
Sound identification and description of
risk taking behaviours is recognised
and discussed. Evaluation is present,
with support.
Consequences of these actions are
correct.
Writing is in the PEEL (Point, Evidence,
Example, Link) structure, with
organised sequencing and cohesion of
ideas.
Excellent identification and
description of risk taking
behaviours is recognised and
discussed. Evaluation is present,
with supporting evidence and
justification.
Consequences are accurately
identified and described.
Writing utilises the PEEL structure
(Point, Evidence, Example, Link) to
great effect, as ideas are well
organised with justification,
sequencing and cohesion of ideas.
8. REFERENCES

References

Abdi, A. (2014). The Effect of Inquiry-Based Learning Method on Students' Academic Achievement in

Science Course. Universal journal of educational Research, 2(1), 37-41.

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2017) FOUNDATION TO YEAR

10 CURRICULUM: LANGUAGE FOR INTERACTION (ACELA1428). Retrieved

from http://www.australiancurriculum.edu.au/english/curriculum/f10?layout=1#cdcode=A

CELA1428&level=F

Beetham, H., & Sharpe, R. (Eds.). (2013). Rethinking pedagogy for a digital age: Designing for 21st

century learning. routledge.

Cajkler, W., Wood, P., Norton, J., & Pedder, D. (2014). Lesson study as a vehicle for collaborative

teacher learning in a secondary school. Professional development in education, 40(4), 511

529.

DeWitt, D., Siraj, S., & Alias, N. (2014). Collaborative mLearning: A module for learning secondary

school science. Journal of Educational Technology & Society, 17(1).

Fullan, M. (2014). Ontario has turned around its student achievement and offers NSW useful lessons.

Sydney Morning Herald. Nov. 4.

Garn, A. C., & Jolly, J. L. (2014). High ability students’ voice on learning motivation. Journal of

Advanced Academics, 25(1), 7-24.

Goos, M., Vale, C., & Stillman, G. (2017). Teaching secondary school mathematics: Research and
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practice for the 21st century. Allen & Unwin.

Hargreaves, A., & Fullan, M. (2013). The power of professional capital. The Learning Professional,

34(3), 36.

Hattie, J. (2013). Understanding learning: lessons for learning, teaching and research.

Review of Educational Research, 66(2), 99–136.

McDonald, T. (2010). Developing safe and accountable classrooms. In Classroom management:

Engaging students in learning (pp. 144-180). South Melbourne, Australia: Oxford University

Press.

McTighe, J., & Wiggins, G. (2012). Understanding by Design professional development workbook.

Alexandria, VA: ASCD.

Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A., Kamp, E. T., ... & Tsourlidaki, E.

(2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational

research review, 14, 47-61.

Savery, J. R. (2015). Overview of problem-based learning: Definitions and distinctions. Essential

readings in problem-based learning: Exploring and extending the legacy of Howard S.

Barrows, 9, 5-15.

Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E. S. (2014). Student engagement in

high school classrooms from the perspective of flow theory. In Applications of flow in human

development and education (pp. 475-494). Springer, Dordrecht.

Bou Ovington, 17383497

Watts, L., & Hodgson, D. (2015). Whole curriculum mapping of assessment: Cartographies of

assessment and learning. Social Work Education, 34(6), 682-699.

Bou Ovington, 17383497

9. APPENDICES

ORIGINAL DOCUMENTATION PRE-RECONSTRCUTION

1A. SCOPE AND SEQUENCE

1B. UNIT OUTLINE

Year 8 PDHPE Unit Title: Adolescence can be a risky business Length: 10 Weeks
Strands: Individual and community health

Unit Description: Young people can make decisions that put their health and the health of others at risk. This unit looks at what steps young people can take to ensure they
are protected in unsafe situations and what help they can offer when injuries do occur.

Major Outcomes

4.3 describes the qualities of positive relationships and strategies to address the abuse of power

4.6 describes the nature of health and analyses how health issues may impact on young people

4.7 identifies the consequences of risk behaviours and describes strategies to minimise harm

Contributing Outcomes

4.11 selects and uses communication skills and strategies clearly and coherently in a range of new and challenging situations

4.12 assesses risk and social influences and reflects on personal experience to make informed decisions

4.13 demonstrates cooperation and support of others in social, recreational and other group contexts

4.15 devises, applies and monitors plans to achieve short-term and long-term goals
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Key Competencies Information and Communication Technologies

Collecting, analyzing and organizing information Data Entry/ Spreadsheet Research/ Internet

Template Design Neo Office

Communicating ideas and information Word Processing Photo Booth

Planning Mail Merge I Tunes

Working with others and in teams Ethical Issues Garage Band

Work mathematically Simulation Software Pod Casts

Solving problems Research/CD Rom I Movie

Work with and learn about a range of technologies Desktop Publishing

PowerPoint Presentation

Literacy Strategies

Brainstorm Word Wheels Note Taking

Matching Dictagloss Structured Overview

Scaffold/Text types Locating Information Mind Map

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Sequencing Vocabulary Building Hot Seat

Think-Pair-Share Jigsaw Venn Diagram

Pass the Paragraph Cloze Passage Group Discussion

Numeracy Strategies

Measurement Tables Statistical Analysis

Problem Solving Use of Percentages and Ratios Sequencing

Data Analysis/Sort Coordinates/ Compass Bearings

Graph construction Money and Budgeting

Resources Key

Microsoft One Note Modified [M] English as a second

language [ESL]
Canvas Core [C]
Practical Application
YouTube Extension [E] [PA]

Click View Literacy [L] Critical Inquiry [CI]

Bou Ovington, 17383497

Microsoft 365 Suit Numeracy [N] Multicultural [MC]

Information and Aboriginal [A]

Communication
Technology [ICT]

Outcome 4.7 A student identifies the consequences of risk behaviours and describes strategies to minimise harm.

Teacher note: The content in this outcome should not be taught in isolation. It should be presented in contexts meaningful to young people such
as when exploring drug use, sexual health and road safety.
Students learn about: Students learn to:
• exploring risk • explore the concept of risk by investigating
– positive and negative risk the following:
– settings or circumstances in which – what is a reasonable degree of risk?
risktaking occurs – why do people take risks?
– factors influencing risk-taking – influence of gender on risk behaviour
– outcomes of risk behaviour
• debate the positive and negative outcomes
of engaging in risk behaviours
• strategies to minimise harm • describe strategies to minimise harm in each
– acquiring knowledge of the following real life situations when:
– safe attitudes, eg concern for others, – travelling alone at night
impunity, responsibility – at a party
– developing personal skills, eg conflict – feeling depressed
resolution, assertive behaviour, problem – experiencing unwanted sexual contact
solving, refusal skills – being offered or using drugs
Bou Ovington, 17383497

– safe and supportive environments, eg – in water environments

school, community, family and peer – exposed to the sun
support networks – as a pedestrian, passenger and user of
– recognising, assessing and responding to wheeled devices
risk situations
• explain how potential for harm can be
increased as the result of an interaction of
factors, eg peers, alcohol use and road
safety
• recognise potentially unsafe situations
and respond by demonstrating personal
skills:
• personal safety • identify strategies the
– to counteract andinfluence
develop plans to keep
of others
– going out themselves safe when going out
– to influence others to modify
– strategies to keep safe • demonstrate management of basic first aid
– emergency assessment their behaviour
– DRABCD situations including:
– basic first aid procedures – an unconscious person
– seeking further assistance – bleeding and shock
– asthma
– burns, bites and stings
– allergies and anaphylactic reactions
– poisonings and overdose
• evaluate when it is appropriate to
seek assistance from others
 Teaching/Learning Experiences & Assessment Strategies:

Lesson 1

Read the newspaper article ‘Australia’s worst place for drownings’ and answer the questions.
Students read through water safety scenarios and answer questions.

Lesson 2

Students complete the table on identifying strategies to minimise harm.

Students watch video clips on reducing the risk of drownings and answer questions.

Lesson 3

Students:

1. Observe, listen to your teacher as they demonstrate the DRSABCD Action Plan.
2. Complete the DRSABCD Action Plan worksheet.
3. Watch all three videos on CPR and discuss your thoughts with your partner.
4. Complete the DRSABCD Challenge.

Lesson 4

Students answer the ‘First Aid Review’ Questions.

Students complete a number of first aid scenarios using DRSABCD Action Plan

Lesson 5

a. Students complete CPR Assessment (Essay).

Bou Ovington, 17383497

APPENDIX 2
Bou Ovington, 17383497

APPENDIX 3

Proposal Task Scaffold

Section 1: Introduction:

“To whom it may concern,

My name is _______ and I am a representative of _______. _______ is an organisation

dedicated to ________. Our aim is to prevent drowning deaths in the ages between ____
and _____.

Section 2: Executive Summary

Provide details of your organisations intentions, program or project. Ensure you include all
relevant information:

o Time frames
o Estimated budget
o Resources needed

Section 3: History and/or Statistics

Why is your program necessary? Include relevant information such as:

o History
o Statistics

Section 4: Problem Solving

How does your prevention strategy solve the issues? i.e.: What evidence do you have that
your proposal will work to minimise or prevent drownings? How will it be better than other
strategies in the past?

Section 5: Solution

What is your solution? Identify, Describe and evaluate how your preventative strategy will
impact your chosen age population.

Conclusion:
“Regards,

____________ (Name)

____________ (Organisation)”
Bou Ovington, 17383497

APPENDIX 4

First Aid Action Plan

In groups of four (4) role play one of the following using the DRSABCD protocol:

 Unconscious person
 Broken spine
 Trouble breathing and complaints of a sore chest