CONTEMPARY

TEACHER
LEADERSHIP
102098 Assignment 1- Report

Evaluation and reconstruction of the year 7 (Stage 4)

PDHPE unit- Drugs, Reality and Risks
Prepared for: Cecil Hills High School
Prepared by: Rachel Heaslip
Student Number: 17433583

1
Table of Contents
EXECUTIVE SUMMARY ..................................................................................... 3
OBJECTIVE AND CONTEXT.................................................................................. 3
GOALS.......................................................................................................... 4
RECOMMENDATIONS ....................................................................................... 4
BACKGROUND INFORMATION............................................................................ 4
COMPARATIVE TABLE ...................................................................................... 5
RECONSTRUCTED UNIT .................................................................................... 7
SCOPE AND SEQUENCE ..................................................................................... 7
CONCEPT MAP ............................................................................................... 8
ASSESSMENT TASK AND MARKING CRITERIA .......................................................... 9
REDESIGNED UNIT OUTLINE ............................................................................ 11
RECOMMENDATIONS..................................................................................... 16
REFERENCES ................................................................................................ 19
APPENDICES ................................................................................................ 21
ASSESSMENT TASK AND MARKING CRITERIA ........................................................ 21
UNIT OUTLINE ............................................................................................. 24

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Executive Summary

Objective and Context

This report has been designed for the PDHPE faculty at Cecil Hills High School, located in
Sydney’s south-west. Cecil Hills High School is a co-educational school for students in years
7-12. In 2017 the school had 1321 enrolments, with a relatively even gender split, 51% male
to 49% female students (Figure 1). Years 7-10 are made up of six classes each, with two of
those classes containing the 50 top ranked students in the year for a range of areas,
including academics, sport, leadership and more. The other four classes contain a mixture of
the remaining students at random. The population of the school is highly diverse, with 82%
of students having a language background other than English. Along with this, the
socioeconomic status of the school is considered average, with 49% of parents in the middle
quarters of earners, and 43% in the bottom quarter.

Originally, this unit, Drugs, Reality and Risks was taught in a year 7 PDHPE classroom at Cecil
Hills High School. The class consisted of 26 students from varying backgrounds and abilities,
and included some students who were impacted by socioeconomic factors.

Figure 1: Statistics and graphs retrieved from the My School Website. Retrieved from:
https://www.myschool.edu.au/school/41578

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Goals

- Improve the integration of ICT throughout the unit as a support to learning.

- Develop a range of differentiation resources to improve the unit and to cater to the
diverse needs of students in the classroom.
- Address the literacy and numeracy capabilities in the unit and develop resources
that meet the requirements of the syllabus outcomes.
- Reflect on assessment throughout the unit and make effective adjustments.
- Adjust examples used throughout the unit to make them more relatable to students.
- Encourage and provide students with opportunities to learn through a number of
different means.

Recommendations

The following recommendations for this unit are for a mainstream classroom including
students of all abilities and learning types, free from rankings. This classroom should include
a mixture of gifted and talented students, students with learning difficulties, students who
speak a language other than English, and students impacted by socioeconomic factors. The
unit should be inclusive of all students and learning types, and provide each individual
student with the chance to succeed. The recommendations included in this report have a
strong focus on ICT concerns, differentiation, including tasks that have a numeracy and
literacy focus, and including options within assessment to cater to all students equally.

- Improve and modify tasks that include the use of ICT to ensure all students have
access to the tasks, and include clear instruction with these tasks to maintain student
engagement.
- Create new resources to be prepared for differentiation in the classroom, to provide
students with the equal chance to learn.
- Outline the tasks with a focus on improving literacy and numeracy skills., and ensure
these tasks have clear instructions and are of relevance to both the students and the
learning.
- Provide options within both formative and summative assessment to provide each
student with the chance to demonstrate their learning through a method or topic
they are comfortable with.

Background Information

The unit outline provided was created by the PDHPE faculty at Cecil Hills High School. It was
developed for year 7 and focuses on introducing students to Stand 3 of the PDHPE syllabus:
Individual and Community Health. The unit outlines different drugs, how to classify them,
the effects they can have, the prevalence and statistics of drug use, and looks the effects of
smoking by analysing the National Tobacco Campaign. The unit was created to be taught

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 over a six-week period, and includes many strategies to introduce students to new content.
The outline did not contain a scope and sequence, so it was hard to see the big picture of
where this unit fit into the teaching year. The unit outline does not include a concept map,
but does include an assessment task and marking criteria. During my practical experience, I
was given this unit outline and a resources booklet, but I only taught the first three lessons
(weeks) of the unit. I did not see the assessment task or marking criteria, and only used a
couple of the resources from the outline. There are several things in the outline that need
improving, to meet syllabus requirements and improve the chance for learning.

Comparative Table

Area of Concerns of the area of Suggested Changes to Research support for

consideration consideration counteract concerns the changes suggested.

- Very few tasks that - Develop learning activities “Literacy and numeracy
encourage literacy and that encourage students knowledge and skills are
Literacy and numeracy capabilities- to use and think about essential foundations
Numeracy- existing unit includes literacy and numeracy for learning, educational
Needs to be a one activity about - Unit outline to include attainment, personal
greater focus on looking at statistics and literacy tasks such as enrichment, social
incorporating learning activities that writing tasks, interaction and future
these general encourage aspects of comprehension tasks, employment. Literate
capabilities into literacy, but not in a engage in discussions to and numerate students
learning activities strong way develop speaking and an better understand and
as they are syllabus argumentative approach negotiate their world
outcomes - Unit outline to introduce and are able to actively
students to numeracy participate in all aspects
based tasks including how of society” (NESA,
to properly read statistics 2018).
and interpret the data
accurately and use it
accordingly
- Few learning activities - Incorporate ICT based - ICT can be used to
involve the use of ICT learning into lessons on a promote
ICT- Needs to be a - ICT has become a part regularly basis. differentiation in
greater focus on of everyone’s daily - Provide students with the classroom and
incorporating ICT lives, the unit should activities that allow them to support students
based learning in include ICT based tasks demonstrate their of all learning
the classroom as it as it is a syllabus competence with using ICT types and abilities
is a syllabus requirement. programs (Miles, 2015)
requirement - There are no - ICT based learning is easy - Teaching needs to
differentiation activities for students to engage with include mixed
in the original unit and relate to. methods to
outline. - Unit outline to include ICT successfully
- The ICT task included is based activities as a means differentiate
teacher-centred. of meeting differentiation. learning and cater
ICT tasks can be easily to the needs of
modified to the required individual students
level of learning. across their range
- Unit outline will implement of abilities (AITSL,
activities and resources 2018).
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 including Kahoot, Plickers,
internet research, mind
mapping, statistics analysis,
videos and presentation
development.
- ICT tasks are student
centred, which will be
included to mix up the
dynamic of the classroom.
- Assessment task does - Teacher to provide - Applying the UDL
Critical and not provide students students with choice of framework to
Creative Thinking with choice- the topic research topic- providing students can
of the campaign has students with choice ‘differentiate by
just been passed on encourages them to take choice’ to improve
from future years and is ownership of their work and optimise
only one small part of and increase engagement. teaching and
the syllabus. - Unit outline to incorporate learning
several flexible individual (Lieberman, 2017)
research tasks, and - Research tasks
presentation tasks to with student
encourage critical thinking choice to optimise
and creativity. learning and
- UDL to act as a basis of engagement and
differentiation activities. provide
differentiation
(Lieberman, 2017)
- All the activities are - Activities should be - Benefits of group
Personal and Social teacher centred. modified to include a work include
Capabilities - Most of the activities mixture of teacher centred, providing both the
included in the learning student centred and teacher and the
guide are individually student-teacher student with a
driven tasks collaboration. unique way of
- Unit outline will include learning and
tasks that are collaborative students are more
based and require encouraged and
discussion inclined to work if
- Classroom setting will their peers are
reflect collaborative tasks (Loes, &
- Individual tasks are also Pascarella, 2017)
included, but there is an - Student centred
increased number of group tasks are linked to
research and presentation higher levels of
tasks, to encourage social engagement
skills, and working throughout the
collaboratively. task (Marca &
Longo, 2017)

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 - Assessment task - Backward mapping- start - Applying the UDL
Understanding by - Many of the resources with developing the framework to
Design included were outdated summative assessment students can
and of little relevance task and then work ‘differentiate by
to students. backwards to design the choice’ to improve
- There was no mention learning activities in the and optimise
of formative unit to ensure the correct teaching and
assessment in the skills and knowledge are learning (Lieberman,
original unit outline. being taught for students 2017)
to successfully complete - Focusing on
the assessment task. assessing and
- Inclusion of formative teaching strategies
assessment as a means of to improve
developing and reflecting classroom
for both the teacher and performance and
students- including peer learning transfer
assessment, self- (Wiggins & McTighe,
assessment and teacher 2011)
observations.

Reconstructed Unit

Scope and Sequence

Week Week Week 3 Week 4 Week 5 Week 6 Week 7 Week Week Week 10
1 2 8 9
Term 1 Theory Unit: A sense of self and relationships
Outcomes: 4.1 4.2 4.3
Assessment: Sense of self collage- 15%
Practical Unit: Invasion games- Touch football Practical: Gymnastics
Outcomes: 4.4 4.5 Outcomes: 4.4 4.5

Term 2 Theory Unit: Managing Change- What’s happening to me?

Outcomes: 4.1 4.2
Assessment: Half yearly exam- 15%
Practical Unit: Athletics- Track and field Practical: Dance
Outcomes: 4.4 4.5 4.10 Outcomes: 4.4 4.5
Assessment: Group performance- 10%
Term 3 Theory Unit: Drugs, Risk and Reality
Outcomes: 4.3 4.6 4.7
Assessment: Anti-drug campaign- 25%
Practical Unit: Net/ court games- netball Practical: Target Games
Outcomes: 4.4 4.5 Outcomes: 4.4 4.5

Term 4 Theory Unit: Safety in the sun

Outcomes: 4.7 4.9 4.10
Assessment: yearly exam- 30%
Practical Unit: Invasion games- soccer Practical: Strike/ field games- cricket
Outcomes: 4.4 4.5 Outcomes: 4.4 4.5
Assessment: Skills performance- 5%
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Concept Map

8
Assessment Task and Marking Criteria

Cecil Hills High School

Personal Development, Health and Physical Education
Assessment Task for Stage 4- Year 7
Task: Anti-Drug Use Campaign Topic: Drugs, Reality and Risk
Due Date: Weighting: 25%
Task number: 2/4 Total Mark: /25
Description of the task
You have been appointed to design a new anti-drug use campaign, delivering a positive message to
young people. You must design and present the campaign as well as provide a 1 page fact sheet
answering the following questions.

1. Identify your chosen drug for the campaign.

2. Explain why you have chosen this drug.
3. Classify this drug.
4. Outline the message of the campaign.
5. Identify your target audience. (males, females, teenagers, etc.)
6. Justify why you have targeted this audience.
7. Outline the methods used to target this audience.
8. Reference list (any websites, books, articles etc. you use to get information)

Your campaign must be developed using one of the following methods:

- Poem or nursery rhyme (must be at least 15 lines in length)
- Song lyrics (change the lyrics of a current song- must be at least two verses and two choruses
in length)
- Picture book (suitable for primary school students Years 1-3, at least 8-10 pages in length)
- Video advertisement (two minutes in length)
Outcomes to be assessed
4.6 A student 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.
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.
4.16 Clarifies the source and nature of problems and draws on personal skills and support networks to
resolve them.

Submission Instructions
 Submit the task by handing it in to your teacher, during the allocated lesson on the due date
 Sign a class list when handing in to confirm your submission
 This cover sheet must be attached to the task

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Part 1- Campaign /10
Marks Criteria
Outstanding  Campaign is original
8-9-10  Message is clear and effective
 Uses strategies that are relevant to the target audience
 Provides strong reasoning as to why the target market is
appropriate and has been chosen
 Uses appropriate terminology
Sound  Campaign contains some original ideas
4-5-6-7  Message is included and positive
 Uses some strategies to appeal to the audience
 Briefly explains why the target audience was chosen
 Uses appropriate terminology
Basic  Campaign uses simple/ copied ideas
1-2-3  Message is not included/ is not appropriate
 Terminology is used incorrectly/ inappropriately
 Makes minimal or no reference to the target audience
Part 2- Fact Sheet /10
Marks Criteria
Outstanding  Facts are explained well with references
8-9-10  Uses appropriate terminology
 Includes reasoning for choosing the selected topic
 Facts are linked to and included in the campaign
Sound  Facts are included with minimal references
4-5-6-7  Appropriate terminology is included
 Briefly explains why the topic was chosen
 Links to campaign are minimal
Basic  Facts are brief and do not include references
1-2-3  Terminology is not used appropriately
 Does not include explanation about choosing the topic
 Does not link facts to the campaign
Part 3- Presentation /5
Marks Criteria
Outstanding  Delivery method is appropriate
3-4-5  Campaign is an acceptable length
 Campaign is well presented
 Campaign uses a variety of strategies to appeal to the target
audience
Basic  Delivery method needs work
1-2  Length is not acceptable
 Campaign is lacking in presentation
 Campaign is not acceptable for the target audience
Comments:

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Redesigned Unit Outline

Outcomes

Values and Attitudes Outcomes

Students Will:
• value health-enhancing behaviours that contribute to active, enjoyable and fulfilling lifestyles
• develop a willingness to participate in creating and promoting healthy and supportive communities and environments

Knowledge and Understanding Outcomes

Strand Outcomes Content
Learn about: Learn to:
Strand 3: 4.6 A student • describe the short-term and long-term effects of:
• drug use
Individual describes the - misuse of prescribed and non-prescribed medications
- the classification of drugs, eg. stimulants,
and nature of health - tobacco
depressants, hallucinogens
community and analyses how - alcohol
- reasons people use and do not use drugs
health health issues may - cannabis
- influences on drug use
impact on young • analyse influences and reasons why people choose to
- short-term and long-term effects of drugs on
people use or not use drugs
health and wellbeing
• explore the relationship between the person, the drug and
- prevalence and patterns of adolescent drug use
the environment in determining the impact of drug use
- legal and economic consequences
- effects of other people’s drug use
• explore the concept of risk by investigating the following:
4.7 A student • exploring risk
identifies the - what is a reasonable degree of risk?
- positive and negative risk
consequences of - why do people take risks?
- settings or circumstances in which risk-taking
risk behaviours - influence of gender on risk behaviour
occurs
and describes • debate the positive and negative outcomes of engaging in
- factors influencing risk-taking
strategies to risk behaviours
- outcomes of risk behaviour
minimise harm.

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Overview of learning

Duration: Knowledge & Understanding Content Teaching and Learning Strategies Assessment Resources
FOR Learning

describe the short-

1 • drug use Introduction to unit- Drugs, Reality and Risks Teacher Powerpoint
term and long-term observation presentation
• the classification • What is a drug?
effects of:
of drugs, eg
- Brainstorming activity
stimulants, - misuse of
depressants, prescribed - Expand on answers/ explanation of words/ phrases
hallucinogens and non- - Summarising activity- what is a drug/ what will you
• influences on prescribed learn about in this unit
drug use medications
- Worksheet- food/drug/both
Week 1

• Classifying drugs
- Video https://www.youtube.com/watch?v=jfkPj- Worksheets
2KkSM&t=83s
Youtube video
- Worksheet- explain words and categories
• Kahoot Quiz- Drug use
Worksheet
https://create.kahoot.it/details/drug-use/0f827993-
ec74-4ce7-9103-7c6d5522a86c
• Homework- create a title page for the unit Student Devices- laptops/
answers iPad
Work books

12
 explore the •
2 • short-term and Why do people use drugs? Teacher
relationship observation
long-term effects - Group discussion and brainstorm
between the
of drugs on
person, the drug - Relationships- Drug use triangle activity and work Worksheet
health and
and the sheet
wellbeing
environment in • Prescribed vs. Non-prescribed drugs
• Worksheet
determining the
- Responsible use of medication worksheet
impact of drug use
- Medication box activity- questions and research
Week 2

Medication boxes
- Responsible use of medication comprehension task
Worksheet/
• Hazardous drug use PowerPoint
presentation
- Use devices to research hazardous effects of drug
use
- Match the hazard with the definition task Devices
• Extension activity- use devices to research how drugs
are classified into prescription and non-prescription
and why
Devices
3 • prevalence and analyse influences • Why do people use drugs?
patterns of and reasons why
- Brainstorming activity
adolescent drug people choose to use
or not use drugs - Video: effects of drug use YouTube link
use
• reasons https://www.youtube.com/watch?v=FM4LQzFQb94 Device
people use • Effects of other peoples drug use
Week 3

and do not use

- Explain how other people are effected when
drugs
someone takes drugs- financially, emotionally,
• effects of other
physically etc.
people’s drug Worksheet
use - Worksheet- effects of drugs
Dvd/ device
• legal and - Testimony videos- drug addict survivors DVD
economic
consequences
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 describe the short-
4 • short-term and • Short and Long term effects of drugs Teacher Devices
term and long-term observation of
long-term effects - Divide the class into 5 groups. Each group to Google drive link
effects of: group work
of drugs on research a different drug- tobacco, alcohol,
health and • tobacco cannabis, methamphetamine, LSD and
presentations
•
Week 4

wellbeing alcohol - Create a short presentation about their topic

• prevalence and • cannabis including short and long term effects to the
patterns of user and upload to the class Google drive
adolescent drug - Use Bureau of statistics to read and interpret
use data and create a visual stimulus explaining the
effects these drugs have on the user and
upload to the class Google drive
describe the short-
5 • short-term and • Case study/ campaign analysis- Devices
term and long-term
long-term effects - Plan B- drink driving
effects of:
of drugs on - National tobacco campaign
• • Analyse and summarise the two case studies
Week 5

health and tobacco

wellbeing • alcohol • Outline the target audience, the message, and
• prevalence and • cannabis any strategies used to appeal to the audience
patterns of • Research and perform the same task for another
adolescent drug drug related campaign
use
6 • Hand out and explain aassessment Task Devices/
- Use the lesson to start on the assessment and assessment task
notice
Week 6

plan their campaign

- Research their topics
- Choose delivery methods
- Ask questions if needed
• Plickers quiz- unit summary

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Assessment/Evalutation

Summative assessment Description (Assessment OF Learning): Outcomes Assessed:

4.6 A student describes the nature of health and analyses how health issues
Assessment task- students to choose a drug to research, and create an anti-
may impact on young people.
drug campaign, from a list of delivery methods. They must also include a 1
4.7 Identifies the consequences of risk behaviours and describes
page fact sheet about the campaign, including information about the chosen
strategies to minimise harm.
drug, the target audience, strategies to appeal to the audience and the
4.12 Assesses risk and social influences and reflects on personal
message the campaign is sending.
experience to make informed decisions.
The campaign must include: 4.11 Selects and uses communication skills and strategies clearly and
• A description of the drug and the effects it can have coherently in a range of new and challenging situations.
• A positive message
• Strategies to appeal to the target audience
• Must meet the requirements of the delivery method chosen

Students will receive a mark out of 25 for their assignment.

15
Recommendations

The original unit outline contained arrange of learning activities with a small description of what each
would include. The unit outline did not include a scope and sequence or a concept map, which made it
hard to know how this unit was structured or where it would fit into the teaching year with other units. A
clear concept map and scope and sequence would provide clarity and direction for all staff members and
students. The learning activities included were also of a basic level and the resources used slightly
outdated. The assessment task included had a good basis, but needed to be modified to be a fairer
assessment for all students. The marking rubric also needed modification, as it was very simple and non-
descriptive. As such, a restructure of the whole unit was undertaken with a focus on introducing general
capabilities into the learning activities, as well as reshaping the activities to ensure they are of relevance to
the students. Having activities of relevance is important to engage students in the lesson and encourage
them to learn (Marca & Longo, 2017). In restructuring the unit, a focus was also put on ensuring general
capabilities such as literacy, numeracy and ICT were included appropriately, as well as ensuring there was a
mixture of learning methods to cater for differentiation and to be inclusive of all students. During the
restructure, the understanding by design framework and teacher standards (Australian Institute for
Teaching and School Leadership, 2018). were used as a platform to ensure the unit met the outcomes of
the syllabus, while also including activities to cater to a range of learning types and abilities.

Understanding by design
The understanding by design framework has been used as the basis of redesigning the unit. The
restructure started with the assessment task and backward mapped to ensure they outcomes were being
met throughout the unit. By backward mapping, teachers can ensure they are teaching the knowledge
needed for the assessment, and can ensure students are provided with a range of methods to learn from,
keeping them at the focus of the restructure (Wiggins & McTighe, 2011, & Lieberman, 2017). The
understanding by design framework has also been used to develop the formative assessments throughout
the unit. Formative assessment tasks allow the teacher to develop an understanding of their students’
abilities and can be used before, during and after a given task (Wiggins & McTighe, 2011). The assessment
can be used as a tool to reflect on their teaching and can show whether the learning activities or teaching
methods are effective, or if they need improvement. This can help to scaffold future tasks and lessons and
ensure students are developing the acquired skills and knowledge to successfully complete the summative
assessment.
Understanding by design has also been the basis behind improving literacy and numeracy capabilities, ICT
capabilities, critical and creative thinking and personal and social capabilities, all of which are syllabus
requirements, and need to be included to promote learning (Lieberman, 2017). The recommended
strategies for the PDHPE faculty to consider implementing include; collaborative learning and moving
towards a combination of both a teacher and student-centered approach to learning, differentiated
teaching using ICT, and providing students with opportunities to be creative and provide them with tasks
of relevance to increase engagement.

Literacy and Numeracy

Implementing literacy and numeracy into learning activities is a challenge for most teachers whose subject
areas are outside of Mathematics and English, but it is one of the most important skills to understand as
they are the basis of every activity we do in our lives, as well as being important teacher standards
(Australian Institute for Teaching and School Leadership, 2018). The skills involved with literacy and
numeracy allow us to better understand and negotiate the world and be active participants in society
(NSW Education Standards Authority, 2018). The original unit outline contained basic elements of literacy,
and lacked elements of numeracy. The reconstructed unit includes elements of literacy through
comprehension tasks, presentations, discussions, and summarizing activities. The numeracy elements
include a data interpretation activity, using statistics and several activities aimed at increasing numeracy
skills.

ICT.
One suggestion that I think is essential in reconstructing the unit is to incorporate ICT based learning into
lessons on a regularly basis. At current, the unit outline includes one lesson in a computer room, and
involves a simple research task. With the number resources available to teachers and students in this time,
ICT can be used more efficiently. As the students are 21st century learners, they often depend on ICT as
part of their everyday lives (Bagon, Gacnik & Istenic Starcic, 2018). At Cecil Hills High School students are
required to bring a device with them every day, to every lesson. Teachers should be using ICT in every
class, as they have access to it. In the reconstructed unit, I have included an ICT based activity in every
lesson, as it is a great tool for learning and has endless opportunities for learning activities (Miles, 2015). It
is also one of the teacher standards by Australian Institute for Teaching and School Leadership (2018), so
there is no question about the use of ICT in learning.
The reconstructed unit includes a range of different ICT based activities including Kahoot quizzes and a
Plickers quiz as a form of formative assessment to test knowledge and understanding of learning content,
internet research and statistics analysis to incorporate numeracy and relevance into the unit outline, and
videos to assist in understanding through visual learning (Gil-Flores, Rodríguez-Santero & Torres-Gordillo,
2017). ICT based learning is also a good form of learning for students to relate to, as it has been proven to
increase engagement (Lee & Hannafin, 2016). ICT can also be used as a tool to differentiate learning.
Considering the age of the teachers in the PDHPE faculty at current, there is a gap between teachers
knowing what ICT is and knowing how to use it appropriately. Miles (2015), suggests that teachers need to
implement a balance between their pedagogical approach and technology use to successfully cater for all
students, and to achieve differentiated learning strategies.

Critical and creative thinking

The assessment task was modified by changing the single option of research to an open selection. By
providing students with a choice, they are given the responsibility of having to take ownership of their
work (Shively, Stith & Rubenstein, 2018). They can use choice to their advantage by researching a topic of
interest to them, which would also keep them engaged in the task. The reconstructed unit outline will
incorporate several flexible individual research tasks, aimed at engaging students in higher order thinking
activities (Zapalska, McCarty, Young-McLear & White, 2018), and presentation tasks to encourage critical
thinking and creativity in their work.

Personal and social capabilities

Many of the learning activities in the original unit outline are teacher-lead tasks that suggest independent
work. Teacher lead activities are an acceptable method of teaching, but classrooms should be moving
towards incorporating a combination of teacher lead, self-directed and inquiry based learning activities
(Lee & Hannafin, 2016). The reconstructed unit outline includes tasks that are collaborative based and
require discussion, to actively involve all students and encourage deeper thinking. Collaborative learning
increases socialization and engagement, as well as being proven to increase students’ attitudes,
attendance and academic results (Loes & Pascarella, 2017). Individual tasks are also included in the outline,
but there is an increased number of group research and presentation tasks, to encourage and increase
social skills and collaborative learning.

The reconstructed unit includes modifications to all the areas discussed above. Overall, the unit aims to
introduce strategies to teachers that will enhance learning and provide a well-supported platform for
learning to occur. The suggested modifications aim to enhance learning using ICT as well as enhancing
students’ literacy and numeracy skills and understanding, personal and social capabilities and critical and
creative thinking. The understanding by design framework has been used as the guide to reconstruct the
unit effectively, and includes strategies to improve engagement and differentiation of learning to
effectively cater for all students. This outline is a starting point, but the implementation of it will not be
successful without the support of the PDHPE faculty, and a collaborative approach by teachers to
continually update their own skills and pedagogies, as well as reviewing the unit on a more regular basis.

References

Australian Curriculum, Assessment and Reporting Authority. (2017b). My School- School Profile.
Retrieved from: https://www.myschool.edu.au/school/41578

Australian Institute for Teaching and School Leadership. (2018). Teacher Standards. Retrieved from:
https://www.aitsl.edu.au/teach/standards

Bagon, S., Gacnik, M., & Istenic Starcic, A. (2018). Information Communication Technology Use among
Students in Inclusive Classrooms. International Journal Of Emerging Technologies In Learning
(Ijet), 13(06), 56. doi: 10.3991/ijet.v13i06.8051

Gil-Flores, J., Rodríguez-Santero, J., & Torres-Gordillo, J. (2017). Factors that explain the use of ICT in
secondary-education classrooms: The role of teacher characteristics and school
infrastructure. Computers In Human Behavior, 68, 441-449. doi: 10.1016/j.chb.2016.11.057

Lee, E., & Hannafin, M. (2016). A design framework for enhancing engagement in student-centered
learning: own it, learn it, and share it. Educational Technology Research And Development, 64(4), 707-
734. doi: 10.1007/s11423-015-9422-5

Lieberman, L. (2017). The need for universal design for learning. Journal of Physical Education,
Recreation & Dance, 88(3), 5-7. doi:10.1080/07303084.2016.1271257

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Appendices

Assessment Task and Marking Criteria

Cecil Hills High School

Assessment Task Cover

Sheet

Y-ea_r_:_7---------- ' c_o_u_ _e N_a_m_e_:_P_D_J_H_JP_E

Assessment task number: 1, Semester 2

Area of Study: Drugs, Reality and Risk

Nature of task: Anti Smoking Campaign

Due date for completion of task: Term , Week

Time allowed (for in-class tasks): N/A

Assessment weighting:. 20% Total marks allocated to this task: 20

Outcomes to be
assessed: A student:
4.1- identifies the consequences of risk behaviours and describes strategies to minimise harm.
4.12- assesses risk and social influences and reflects on personal experience to make informed decisions.
4.11- selects and uses communication skills and strategies cleai-ly and coherently in a range of new
and challenging situations.

Task description:
Students are to work individually on this task (if doing the video advertisement you can have a maximum of 3 in
the group).

You have been appointed to design the new Butt Out Campaign, delivering an anti-smoking message to young
people. You must design and present the campaign as\Nell as provide a 1 page fact sheet answering the
following questions.

1) Identify your campaign.

2) Outline the message of the
campaign.
3) Identify your target audience. (males, females, teenagers, etc.)
a) Justify why you have targeted this audience.
b) Outline the methods used to target this audience. (bright colours, pictures,
music, language used)
Your campaign must be developed using one of the following methods:
• Poem or nursery rhyme (must be at least 15 lines in length)
• Song lyrics (change the lyrics of a current song- must be at least two verses and two choruses in length)
• Picture book (suitable for primary school students Years 1-3, at least 8-10 pages in length)
• Video advertisement (two minutes in length)
Use the following link to answer question 4.
http://www.guitnow.info.au/internet/guitnow/publishing.nsf/Content/warnings-
lp
4) Assess the effectiveness of the "Graphic Health Warnings" commercial towards the targeted audience
(smokers). Things to consider include: what makes this campaign different, effective and a
success.
Criteria for assessing learning

Future directions
As a result of this activity, students have developed the ability to apply harm minimisation
strategies

Criteria for Questions

1M3

MARKS
CRITERIA Outstanding Ill

Campaign is original.
lit Uses strategies that are relevant to the targeted audience.
13-14-15 • Demonstrates extensive knowledge of the consequence/s of tobacco
use.
• Gives a broad range (3-4) of reasons why you have targeted this
specific
audience.
011 Appropriate terminology used.
Ill Length of campaign is appropriate to method
chosen. High fll Campaign has some original ideas.
e Message is clear and effective.
10-11-12 ill Demonstrates thorough knowledge of the consequence/s of tobacco
use.
• Gives a range (2-3) of reasons why you have targeted this specific
audience.
• Students address the risks of tobacco use for their targeted audience.
• Appropriate terminology used.
• Length of campaign is appropriate to method chosen.
Sound ill Campaign has some original ideas.
Ill Message is clear.
7-8-9 Ill Demonstrates sound knowledge of the consequence/s of tobacco
use.
Ill Gives a range (2) of reasons why you have targeted this specific
audience.
• Students explain some risks of tobacco use for their targeted audience.
Ill Appropriate terminology used some of the time.
Basic ..Campaign uses simple ideas.
• Demonstrates basic knowledge of tobacco use.
4-5-6 Ill' Provides a reason why you have targeted a specific audience.
• Describe risks of tobacco use.
Ill Lacks in length to method chosen.

Limited It Demonstrates elementary knowledge of tobacco smoking.

ill Campaign is presented in a basic format.
1-2-3 • Provides a basic reason why you have targeted a specific audience.
• Lacks knowledge and depth.
 Criteria for Questions
4

MARKS CRITERIA
Outstanding Ill Identifies the main message.of the commercial and the target
audience.
• Describe the commercial effectively.
5 Ill Evaluates (makes a judgement) the effectiveness of the commercial
with
reference to at least 3 specific techniques used to convey the
message.

High Ill Identifies the main message of the commercial and the target
audience.
0 Outlines the commercial.
4-3 e Discusses the effectiveness of the commercial with reference to
1 or 2 specific techniques used to convey the message.

Sound l!l Identifies the target audience

• Outlines (provide characteristics and features) the commercial.
Unit Outline

24
 Drugs, Reality and Risk- Lesson #1
Major Outcome: 4.6- describes the nature of health and analyses how health issues may impact on young
people.
Students learn about: Students learn to:
• Drug use
- The classification of drugs.
- Prevalence and patterns of adolescent
drug use.

Activity 1: What is a drug?

Organize students into groups of four. Each group is to answer the
question "What is a drug?" on a graffiti sheet. Once all of the groups
have come up with a group definition of what a drug is, they are to write
it on the board. Discuss each definition and ascertain how correct their
definitions are.

To predict students are making an educated guess. In order to do that they are also
“making connections”. Where have you seen drugs?(TV, movies, family use, etc)
When were they used? What was their effect?

Copy overhead "What is a drug?" and discuss how similar it is to the

group definitions.

When reading through this definition, ask yourself, “Is this

making sense? What words do I understand? What words
do I not know the meaning of? If you don’t understand
something, Underline it and ask others in the class what
they think the meaning is, or look it up on a iphone/dictionary.

• Complete worksheet- "What is a drug?" and discuss answers.

Activity 2: Types of drugs - Medical, Legal & Illegal

• As a class, students are to list all of the drugs that they can think of. Once the list is
complete, put each of these in groups of drugs (eg. Legal, illegal, medical).

Activity 3: Classifying Drugs

• Read through notes on classifying drugs (depressants, stimulants &
hallucinogens)
• Summarise the notes on classifying drugs. Begin by underlining key
words. Explain the meaning of words which may be difficult or
jargon to PDHPE
 Hand out the following sheet which shows an example of summarizing
(depressants).

Activity 4: Statistics on drug use

• Complete the quiz on statistics related to drug use.

25
 Drugs, Reality and RISK- Lesson #2
Major Outcome: 4.7- identifies the consequences of risk behaviours and describes strategies to minmise
harm.
Students learn about: Students learn to:
.. Drug use
" Analyse influences and reasons why people
- Reasons people use and do not use choose to use or not use drugs.
drugs. Ill Describe the short term and long tenn
- Influences on drug use effects of:
- Short-term and long-term effects of - Misuse of prescribed and non-
drugs on health and wellbeing. prescribed medications.
6 Assessing health information products Ill Identify agencies that provide consumer
and services protection regarding health products and
- Purpose of health information products services for young people.
and services.
- Traditional and alternative approaches to
health care.

Activity 1: Why do people use drugs?

Use the tool of making connections, to give suggestions as to why people may take drugs.
Ask yourself, in the movies, on television, in books and in real life, why did people use drugs?
What did they get out of it?

A. In groups of four, write or draw reasons why people take

drugs on a graffiti sheet.
B. Each group is to present their graffiti sheet to the class.
C. Compare class responses to overhead- "Reasons for drug
use".
D. Students are to write five reasons into their book from
either the overhead or their own list.

Activity 2: Prescribed and non-prescribed drugs.

• Explain the difference between prescribed and non-prescribed medicines. Complete brainstorm
about over the counter medicines.
Activity 3: Responsible use of medications.
A) Hand out “Responsible use of medications”
B) Guide students in generating questions to the following:
“If you are using a medication, ask yourself the following
Questions?
C) Give students the first one; for example: What is the name of the drug. Then
prompt or promote discussion as to what else they should ask to ensure the medication is used
safely.
 Why am I taking it?
 How often should I take it?
 Are there any side effects of using this drug?
 Are there special requirements such as taking it with food?
 What should I do if I miss a dose?
 How should I store the medication?
A medication box may help students to generate these questions.
D) OVERHEAD: Put up “Following directions”. Read the instructions for taking the medications.
Students are to question why these points are important. Yes it is important to follow the
instructions, but WHY??? Allow students to generate answers, SOME will be incorrect, but this
will promote discussion as to the reasons there are specific instructions for each medication.
26
 FOR EXAMPLE: ANTI BIOTICS:
Take 15 min before food (why is this important- To help with absorption. If you eat before the
medication, the antibiotics can pass straight through to the small intestine and into the large
intestine without any absorption into the stomach, therefore not getting the full benefit of the
medication.

Activity 4: Hazardous drug use.

• Read notes on hazardous drug use.

• Then students match the hazard potentials with their definitions.

Extension activ ity if there is time.

Activity 5: Safe use of prescription drugs
• In groups of four, students are to investigate a variety of medicine packets that are being
passed around the class. For each, they are to complete the table on the Medical drugs
worksheet. Once each group has looked at each packet discuss answers.

27
 Drugs, Reality • and Risk - Lesson #3
Major Outcome: 4.6- describes the nature of health and analyses how health issues may impact on young people.
Students learn about: Students learn to:
..
Drug use .. Describe the short term and long term
- Short-term and long-term effects of effects of:
drugs on health and wellbeing - tobacco
- Prevalence and patterns of adolescent drug use
- Effects of other people's drug use

Activity 1: Tobacco: What is it?

 Close your eyes, imagine a smoker. You may have seen a smoker in a movie, at home, at
the shops.
o What do they look like? Their skin, their hair, their fingers, their eyes
o What do they sound like? When they are just breathing, when they are
speaking?
o What do they smell like?

Complete the Y chart in their books.

• Read through notes on tobacco and what's in a cigarette.

Underline key words that you do not understand. At home, look up those words
to learn their meaning.

Activity 2: Tobacco Bingo

The short term and long term physical effects of smoking tobacco.
Explicitly teach the difference between a long term effect (an effect that occurs over a long period of
time) and a short term effect. (Effects on the body which happen immediately or quickly)
Play BINGO

Students select 5 effects on their bingo sheet. The teacher will read out the effect and
link to statement about the physical effects of smoking tobacco. If the student has
highlighted the statement of the effect the teacher is describing then they can cross it off
on their bingo card. Once they cross of all their statements they call out bingo.

Next to the effect as they cross it off, they must write an “S” next to short term effects and
an “L” next to long term effects.

At the end of the game, go through each effect, and check their understanding of the “long
and Short” term effects.

Activity 3: True or false statements about smoking.

• Complete true or false activity. Can play it as a game with students in groups of 4-5.

28
 Activity 4: Why people choose to smoke or choose not to smoke?

When thinking about why people smoke think

about the people you know who smoke, or the
people you have seen in movies/TV shows.
Why do they smoke??

• Split class into 4 groups. Then on butchers paper come up with reasons for the
following questions:
o Why do some young people choose to smoke?
o Why do most young people choose not to smoke?
o Why do some adults choose to smoke?
o Why do most adults choose not to smoke?

Activity 5: Social and economic benefits of being smoke free.

• Students read the 2 scenarios and identify the reasons for the characters not to smoke.

29
 Drugs, Reality and Risk - Lesson #4
Major Outcomes: 4.6- describes the nature of health and analyses how health issues may impact on young
people.
Students learn about: Students learn to:
Drug use e Describe the short term and long term
"
- Short-term and long-term effects of effects of:
drugs on health and wellbeing - Tobacco
- Prevalence and patterns of adolescent
drug use
- Effects of other people's drug use
.,

Activity 1: Effects of smoking on the body.

• Complete the 20 things smoking does to your body activity. In groups of 4
students put the list of effects into categories of immediate, short-term and long
term. Then identify them in the table

Activity 2: Passive Smoking.

• Read notes on passive smoking and write in definitions of mainstream and
sidestream smoke.
• Think about when you have been near a smoker. What have you
experienced, how have you felt?
Students colour in any of the effects of passive smoking that they
have experienced.

Activity 3: Practical- effects of smoking.

• Give each student a straw. Explain that they will complete a 3 minute
vigorous activity and that they will be breathing through the straw. (This
represents how a smoker may feel when doing physical activity.)

• Perform a vigorous 3 minute activity, eg. Running on the spot, skipping,

step-ups etc.
- Once you have returned to the class room,
- Write the Questioning sentence starters on the board. “I
wonder”, “What”, “where”, “why”, “when”, “how”, “I’m curious
about”
– Create a discussion where students question what was
happening to their body,

• Students are to answer the following question in their books –

- Describe how you felt whilst exercising and breathing through the straw
- Compare this to how you would usually feel whilst exercising
-What was happening to the body and what was its effect on the breathing
process?

BOOK COMPUTERS FOR NEXT LESSON

ACTIVITY CARDS 3.1
Drugs, Reality and Risk - Lesson #5
Major Outcomes: 4.6- describes the nature of health and analyses how health issues may impact on young
people.
Students learn about: Students learn to:
• Drug use Ill Describe the short term and long term
- Short-term and long-term effects of effects of:
drugs on health and wellbeing - Tobacco
- Prevalence and patterns of adolescent Ill Analyse electronic and print sources of
drug use health information and describe specific
- Effects of other people's drug use cues that indicate their reliability and
E> Assessing health information products accuracy.
and services Ill Identify agencies that provide consumer
- Cues for reliability and accuracy protection regarding health products and
services for young people.
- Consumer products

Activity: Internet Scavenger Hunt

• Complete the Internet Scavenger Hunt worksheet by visiting www.OxyGen.org.au.

To be collected as a evidence of learning.
• When students finish worksheet they can play SMOKES AND LADDERS on the
OxyGen website with a partne
 DRUGS, REALITY AND RISK- LESSON #6
Activity 1: Critics Choice

Major Outcome: 4.6- describes the nature of health and analyses how health issues may impact on young
people.
Students learn about: Students learn to:
• Drug use • Describe the short term and long term
- Short-term and long-term effects of effects of:
drugs on health and wellbeing - tobacco
- Prevalence and patterns of adolescent
drug use
- Effects of other people's drug use
• Watch the Critics Choice DVD and discuss what makes each ad effective and
not so effective.

Activity 2: Assessment task

• Hand out and explain assessment task. Students can start their task in class.
Next lesson they must submit a draft. The final finished product due the
following week.

32