Lesson&Plan&

Curriculum&Area:&Health' Year&Level:&10'''''''''Length&of&lesson:'100'mins'(dbl'lesson)''week'4'of'6'&
''''''''''Learning&objectives&(from&Unit&overview)&for&this&particular&lesson&(adapted&from&ACARA,&2014)&&
Know:&K.1'In'an'average'week,'70'Australians'aged'under'25,'are'hospitalised'due'to'alcoholEcaused'assault'(National'Drug'Research'
Institute,'2009).'K.2'Harmful'and'hazardous'alcohol'use'is'a'risk'factor'for'being'victimised'and'perpetrating'youth'violence'(World'
Health'Organisation'[WHO],'2006).'K.3'That'alcohol'inhibits'an'individuals'ability'to'make'informed'and'sensible'choices.'K.4'In'2013,'
more'than'1'in'4'(26%)'Australians'aged'14'and'over'(equivalent'to'5'million'people)'had'been'a'victim'of'an'alcoholErelated'incident'
(Australian'Institute'of'Health'and'Welfare,'2013).&Understand:'(specific(to:(ACPPS092(refer(to(appendix(A)'U.1'That'external'influences'
may'impact'an'individuals'ability'to'make'healthy'and'safe'choices.'Do:&&D.1'Evaluate'the'personal,'social,'environmental'and'cultural'
factors'that'may'have'contributed'to'the'death'of'Sammy'Davis'(refer'to'appendix'B).'&
Essential&questions&for&this&lesson:&How'could'Sammys'death'have'been'prevented?'How'did'personal,'social,'environmental'and'
cultural'factors'impact'this'tragedy?'&
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&Lesson&Sequence&
WHOLE&CLASS:&(Setting&the&foundation)&(15(minutes)&Drawing'on'from'last'lesson,'the'teacher'asks'students'to'brainstorm'some'of'the'
short'term'and'longEterm'consequences'associated'with'underage'drinking.'Supported'by'guided'questioning,'the'teacher'directs'the'
conversation'towards'the'idea'that'alcohol'inhibits'an'individuals'ability'to'make'informed'and'sensible'choices.'In'groups'of'4,'
students'brainstorm'possible'issues'that'might'arise'as'a'result'of'impaired'judgement.'Each'group'reports'back'to'the'class,'while'a'
student'volunteer'writes'these'answers'on'the'board.''
WHOLE&CLASS:&(introducing&Sammy&D&tragedy)&(10(minutes(inc(video)&Building'on'from'these'ideas,'the'teacher'then'explains'the'case'
of'Sammy'Davis'(refer'to'appendix'B)'as'a'means'of'highlighting'K.1,(K.2,(K.3,'and'K.4'Students'then'watch'the'Sammy'D'YouTube'video'
(7'minutes).''
ACTIVITY:&(introducing&Choice&Board)&The'teacher'then'introduces'the'Choice'Board,'specifically'highlighting'that'the'Choice'Board'
outlines'assessment'tasks'that'will'need'to'be'completed'over'the'next'3'weeks.'During'this'lesson'(and'lessons'this'week)'students'will'
have'time'to'complete'the'first'row.'Explain'to'students'that'they'will'need'to'pick'1'item'from'each'row.'&
****Introducing'row'1****'(10(mins)'Teacher'talk'Explain'that'Natalie'Cook,'the'mother'of'Sammy'D'(now'MP'for'Fisher'Electorate'in'
South'Australia)'(Parliament'of'SA,'2015),'believes'that'this'incident'could'have'been'prevented'(Sammy'D'Foundation,'2015).'Explain'
that'in'order'to'solve'a'problem/prevent'a'problem,'we'first'need'to'understand'what'factors'contributed'to'the'problem'in'the'first'
place'(Naidoo'&'Wills,'2009).'Outline'that'the'main'objective'for'this'assignment'is'for'students'to'consider'the'external'factors'that'
contributed'to'the'death'of'Sammy'D.'Through'establishing'the'external'influences'and'consequent'risk'factors,'students'can'then'
position'themselves'to'take'action'and'prevent'this'type'of'tragedy'from'happening'again'(rows'2'and'3'of'Choice'Board'to'be'
completed'in'week'5'and'6).'Guiding'Questions:'How'did'personal,'social,'environmental'and'cultural'factors'impact'this'tragedy?'How'
could'Sammys'death'have'been'prevented?'''
****Row'1'activities****'(45(minutes)'Activities'for'this'Choice'Board'have'been'differentiated'based'on'readiness'and'learning'profile.'
For'example,'students'with'a'low'level'of'readiness'and/or'students'whom'have'a'learning'preference'towards'creativity,'song'writing,'
and'music'might'choose'to'complete'the'rap'song.'Students'whom'have'identified'themselves'to'have'a'medium'level'of'readiness'
and/or'students'with'an'interest/experience'surrounding'drama,'the'arts,'and'groupEwork'might'choose'to'complete'the'group'roleE
play'option.''Students'with'a'high'level'of'readiness'and/or'students'who'have'an'interest/experience'surrounding'English,'essayE'
writing,'persuasive'writing'and'research'might'choose'to'complete'the'500E700'word'discussion'piece.'While'the'format'of'the'task'
varies,'these'learning'tasks'provide'an'opportunity'for'all'students'to'establish'the'personal,'social,'environmental'and'cultural'factors'
that'may'have'contributed'to'the'death'of'Sammy'Davis'(D.1),(of'which'underpin'the'overarching'concept'that'external'influences'may'
impact'an'individuals'ability'to'make'healthy'and'safe'choices'(U.1).'
CONCLUSING&WHOLEUCLASS&ACTIVITY/DEBRIEF:&(15E20(minutes)'Students'complete'a'round'the'world'classroom'activity.'A'coloured'
card'is'attached'to'each'side'of'the'wall'that'says'either'environmental,(social,(cultural,'and'individual.'In'groups'of'4E5'students'list'as'
many'factors'that'they'can'think'of'that'specifically'relate'to'this'influence,'students'move'to'the'next'wall'after'2'mins'and'at'the'sound'
of'the'iPad'drums.'To'conclude,'discuss'their'answers'during'the'final'group'discussion.''
Check&for&understanding:&Teacher'circulates'the'room'to'assist'students'individually;'For'homework'students'complete'a'selfE
assessment'wheel'and'reflect'on'their'learning'with'the'aim'of'identifying'areas'where'they'can'improve'(focus'is'on'metaElearning);'
EXIT'cards:'3'things'I'learnt'today,'2'questions'I'still'have,'1'thing'that'I'will'do'next'lesson'to'improve'my'learning'(Jarvis,'2014a).'
Visual,&verbal,&tactile&and&technological&supports:&Overhead'PowerPoint'presentation;'soundEproofing'and'microphones'to'help'
students'that'are'hearing'impaired;'nonEverbal'language'when'describing'activities/information'(the'use'of'hands);'speaking'loud'and'
clear'with'animated'facial'expression.'&
Instructional&approaches:&Group'discussions,'smallEgroup'activities'(concluding'activity;'roleEplay'option),'guided'questioning,'problemE
based'learning,'teacher'directed'(when'explaining'the'learning'tasks).''
Resources&or&supplementary&materials:&&YouTube:'The'Sammy'D'Foundations'story'
https://www.youtube.com/watch?v=pEMWPaX8F4s,'overhead'PowerPoint,'whiteEboard'and'markers,'Choice'Boards,'coloured'cards'
that'read'either'environmental,(social,(cultural,'and'individual,'iPad'with'timer,'exit'cards,'and'selfEassessment'learning'wheel.&
Classroom&environment&what&have&you&had&to&change&to&meet&student&needs:&Students'with'hearing'difficulties/vision'impairment'are'
situated'closer'to'the'front;'breakout'room/space'for'students'to'go'if'they'are'feeling'anxious/upset/need'a'break'from'the'class,'
students'with'highElevels'of'anxiety,'regarding'classEroom'situations,'are'situated'closer'to'the'door;'students'are'moved'around'the'
room'to'promote'friendships'with'other'students.'&

Student name: Christa Balfour;

Student ID: 2106386

2

Differentiated*Choice*Board**

>

>

>

Key"terminology"including:"health"promotion,"health"promotion"strategy,"harm"
minimisation,"morbidity"and"mortality.""

Harmful"and"hazardous"alcohol"use"is"a"risk"factor"for"being"victimised"and"perpetrating"
youth"violence"(WHO,"2006).""

Statistics"associated"with"alcohol>related"violence"amongst"young"people"(PLEASE"NOTE:"
statistics"presented"to"the"students"will"vary"between"weeks"4,"5,"and"6."The"statistics"
being"presented"will"support"the"learning"focus"and"accompanying"activities).""

That"alcohol"inhibits"an"individuals"ability"to"make"informed"and"sensible"choices.""

>

Collect"and"evaluate"information"about"alcohol"related"violence"in"the"community."

Evaluate"the"personal,"social,"environmental"and"cultural"factors"that"may"have"
contributed"to"the"death"of"Sammy"Davis.""

2)

1)

Consider"strategies"and"action"that"can"be"taken"to"reduce"the"prevalence"of"alcohol>
related"violence"in"young"people"(week"6:"ACPPS097).""

Collect"and"evaluate"information"about"alcohol"related"violence"in"the"community"(week"5:"
ACPPS097).""

Establish"how"external"influences"contribute"to"alcohol"related"violence"(week"4:"
ACPPS092)"

Assessment*criteria:"

Each"week"students"will"have"the"opportunity"to"work"on"their"activities."While"the"overarching"
KUDs"will"remain"constant,"one"double"lesson"per"week"will"be"allocated"to"refining"the"students"
understanding"of"the"big"issue"(alcohol"related"violence"in"young"people),"where"new"facts"and"
information"(underpinning"the"KUDs)"will"be"introduced.""

3)

This"Choice"Board"will"be"introduced"in"week"4"of"this"6>week"unit."Drawing"from"the"information"
and"ideas"discussed"in"the"first"3"weeks"of"this"unit,"students"will"then"use"the"activities"on"this"
choice>board"to:>"

When*and*how*this*Choice*Board*will*be*used*in*the*context*of*the*unit:*

This*Choice*Board*is*differentiated*by:"
"""*""""Readiness"
"""x*"""""Interest"
"""*"""""Learning"Profile"

Topic:"Alcohol""
Curriculum*Area:*Health"
Year*Level:*10"
Lesson*no(s):*week*4*of*6"
Brief*description/Rationale:"This"Choice"Board"includes"3"weeks"of"work,"as"part"of"a"6>week"unit"of"alcohol."However,"the"first"row"specifically"relates"to"the"activities"that"
the"students"will"be"working"on"within"the"lesson"outlined"previously."During"the"first"3"weeks"of"this"unit,"students"will"establish:"what%alcohol%is?,%long%term%and%short%
term%effects%of%alcohol,%why%people%drink%alcohol?,%why%people%dont%drink%alcohol?,%how%alcohol%effects%people%differently?,%and%what%is%a%standard%drink?%Adopting"a"
problem>based"education"model"(McCarlie"&"Orr,"2010)"and"in"line"with"the"Health"Promoting"Schools"(HPS)"Framework"(WHO,"2000),"students"are"then"provided"with"the"
opportunity,"in"weeks"3"to"6"of"this"unit,"to"take"action"against"alcohol>related"violence"within"the"community."The"overall"goal"of"this"Choice"Board"seeks"to"reduce"the"risk"
of"harm"in"situations,"such"as"underage"parties,"where"alcohol"is"present"(Department"for"Education"and"Child"Development"[DECD],"2000),"while"providing"students"with"
an"authentic"and"meaningful"learning"experience"that"meets"the"achievement"standards"of"the"Australian"Curriculum"(ACARA,"2014).""
Learning*Objectives:""As"a"result"of"completing"the"Choice"Board"activities"students"will:"
>

That"external"influences"may"impact"an"individuals"ability"to"make"healthy"and"safe"
choices"(lines"up"with"ACPPS092)."

Understand*that:"(in"line"with"ACARA"content"descriptors""refer"to"appendix"A)"

>

Collecting"and"evaluating"information"about"the"health"problems"of"a"community"are"
important"ways"of"identifying"needs."Through"analysing"these"needs"we"can"plan"health>
promoting"strategies"aimed"at"reducing"the"prevalence"of"morbidity"and"mortality"(lines"
up"with"ACPPS097)."

>

That"community"consultation"is"an"integral"step"to"designing"a"health"promotion"strategy."*

Know:*

>

>

Students"will"apply"decision>making"and"problem>solving"skills"when"taking"action"to"
enhance"their"own"and"others"health,"safety"and"wellbeing"(ACARA,"2014).""

Be*able*to*do:"

>

Each"row"of"the"Choice"Board"comes"with"an"accompanying"assessment"rubric,"designed"to"assess"if"
students"have"reached"the"outcomes"and"learning"goals"for"each"specific"row."As"row"1"(in"blue)"aims"
for"students"to%identify%and%examine%external%factors%that%contribute%to%alcohol%related%violence,"the"
assessment"rubric"has"been"specifically"designed"to"assess"varying"components"of"this"objective."The"
first"three"assessment"components"have"been"designed"in"line"with"Blooms"original"taxonomy"
(Duchesne,"McMaugh,"Bochner,"&"Krause,"2013)"and"aim"to"assess"a"common"set"of"performance"
criteria"(Tomlinson,"2006;"Tomlinson"&"Moon"2013),"while"the"last"two"components"seek"to"assess"
format>specific"criteria"(Tomlinson,"2006).""

Student name: Christa Balfour;

Student ID: 2106386

Create"a"rap"song,"explaining"what"happened"to"
Sammy"D."Your"rap"will"need"to"include"the"
environment"that"Sammy"D"was"in,"some"choices"
that"were"made"at"the"party"(both"Sammy"and"his"
friends)"including"the"consumption"of"alcohol,"and"
lack"of"parental"supervision."The"end"of"your"rap"
should"seek"to"help"listeners"understand"how"
these"factors"may"have"contributed"to"the"death"of"
Sammy"D.""

Create"a"5>question"survey"on"surveymonkey.com,"
ask"for"students"around"the"school"to"complete"
your"survey"(at"least"20)."Your"questions"should"
aim"to"seek"what"students"already"know"about"the"
risks"associated"with"party"situations,"and"what"
they"can"do"to"reduce"the"risk"of"harm."You"will"
need"to"include"a"brief"summary"of"your"findings."
You"can"draw"from"this"information"in"assignment"
3.""
Create"a"bright"and"colourful"poster"by"hand"
(painting,"drawing,"a"collage)"or"on"the"computer"
(PowerPoint"etc)"illustrating"what"the"school"
community"can"do"to"reduce"alcohol>induced"
violence."You"poster"will"need"to"include"a"catchy"
slogan"as"well"as"tips"and"hints"for"parents,"
caregivers,"students,"and"teachers.""

Board

Please"pick"one"of"the"above"and"discuss"why"this"
factor"is"reported"to"contribute"to"alcohol>related"
violence"(500>700"words)."Use"the"death"of"Sammy"D"
to"support"your"discussion.""

Create"a"list"of"resources"page"designed"to"target"
young"people"and"heighten"the"awareness"of"
alcohol>related"violence."Include"accompanying"
descriptions"of"the"strengths"and"challenges"of"each"
resource."You"may"do"this"in"the"form"of"an"online"
blog"or"a"word"document."You"can"draw"from"this"
information"in"assignment"3.""

Create"a"presentation"to"be"shown"at"the"
parent/caregiver"and"teacher"information"night,"
explaining"what"their"responsibilities"are"in"reducing"
the"prevalence"of"alcohol>induced"violence.""

Choice 3

>

>

Ideas"for"a"whole>school"based"prevention"
strategy.""

Steps"that"could"be"taken"to"prevent"this"problem?"

What"is"their"opinion"regarding"the"prevalence"of"
alcohol>related"violence"in"the"community?"

Write"a"letter"to"the"South"Adelaide"Football"Club"(the"club"
that"Sammy"D"was"playing"for"when"he"passed"away)"
advising"them"of"the"key"steps"that"you"think"that"they"can"
take"as"a"means"of"reducing"alcohol>induced"violence."You"
will"need"to"clearly"indicate"how"their"involvement"can"help"
raise"awareness"in"the"community.""

Please"feel"free"to"send"as"many"emails"as"you"like."This"
information"will"then"be"used"in"assignment"3.""

>

Send"an"email"to"an"expert"within"the"community"asking"the"
following:>"

Research"suggests"that"the"association"between"
In"groups"of"4>5"create"a"role>play"that"shows"how"cultural,"
alcohol"and"aggression"is"the"result"of"a"complex"
social,"environmental,"and"individual"factors"can"contribute"
interaction"of"a"number"of"variables,"including"
to"alcohol>related"violence."This"role>play"will"need"to"go"for"
(Australian"Institute"of"Criminology"[AIC],"2009):"
5"minutes."You"are"encouraged"to"be"as"creative"as"possible,"
however,"as"an"example,"1"person"could"act"as"a"cultural"
>
Societal"attitudes"and"values."
factor,"1"person"could"act"as"a"social"factor,"1"person"could"
>
The"drinking"environment."
act"as"an"environmental"factor,"and"1"person"could"act"as"an"
>
Individual"characteristics"including"age,"sex,"
individual"factor."During"the"role>play"you"could"then"explain"
personality"traits,"education"and"social"
how"your"factor"can"contribute"to"alcohol>related"violence."
status.""
Use"the"tragedy"of"Sammy"D"to"add"context"to"your"story.""

**********************************************************************************************The Choice
Learning Goal
Choice 1
Choice 2
ACPPS092*(week*4)*
(Corresponds*to*the*above*
lesson*plan)*
Identify"and"examine"how"
external"factors"contribute"
to"alcohol>related"violence.""

ACPPS097*(week*5)*
Collecting"and"evaluating"
information"about"alcohol"
related"violence"in"the"
community."

ACPPS097*(week*6)*
Consider"strategies"and"
action"that"can"be"taken"to"
reduce"the"prevalence"of"
alcohol>related"violence"in"
young"people.""

Points

Student ID: 2106386

4

The student/group does not identify

external factors that could contribute to
alcohol-related violence.

Underdeveloped (0)

Progressing (1)

Proficient (2)

Outstanding (3)

Choice 1: Rap is 2 minutes and/or 200

words.
Choice 2: Essay is 700 words.
Choice 3: Role-play is 5 minutes.

The student/group provides and clear,

articulate and succinct explanation of factors
that can contribute to alcohol-related
violence and identifies if these are personal,
social, environmental, or cultural factors.

Choice 1: Rap is under 2 minutes

but longer than 1min 30 secs and/or
150 words in length.
Choice 2: Essay is between 500 to
650 words long.
Choice 3: Role-play is 4 minutes.

The student/group provides a limited

explanation of external factors that could
contribute to alcohol-related violence
OR the student identifies external factors
but does not identify them as personal,
social, environmental, or cultural factors.

Choice 2: The student provides an in-depth

analysis, and clearly distinguishes the link
between their factor and alcohol-related
violence.
Choice 1 & 3. The group/student provides an
in-depth analysis, and clearly distinguishes
links between some factors and alcoholrelated violence.
The student/group demonstrates a critical
and insightful understanding as to how a
factor/certain factors may have contributed
to the death of Sammy D.

Choice 1: The raps lyrics are

somewhat clear and display a high
degree of creativity.
Choice 2: Most sentences are well
constructed. The student makes less
than 10 errors in grammar and/or
spelling.
Choice 3: Proficient level of groupwork; role-play is engaging; role-play
demonstrates a reasonable
understanding of the topic.

The student/group does not explain how

these factors can contribute to alcoholrelated violence.

Choice 1: Rap is more than 1 minute,

but less than 1min 30 secs and/or more
than 100 words/less than 150 words.
Choice 2: Essay is less than 500 words
but more than 400 words.
Choice 3: Role-play is more than 2
minutes, but less than 4 minutes.
Choice 1: The raps lyrics are original
and creative, but it is hard to understand
the meaning of the rap.
Choice 2: Most sentences are well
constructed. The student makes more
than 15 grammar and/or spelling errors
that interfere with understanding.
Choice 3: Some members un-sure of
responsibility; role-play displays a limited
understanding of the topic.

The student/group provides an

adequate explanation of factors that
can contribute to alcohol-related
violence and identifies if these are
personal, social, environmental, or
cultural factors. Some explanations
are some-what vague, and require
further clarity.
Choice 2: The student provides
some degree of clarity as to how
their factor can contribute to alcoholrelated violence.
Choice 1 & 3: The student/group
provide some degree of clarity as to
how some factors can contribute to
alcohol-related violence.
The student/group provides
reasonable insight as to which
factor/factors may have contributed
to the death of Sammy D.

The student/group does not determine

which factors/factor may have
contributed to the death of Sammy D.

Choice 1: Rap is under 1 minute.

Choice 2: Essay is under 400 words.
Choice 3: Role-play is less than 2
minutes.

Choice 1: The raps lyrics are not

coherent and the message is not
conveyed.
Choice 2: Discussion lacks flow and
sentences are difficult to understand.
Many grammar/and or spelling mistakes
have been made.
Choice 3: It is evident that groupmembers have not worked
collaboratively; group members lack
confidence; role-play off topic.

Choice 1: The raps lyrics are outstanding.

The student has chosen words that provide
the audience/listeners with a lasting
impression of the issue. The student
demonstrates a high degree of creativity.
Choice 2: All sentences are well constructed
and have varied structure and length. The
student makes less than 5 errors in grammar
and/or spelling.
Choice 3: Students demonstrate that they
have collaboratively worked together to
create an engaging role-play; the role-play
clearly demonstrates an in-depth
understanding of the topic.

Choice 2: The student attempts to

examine how their factor can contribute
to alcohol-related violence, but is largely
unclear as to how they relate.
Choice 1 & 3: The student/group
examine how some factors contribute to
alcohol related-violence, but is largely
unclear as to how they relate.
The student/group attempts to determine
which factors/factor may have
contributed to the death of Sammy D,
but the student/group are often unclear
and provide minimal insight.

Assessment Rubric for Row 1 of the Choice Board

Student name: Christa Balfour;

Knowledge
Identifies external factors that can contribute
to alcohol-related violence, and identifies if
these are personal, social, environmental, or
cultural factors.

Analysis
Examines how these factors can contribute
to alcohol-related violence. Please note:
Choice 2 will only need to examine 1 factor.

Evaluates
Determines which factors may have had
contributed to the death of Sammy D.
Please note: Choice 2 will only need to
evaluate 1 factor.
Consistent with instructions
The work produced is consistent with
Choice Board instructions: ie: 5 minute roleplay; 500 to 700 word essay; 2 minute rapsong (300 words).
Quality of work
- Specific to Choice Board activity.

Total/ out of 15

Student name: Christa Balfour;

Student ID: 2106386
5
How$does$your$Choice$Board$represent$a$differentiated$task?!!
Options! within! the! Choice! Board! have! been! designed! in! line! with! the! Health! Promoting! Schools!
Framework!(WHO,!2000),!and!incorporate!elements!of!a!problemCbased!learning!approach!(Harrison,!
2008).!Consistent!with!interestCbased!learning!design!(Tomlinson,!2003),!the!story!of!Sammy!D!has!
been! used! as! a! context! for! learning.! As! Sam! Davis! was! a! student! that! attended! Reynella! East! High!
School! (the! school! that! I! am! teaching! at),! students! exhibit! a! genuine! interest! regarding! this! story.!
Moreover,!through!the!lens!of!the!Sammy!D!story,!students!are!in!a!better!position!to!connect!with!
the! KUDs,! allowing! for! a! more! deeper! and! sophisticated! understanding! within! an! applied! context!
(Lou! et! al.,! 2009).! ! The! activities! of! each! row! are! specifically! designed! to! meet! specific! aims! and!
objectives! associated! with! the! overarching! KUDs,! and! each! row! seeks! to! draw! from! the! students!
existing! funds! of! knowledge! (Moll! et! al.,! 1992,! as! cited! in! Bartholomaeus,! 2012)! and/or! students!
current!level!of!readiness!(Tomlinson,!2001).!For!example,!the!activities!associated!with!row!1!aim!for!
students!to!identify!and!examine!how!external!factors!can!contribute!to!alcoholCrelated!violence.!The!
students! have! the! option! of! demonstrating! this! understanding! in! the! form! of! a! rap,! a! discussion!
piece,!or!a!roleCplay.!!
!
The!activities!do!not!aim!to!cater!to!a!specific!learning!style,!rather,!they!aim!to!stimulate!interest,!
excitement,! and! draw! from! students! existing! experiences,! backgrounds,! and! learning! preferences!
(Jarvis,!2013;!Sternberg!&!Zhang,!2005).!For!example,!a!student!with!a!background!in!the!arts!and!a!
learning! preference! towards! groupCwork! might! choose! to! complete! the! role! play! option.! While! a!
student!who!has!highClevel!literacy!skills!and!prefers!working!individually,!might!choose!to!complete!
the! 500C700! word! discussion! piece.! While! the! preCassessment/Learning! Style! Survey! (refer! to!
appendix! C)! will! help! the! teacher! to! design! the! tasks! of! the! Choice! Board! (McTighe! &! OConnor,!
2005),!students!are!able!to!selfCselect!the!activity!that!they!feel!will!best!help!them!to!demonstrate!
their!understanding!of!the!learning!goals.!These!activities!are!flexible,!adding!to!a!culture!of!flexibleC
grouping! and! providing! opportunities! for! every! student! to! experience! success! (Jarvis,! 2013;!
Tomlinson,!2003).!!
!
Moreover,! these! activities! have! been! carefully! designed! to! cater! for! varying! levels! of! readiness.!
Students!with!a!high!level!of!readiness,!for!example,!might!choose!to!complete!the!discussion!piece.!
This! assessment! item! provides! students! with! the! opportunity! to! analyse! one! external! factor! in!
greater! detail,! allowing! the! student! to! demonstrate! an! inCdepth! and! critical! understanding! of! a!
particular! factor.! In! contrast,! a! student! who! deems! themselves! to! have! a! lowerClevel! of! readiness!
might!choose!to!complete!the!roleCplay!activity.!In!this!activity!students!can!then!work!collaboratively!
to!add!to!their!current!level!of!understanding!(Vygotsky,!1978,!as!cited!in!Duchesne!et!al.,!2013).!!
!
Additional$explanation$of$each$task$(task$cards$or$directions$for$students)!
At!the!start!of!each!lesson,!students!are!instructed!to!place!their!name!on!a!postCit!note!and!place!it!
on!the!activity!that!they!will!be!working!on!during!class!(Hocket,!2007,!as!cited!in!Jarvis!2014b).!For!
example,!students!that!are!working!on!row!1,!choice!2!will!place!their!postCit!note!within!this!cell!on!
the!board.!This!works!as!a!tool!for!the!teacher!to!see!what!students!are!working!on,!and!also!allows!
for! students! to! see! the! names! of! peers! that! are! working! on! the! same! task.! This! would! ideally!
encourage!students!to!seek!feedback/advice!from!other!students!completing!the!same!task.!
!
In! order! to! provide! students! with! further! clarity,! each! activity! from! the! Choice! Board! includes! an!
Activity!Card!that!clearly!stipulates!expectations/criteria!required!for!each!activity!(refer!to!appendix!
D,! E,! &! F)! (adapted! from! Jarvis,! 2014b).! For! example,! the! Activity! Card! for! the! RoleCPlay! includes!
details!on!how!to!work!successfully!in!a!group!(appendix!F),!while!the!Activity!Card!(appendix!D)!for!
the! rap! prompts! students! to! consider! elements! associated! with! a! good! rap! song.! Activity! folders!
could!also!be!placed!at!the!front!of!the!room!and!could!also!include!other!helpful!resources!such!as,!
examples! of! rap! songs,! Q&As! associated! with! rap! songs,! and! other! helpful! resources! that! students!
can!access!to!help!with!their!creation!of!a!rap!song.!

Student name: Christa Balfour;

$

$ $ $ $

Student ID: 2106386

$

References$
!

Australian!Broadcasting!Company.!(2008).!Party-Bashing-Death:-Teen-in-Court.!Retrieved!from!
http://www.abc.net.au/news/2008C05C05/partyCbashingCdeathCteenCinCcourt/2425708!
Australian!Curriculum!Assessment!and!Reporting!Authority.!(2014).!Health-and-Physical-EducationCurriculum.!Retrieved!from!http://www.australiancurriculum.edu.au/healthCandCphysicalC
education/curriculum/fC10?layout=1#level9C10!
Australian!Institute!of!Criminology.!(2009).!Key-issues-in-alcohol>related-violence.!Retrieved!from!
http://www.aic.gov.au/publications/current%20series/rip/1C10/04.html!
Australian!Institute!of!Health!and!Welfare.!(2013).!National-Drug-Strategy-Household-Survey.!
Retrieved!from!http://www.aihw.gov.au/alcoholCandCotherCdrugs/ndshsC2013/ch4/#t4_4!
Bartholomaeus,!P.!(2012).!Literacy!learning!for!students!in!rural!communities.!In!R.!Henderson!(Ed.),!
Teaching-literacies-in-the-middle-years:-Pedagogies-and-Diversity-(pp.!132C165).!South!
Melbourne,!Vic.:!Oxford!University!Press.!!
Department!for!Education!and!Child!Development.!(2000).!Drug-education-R12-teacher-supportpackage:!Senior-years-:-drug-education-for-late-adolescence/early-adulthood-(Years-10--12).Retrieved!from!http://www.decd.sa.gov.au/drugstrategy/files/links/supportpacksenior.pdf!
Duchesne,!S.,!McMaugh,!A.,!Bochner,!S.,!&!Krause,!K.!(2013).!Educational-Psychology-for-learning-andteaching.!South!Melbourne,!Vic:!Cengage!Learning.!!
George!Lucas!Educational!Foundation.!(2015).!Multiple-Intelligences-Self>Assessment.-Retrieved!from!
http://www.edutopia.org/multipleCintelligencesCassessment.!
Harrison,!N.!(2008).!Indigenous!ways!of!learning.!In!N.!Harrison!(Ed.),!Teaching-and-learning-inindigenous-education-(pp.!13C32).!South!Melbourne,!Vic:!Oxford!University!Press.!!
Jarvis,!J.!(2013).!Differentiating!learning!experiences!for!diverse!students.!In!P.!Hudson!(Ed.),!Learningto-teach-in-the-primary-school-(pp.!52C70).!Port!Melbourne:!Cambridge!University!Press.!

Student name: Christa Balfour;

!

Student ID: 2106386

Jarvis,!J.!M.!(2014a).!Supporting!diverse!gifted!students.!In!M.!Hyde,!L.!R.!Carpenter,!&!R.!N.!Conway!
(Eds.),!Diversity,-inclusion-and-engagement-(pp.!297C315).!South!Melbourne,!Vic:!Oxford!
University!Press.!!
Jarvis,!J.!(2014b).!Lecture-6:-Leading-and-Managing-an-Effectively-Differentiated-Classroom-[PowerPoint!slides].!Retrieved!from!Flinders!University!EDUC4720!FLO!site.!!
Lou,!Y.,!Abrami,!P.!C.,!Spence,!J.!C.,!Poulsen,!C.,!Chambers,!B.,!&!dApollonia,!S.!(2009).!Why!is!it!so!
hard!for!students!to!understand!abstract!ideas?!In!D.!T.!Willingham!(Ed.),!Why-don't-studentslike-school?:-A-cognitive-scientist-answers-questions-about-how-the-mind-works-and-what-itmeans-for-your-classroom-(pp.!67C80).!San!Francisco,!California:!JosseyCBass.!
McCarlie,!V.!W.,!&!Orr,!D.!L.!(2010).!Health!science!education:!reviewing!a!framework!for!problemC
based!learning.!Journal-of-dental-education,!74(5),!480C488.!
McTighe,!J.!&!O'Connor,!K.!(2005).!Seven!practices!for!effective!learning.!Educational-Leadership,!
63(3),!10C17.!
Naidoo,!J.,!&!Wills,!J.!(2009).!Foundations-for-Health-Promotion.!Australia,!Sydney:!Elsevier.!!
National!Drug!Research!Institute!(2009).-Trends-in-estimated-alcohol>attributable-deaths-andhospitalisations-in-Australia.-Retrieved!from!
http://ndri.curtin.edu.au/local/docs/pdf/naip/naip012.pdf!-!
Parliament!of!South!Australia.!(2015).!House-of-Assembly.!Retrieved!from!
https://www.parliament.sa.gov.au/Members/HouseofAssembly/Pages/ContactDetails.aspx!
Sammy!D!Foundation.!(2015).!Why-the-Sammy-D-Foundation.!Retrieved!from!
http://www.sammydfoundation.org.au!
Sternberg,!R.!J.,!&!Zhang,!L.!F.!(2005).!Styles!of!thinking!as!a!basis!of!differentiated!instruction.!Theoryinto-Practice,!44(3),!245C253.!
!

Student name: Christa Balfour;

!

Student ID: 2106386

Tomlinson,!C.!A.,!&!Moon,!T.!R.!(2013).!Assessment,!grading!and!differentiation.!In!C.!A.!Tomlinson!&!
T.!R.!Moon!(Eds.),!Assessment-and-student-success-in-a-differentiated-classroom!(pp.!120C140).!
Alexandria,!Va:!Association!for!Supervision!and!Curriculum!Development.!!
Tomlinson,!C.!A.!(2006).!Considering!evidence!of!learning!in!diverse!classrooms.!In!C.!A.!Tomlinson!&!
J.!McTighe!(Eds.),!Integrating-differentiated-instruction-&-understanding-by-design:-connectingcontent-and-kids-(pp.!59C82).!Heatherton,!Vic:!Hawker!Brownlow!Education.!!
Tomlinson,!C.!A.!(2003).!Deciding!to!teach!them!all.!Educational-Leadership,!61(2),!6C11.!
Tomlinson,!C.!A.!(2001).!Grading!for!success.!Educational-Leadership,!58(6),!12C15!
Wikihow.!(2014).!How-to-write-a-rap-song.!Retrieved!from!http://www.wikihow.com/WriteCaCRapC
Song!
World!Health!Organisation.!(2006).!Youth-violence-and-alcohol.!Retrieved!from!
http://www.who.int/violence_injury_prevention/violence/world_report/factsheets/fs_youth.
pdf!
World!Health!Organisation.!(2000).!Local-action--creating-health-promoting-schools.!Retrieved!from!
http://www.who.int/school_youth_health/media/en/88.pdf!!
!
!
!
!

Student name: Christa Balfour;

Student ID: 2106386

Appendix A Australian Curriculum content descriptors

ACPPS092: Propose, practice and evaluate responses in situations where external

influences may impact on their ability to make healthy and safe choices
Elaboration: evaluating the influence of personal, social, environmental and cultural
factors on decisions and actions young people take in relation to their health, safety and
wellbeing

ACPPS097: Plan and evaluate new and creative interventions that promote their own and
others connection to community and natural and built environments.
Elaboration: designing and adopting actions, which promote healthy, active and
sustainable lifestyles.

Australian Curriculum Assessment and Reporting Authority. (2014). Health and Physical
Education Curriculum. Retrieved from http://www.australiancurriculum.edu.au/health-andphysical-education/curriculum/f-10?layout=1#level9-10

Student name: Christa Balfour;

Student ID: 2106386

10

Appendix B the story of Sammy D

Australian Broadcasting Company. (2008). Party Bashing Death: Teen in Court. Retrieved
from http://www.abc.net.au/news/2008-05-05/party-bashing-death-teen-in-court/2425708

Student name: Christa Balfour;

Student ID: 2106386

11

Appendix C - Learning profile survey (pre-assessment)

How much time do you spend?
None

Only a
little

A fair
amount

A lot

All the time

I'd hate to

I'd be a
little
reluctant

I wouldn't
mind

I'd like
to

I'd jump at
the chance

None

Only a
little

A fair
amount

A lot

All the time

Not me at
all

A little like
me

Moderately
like me

A lot
like me

Exactly like
me

Getting lost in a good book.

Doing crafts or arts projects.
Trying to solve mysteries, riddles, or crossword
puzzles.
Writing a journal or blogging.
Reflecting on your life and your future.
Playing sports.
Yearning to spend time with nature.
How keen would you be to:

Write a letter, story, or poem.

Try to build or fix something yourself.
Try to think about a problem scientifically.
Try an activity for self-improvement.
Sing a song.
Play a musical instrument.
Look after an animal.
When you are in a group, how often do you find yourself:

Speaking on behalf of the group.

Navigating or reading the map.
Taking the role of leader.
Acting a role or doing an impression of
someone.
How well do these statements describe you:

I like to tell stories.

I like to try to figure out people.
I often set goals for myself, or make specific
plans for the future.
I like writing songs or creating new music.
I enjoy dancing.
I like gardening and working with plants.

Adapted from George Lucas Educational Foundation. (2015). Multiple Intelligences SelfAssessment. Retrieved from http://www.edutopia.org/multiple-intelligences-assessment.

Student name: Christa Balfour;

Student ID: 2106386

12

Appendix D Choice Board; Choice 1; Row 1

YOUR TASK:
Create a rap song, explaining what happened to Sammy
D. The rap will need to identify external factors that can
contribute to alcohol-related violence, and identify if these
are personal, social, environmental, or cultural factors.
Your rap will need to include the environment that Sammy
D was in, some choices that were made at the party (both
Sammy and his friends) including the consumption of
alcohol, and lack of parental supervision. The end of your
rap should seek to help listeners understand how these
factors may have contributed to the death of Sammy D.

Length: 2 minutes and/or 200 words

Ideas for writing a rap song.
1) Brainstorm your ideas on paper.
2) Write the hook of your song (the chorus). The hook should not only
capture the theme of the song, but, more importantly, be catchy and
unique as well.
3) Choose points from your brainstorm list that inspire you and flesh them
out. Of course, this is where your skills as a lyricist and as a rhymer will
show through. If you're an experienced rapper, play to your strengths.
If metaphor is your game, let yourself move on the strength of your
metaphors. If you're a natural storyteller, let a narrative emerge from
the words.
4) Work out the structure. Most songs have a recognizable formula: The
intro, a verse or two with a chorus, a bridge, followed by another verse
and chorus, and then out.

Helpful resources:
http://chasemarch.com/teaching/Rap_Verse_Worksheet.pdf
http://www.platinumloops.com/how_to_rap_how_to_write_great_rap_lyric
s.shtml
http://getchorus.com/category/writing-a-chorus/
http://www.rhymezone.com
(parts adapted from Wikihow.!(2014).!How-to-write-a-rap-song.!Retrieved!from!
http://www.wikihow.com/WriteCaCRapCSong)!

Student name: Christa Balfour;

Student ID: 2106386

13

Appendix E Choice Board; Choice 2; Row 1

Discussion Piece
Your task:
Research suggests that the association between
alcohol and aggression is the result of a complex
interaction of a number of variables, including (AIC,
2009):
C Societal attitudes and values.
C The drinking environment.
C Individual characteristics including age, sex,
personality traits, education and social status.
Please pick one of the above and discuss why this
factor is reported to contribute to alcohol-related
violence (500-700 words). Use the death of Sammy
D to support your discussion.

Length: 500 to 700 words (closer to 700 = higher grade)

Ideas for writing a discussion piece.
C Brainstorm your ideas first, then refine this list and decide on 3-4
important points will help you to answer the question.
C Your discussion should include an intro, a body and a conclusion.
C Your discussion piece could be structured as follows:o Intro (70 words)
o Main part body 1 (180 words)
o Main part body 2 (180 words)
o Main part body 3 (180 words)
o Conclusion (70 words)
C Remember that every paragraph should
include a new point.
C It is advisable to write your introduction at the very end.

Helpful resources:
http://ergo.slv.vic.gov.au/learn-skills/essay-writing-skills/planyour-essay
http://www.studentbox.com.au/page/english
http://www.thestudygurus.com/outstanding-essay-writing/

Student name: Christa Balfour;

Student ID: 2106386

14

Appendix F Choice Board; Choice 3; Row 1

YOUR TASK:
In groups of 4-5 create a role-play that shows how
cultural, social, environmental, and individual factors
can contribute to alcohol-related violence. You are
encouraged to be as creative as possible, however,
as an example, 1 person could act as a cultural
factor, 1 person could act as a social factor, 1 person
could act as an environmental factor, and 1 person
could act as an individual factor. During the role-play
you could then explain how your factor can contribute
to alcohol-related violence. Use the tragedy of
Sammy D to add context to your story.

Length: 5 minutes
Ideas to consider when creating a role-play:
1)
2)
3)
4)

Where will your role-play be situated?

What and whom are the characters?
What will the characters say?
Your role-play needs to tell a story, therefore, there needs to be a start,
middle, and an end.
5) Will you include humour in your role-play?
6) How will every group-member remember their lines?

Ideas to consider when working in a group:1) Decide on team roles.

2) Exchange contact details how will you stay in-touch?
3) How will you use your time effectively?

Helpful resources:
http://www.wikihow.com/Write-a-Play
http://www.creative-writing-now.com/how-to-write-a-play.html
http://www.dummies.com/how-to/content/playwriting-for-dummies-cheatsheet.html