Contemporary Teaching and

Learning Assignment 1:
Professional Task

Harrison Fox: 18026199

Abstract

The following report will focus on the improvement of a stage 4 unit named “Growing and Changing”. This unit

was designed and created for the cohort of year 7 which consisted of mixed ability classrooms at Eagle Vale

high school. This report proposes recommendations to improve the suitability of the unit in relation to

teaching a comprehensive class which consists of diverse learners and EALD students.
Table of Contents

Abstract …………………………………………………………………………………………………………………………. 1

Executive Summary ………………………………………………………………………………………………………….3-5

Comparative Table ……………………………………………………………………………………………………………5-8

Recommendations …………………………………………………………………………………………………………9-13

Scope and Sequence ………………………………………………………………………………………………………….14

Concept Map ……………………………………………………………………………………………………………………15

Assessment Task and Marking Criteria …………………………………………………………………………16-19

Redesigned Unit outline ……………………………………………………………………………………………….20-38

Reference ……………………………………………………………………………………………………………………..39-40

Appendix of original Documents:

Unit Outline ………………………………………………………………………………………………………………….41-50

Executive Summary

Context and Objective

This report has been designed for the PDHPE faculty at Eagle Vale High School. This school is

situated in western Sydney. Eagle Vale high school is a comprehensive coeducational school

which caters to diverse learners. In relation to these diverse learners, the student

population consists of 50% with a Language background other than English (LBOTE), and

with 6% of the students within the school identifying as Indigenous or Torres Strait Islander.

In addition to the student’s population at Eagle Vale High School, the school is below the

average in the Index of Community Socio- Educational Advantage (ICSEA) and has a

relatively low socio-economic status with 65% of parents being bottom quarter earners. In

relation to gender the school is relatively even with boys contributing to 56% of the school

population and girls contributing to the remaining 46%. In relation to the academic

achievement within the school, NAPLAN results show that students are substantially below

the national average in most categories.

Originally this unit was taught in a mixed ability year 7 PDHPE class at Eagle Vale, with many

students coming from a low socio-economic background which impacted upon students

within the classroom setting and having a substantial portion of the classroom with

Language Background other than English.

Goals

- Improve the literacy outcomes for students as it is an area of concern whilst incorporating

strategies for the implementation numeracy.

- Integrate ICT within the classroom to support student learning.

- Improve the sequence learning so that there is a clear progression and provides students

with meaningful learning.

- Utilise inquiry-based learning a teaching strategy that aims to challenge learners through

solving problems collaboratively

Recommendations

The following recommendations have been made for a mixed ability classroom that will

consist of mixed learning abilities, furthermore there will be students with LBOTE, students

who identify as Indigenous or Torres Strait islander and students who come from a low

socio-economic background. Therefore, the recommendations in this report will primarily

focus on literacy and numeracy concerns and the improvement of the sequencing and

assessment within the unit.

- Scaffold literacy and numeracy into the classroom to improve outcomes for students

- Improve the sequencing of learning to ensure that there is a clear progression from the

beginning to the end of the unit

- Implement a formative assessment and a summative assessment task which will act as an

integral component of learning.

Comparative Table

Area of Strengths of the area Concerns of the area of Suggested Changes to Research support for the
consideration of consideration consideration counteract concerns changes suggested.

This unit has some The main concern of this area is Changes to counteract these Research supports these
Literacy slight strengths of that the most literal tasks concerns will include the changes. Research by (Graham,
literacy within this revolve around comprehension incorporation of essay writing, Capizzi, Harris, Hebert & Morphy,
unit. This unit utilises tasks. Literacy can be utilised in and research tasks 2013) suggests that this approach
students creating many ways which can improves literacy skills among
letters to individuals ultimately stimulate student students.
from scenarios and learning
helping them with In relation to research tasks in
scenarios. This unit the classroom, literature by (Leu,
also uses literacy Kinzer, Coiro, Castek & Henry,
through 2017) suggest that this is an
comprehension tasks. appropriate task that improves
literacy skills through challenging
students to synthesize and
evaluate information.

There is minimal This area is a concern as To embed numeracy within this Research supports these
evidence of numeracy numeracy is a cross curriculum unit, suggested changes that will proposed changes as beneficial
Numeracy in this unit. Since priority. With the school be used to counteract these ways to incorporating numeracy
numeracy is a cross achieving a substantially low concerns will include: reading within the classroom. (Bennison,
curriculum priority rate in this area in NAPLAN, this and interpreting data and 2015) supports the notion of
within Australia should be a priority in all units. statistics, incorporating and incorporating data and statistics
curriculum it is a constructing timelines. into PDHPE lessons. (Geiger,
necessity to have Goos & Dole, 2015) analyses
numeracy embedded numeracy in different subject
among all subject areas, this research noted that
areas. timelines are a beneficial tool for
incorporating numeracy into
classrooms

There are some A key concern of this area is Changes for this area will include Research supports these
Critical and aspects of Critical and the lack of opportunities to creative tasks such as research changes. In relation to using tasks
Creative creative thinking demonstrate critical and tasks, creating scenarios for with ICT, literature by (Ohler,
Thinking displayed in this unit. creative thinking. This cross- fellow students to answer, tasks 2013) suggest that this is an
 This is particularly curriculum priority needs to be utilising ICT (e.g. iMovie) that effective way to allow students
evident through implemented throughout this focus on scenarios/ vignettes. to show their creativity within
activities in which unit. the classroom, in particular this
students write letters Tasks such as these will allow research discusses the use of
in response to This cross-curriculum priority students to display their iMovie.
individuals having can be utilised in many ways knowledge while also display
challenges during and thus providing limited their creative thinking. Research from (Kong, 2014) also
puberty. opportunities for students to supports these changes, utilising
display their critical and research tasks and tasks which
Through these letter creative thinking is a concern. involve students commenting on
students must others work.
critically think about
the scenario and the
individual’s situation,
students then have to
formulate strategies
and responses to help
the individual within
these scenarios.

This unit has some There is no particular area of To enhance students learning in In relation to think pair share
Personal and areas of strength in concern of this domain within this domain, the incorporation of activities, literature by (Barkley,
Social this domain. This unit the unit, however I believe the collaborative activities when Cross & Major, 2014) states that
Capabilities allows students to incorporation of collaborative looking at challenging scenarios this is an effective collaborative
focus on personal and activities will improve the regarding puberty, think pair learning technique that engages
social issues in personal and social capabilities share activities and working students to participate within a
relation to puberty of students. together to find solutions to whole classroom discussion.
while also focusing on issues.
how to address issues ACARA (u.d.) supports the use of
and exploring how to collaborative activities which
deal with them. utilise leadership and problem
solving.
A key concept that
contributes to this
strength maturity.
Maturity in this unit
explores a range of
situations that
incorporate both
personal and social
factors. These
scenarios challenges
student’s perspectives
and how these
perspectives change
over time.
 This unit has some An area of concern in relation The implementation of a range Research suggest that the
strengths within this to this unit is that there is little of formative assessments and a implementation of a formative
Understanding area. This unit starts evidence of a summative and summative assessment would assessment is beneficial and
by Design off with smaller formative assessment included. strengthen this unit. integral to the teaching and
questions/topics and This unit could be improved learning process. The use of
thein builds through implementing these formative assessments allows
throughout the unit. assessments teachers to gain feedback on
student knowledge. (Wood,
2017; Yan & Cheng, 2015).

In relation to summative
assessments, literature by
(Lambert, 2013) suggests that
summative assessments are
critical to teaching and learning
as it summarises student
achievement within a unit.

Literature by (master, 2013;

Houston, Thompson, 2013)
suggest that incorporating both
formative and summative
assessments within a
unit/program will be beneficial
for student learning.
 Recommendations

In regard to the context of the school, a number of recommendations have been made for

the unit “growing and changing”. These recommendations aim to Improve the learning

outcomes of students through implementing formative assessment tasks and a summative

assessment, introducing main learning concepts through inquiry learning, collaborative

learning. This unit had no initial scope and sequence, concept map or formative assessment

or summative assessment within the unit. This creates a lack of clarity for teachers and

students and therefore impacts upon the teaching and learning process. In relation to the

recommendations for this unit, these recommendations have been made using the concept

of Universal by design (UBD). This concept uses the process of backward mapping which

aims to equip students with the necessary skills and knowledge to achieve the desired

outcomes of the unit (Wiggins & McTighe, 2011). Additionally, the reconstructed unit

ensures that general capability areas such as literacy, numeracy, personal and social

capabilities and creative and critical thinking have been embedded within the unit while also

addressing threshold concepts.

Upon reviewing the original unit, a clear concern was that there was minimal evidence of

formative assessments and was no related summative assessment. In relation literature,

research by (Wood, 2017; Yan & Cheng, 2015) highlights the importance of formative

assessments in relation to the teaching and learning process and how crucial it is to

education. In relation to summative assessments, literature by (Lambert & Lines, 2013)

suggest that the implementation of summative assessments within education is essential to

the teaching and learning process as it summarises students achievement within a course or
unit. However, literature by (Masters, 2013; Houston, Thompson, 2013) suggest that

incorporating both formative and summative assessments within a unit/program will be

beneficial for student learning. Combining the findings of this literature clearly

demonstrates the benefits of implementing this recommendation. Through UbD and

backward mapping, implementing these different types of assessments would allow the

teacher to gain feedback into student’s knowledge throughout the unit of work and to

provide an assessment task in which would comment on student’s achievement throughout

the unit. Through implementing this design, these recommendations would allow the

teacher to assess how students are engaging within the content and to make any necessary

adjustments within the unit. This is particularly important when assessing student

knowledge on threshold concepts within the unit.

In relation to the context of the school and the educational achievement of students with

the NAPLAN testing, it’s evident that students are achieving at a substantially lower rate

than other students around the country in general capability areas such as literacy and

numeracy. From this information, key recommendations for literacy and numeracy focused

on embedding these areas within the unit. Firstly, literacy was embedded within the unit

through research tasks and essay writing tasks. In relation to research tasks, literature by

(Leu, Kinzer, Coiro, Castek & Henry, 2017) suggest that this is an appropriate task that

improves literacy skills through challenging students to synthesize and evaluate information.

This recommendation is also supported by the Australian Curriculum and Reporting

Authority for the KLA of PDHPE (ACARA) (u.d.). In regard to essay writing, research by

(Graham, Capizzi, Harris, Hebert & Morphy, 2013) suggest that essay writing is an
appropriate task for improving student’s literacy. Through UbD and back ward mapping,

these recommendations were used throughout the unit to address literacy concerns of

students and to develop their literacy skills. Through UbD and literacy, this priority area was

utilised effectively to address threshold concepts through the utilisation of essay writing

tasks and research tasks.

Focusing on Numeracy, the recommendation’s made to embed numeracy within the

reconstructed unit consists of interpreting data and statistics and through constructing

timelines. In relation to interpreting data and statistics within the KLA of PDHPE, literature

by (Bennison, 2015) supports this recommendation of incorporating data and statistics into

PDHPE lessons, this recommendation is also supported by ACARA (u.d.). In regard to

timelines, research conducted by (Geiger, Goos & Dole, 2015) analysed numeracy in

different subject areas. This research noted that timelines are a beneficial tool for

incorporating numeracy into classrooms. Through using UbD and the concept of backward

mapping, embedding numeracy was a key focal point within this reconstructed unit. With

students achieving at a substantially lower rate than other Australians, it is imperative to

embed this cross-curriculum priority within the unit. Through backward mapping and

inquiry-based teaching and learning, utilising numeracy is an effective measure for

addressing threshold concepts such as adolescence and puberty.

Another area which caused an area of concern within the unit was the concept of critical

and creative thinking. Upon reflection, the original unit provided limited opportunities for

students to display this cross-curriculum priority area. Furthermore, the recommendations

provided within the reconstructed consisted of implementing tasks such as research tasks,
creating scenarios/ vignettes and through using ICT to create iMovie’s in their summative

assessment. In regard to evidence, literature by (Ohler, 2013) suggest that activities

implementing ICT within the classroom is an effective way to allow students to show their

creativity within the classroom, this literature also analysed the benefits in relation to using

iMovie. Focusing on the aspect of critical thinking, research by (Kong, 2013) suggests that

implementing research tasks is an effective way to engage students in critically thinking

about information. Focusing on creative and critical thinking, the recommendation of

students creating their own scenarios/ vignettes is supported by ACARA as it allows students

to pose questions and seek solutions to health issues by exploring and designing appropriate

strategies to promote and advocate personal and social health (ACARA, u.d.). Through using

UbD and inquiry-based teaching, these recommendations allows students to seek answers

to questions and allow students to immerse themselves within content and threshold

concepts such as Puberty, Maturity, Adolescence and change.

Lastly, the cross-curriculum priority of personal and social capabilities was addressed.

Within this priority area, a key recommendation that was implemented was the utilisation

of collaborative activities. Activities within this recommendation included thin pair hare

activities and problem-solving activities. In reference to literature, (Barkley, Cross & Major,

2014, ACARA, u.d.) support these recommendations and suggest that they are effective in

improving engagement levels. Through using UbD and inquiry-based teaching and learning,

students are able about threshold concepts through working with their peers to seek

answers, share perspectives and find solutions to problems collaboratively.

In summation, there are numerous opportunities for improvement within the original unit

“growing and changing”. As such, this report provided evidence-based reasoning for

suggestions in developing and enhancing the unit. Thus, it would be advantageous for the

PDHPE faculty at Eagle Vale High School to consider these recommendations when teaching

the unit in term 3, 2019.

Reconstructed Unit
Scope and Sequence: Growing and Changing
Week Learning content
1 Sense of self
 Being the same as and different from others
 How perceptions can vary in different contexts
 Factors that influence our sense of self
 Self-acceptance

2 Adolescents and change

 From birth to adolescence
 Life cycle and stages of life
 Physical, emotional and social changes during adolescence

3 Adolescents and change

 Physical, emotional and social changes during adolescence
 Puberty
 Reproduction systems
 Secondary sex characteristics
4 Adolescents and change
 Major changes during puberty
 How to help a friend in need (giving advice)
5 Adolescents and change
 Difference and diversity
 The relationship between physical and emotional maturity
 Managing changes associated with puberty
6 Adolescents and change
 Peer pressure
 Changing relationships
 What it means to be mature
7 Adolescents and change
 Handling emotions
 Handling the changes of puberty
Changes and challenges
 Sources of change and challenge
8 Changes and challenges
 Support networks
 Dealing with pressure
 Situations that create pressure
9 Changes and challenges
 Identifying conflicting demands
 Dealing with conflict
 Predicting and preparing for future challenging situations
10  Assessment task
 Concept Map
Stage 4 – “Growing and Changing

What is
adolescence

Influenced
Sense of Self by Difference and
Adolescence diversity

Directly Reproductive
relate health
Influenced by interrelate

Social,
How can I Secondary emotional and
Maturity sexual
What change physical
Who characteristic
are my over changes
am I?
values? time?

Influenced
by Directly relate to

Relates to
Puberty

Changes

What does
puberty look
What is like?
Directly related to puberty?
What does
puberty feel
like

Physical social emotional Associated

with

Challenges
Sources of
challenges How to deal with
challenging
Associated with
situations
How can
relationships Fear,
What causes
become resilience anxiety,
challenging situations
challenging? stress
Assessment Task and marking Criteria

Assessment Task Sheet

Assessment Task Information
Faculty: PDHPE
Course: Stage 4
Unit: Growing and changing
Task Title: Presentation task
Task marks: 20
Weighting: 20 % Task No: 3 of 4
Date issues: Week 4 term 2 Date for submission: Week 10 term 3

Assessment Task Details

Description of Activity:
Students choose a scenario given by the teacher and are asked to give advice to the
individual in need. In relation to submission details, students will need to create a 3-
minute iMovie outlining the strategies/ advice given to the individual.
Task instructions:
Students are to choose a scenario given from the teacher and are asked to give advice to
the individual in need. In relation to this advice, students will need to address the
following themes within their advice:
• Identify what domain(s) of change is occurring during adolescence (Physical,
social, emotional) and explain how these domain(s) change during adolescence
• list and explain certain strategies for managing and coping for challenging
situations.
• Explain concepts such as difference and diversity and how this relates to the
individual in need. (e.g. how puberty affects people differently).
Scenario 1: Michael is a 12-year-old boy who is starting to notice the change going on
with his body. He notices hair growing under his arms and doesn’t know how to deal with
it. He has noticed that he is the only one amongst his friends to notice this change and is
too scared to tell his friends. What advice would give Michael?

Scenario 2: Laura is a 13-year-old girl, she notices her friends from primary school are
becoming interested in different things and are starting to leave her out of plans, this
makes her upset and confused. What advice could you give Laura?

Scenario 3: Adam is a 14-year-old boy who is upset and confused, this is due to his body
not changing while all his friends are. He doesn’t know what is happening and doesn’t
know who to talk to. What advice can you give Adam?

Context
Contextual statement:
This task caters to differentiation through the design and creation of the iMovie. This task
allows students to demonstrate their knowledge of the changes that occur during
adolescence, the challenges that arise from these changes and how to deal with our sense
of self. This task will allow students to demonstrate hey learnings from the unit by
applying the knowledge gathered throughout the unit into practice.

Outcomes to be assessed
Outcome Description
4.1 describes and analyses the influences on a sense of self
4.2 identifies and selects strategies that enhance their ability to cope
and feel supported
Criteria for assessing learning
Marking criteria
Mark range Criteria
20-15 -Demonstrates extensive knowledge and understanding of concepts
such as adolescence and change.
-Student clearly identifies what domain(s) the individual is going
through.
-Explains in thorough relevant coping strategies.
-Demonstrates extensive knowledge on concepts such as difference
and diversity and how this relates to the individual in need.
-Creates/design an engaging and visually appealing iMovie which
abides to the time limit.
14-10 -Demonstrates a thorough understanding of concepts such as
adolescence and change.
-Student identifies what domain(s) the individual is going through.
-Displays a thorough understanding of concepts such as difference and
diversity and how this relates to the individual in need.
-Creates/design an engaging and visually appealing iMovie which
abides to the time limit
9-5 -Demonstrates basic knowledge and understanding of key concepts
such as adolescence and change.
-Vaguely identifies domain(s) the individual is going through.
-Demonstrates a basic of concepts such as difference and diversity and
how this relates to the individual in need.
-Creates/ designed an iMovie which is limited in its engagement, not
visually appealing and does not abide by the time limit.
4-0 -Displays limited knowledge on key concepts such as adolescence and
change.
- Does not identify the domain(s) the individual is going through
 -Demonstrates limited knowledge of difference and diversity and how
this relates to the individual in need.
-Created/designed am iMovie which is not engaging, is not visually
appealing and does not abide by the time limit.
Feedback:
Redesigned Unit Outline
Unit GROWING AND Year / 7 Unit Timeframe: 10 weeks Term: 3 Year: 2017
Name: CHANGING Class:

PDHPE FACULTY
GROWING AND CHANGING
Key Learning
sense of self adolescence and change changes and challenges
Unit Rationale:
Students have previously explored the challenges and demands of starting high school.
This unit builds on this learning as it examines the physical, social and emotional changes that are experienced during adolescence.
Evidence of Learning
 A student understands the changes during puberty and can explain these physical, social and emotional changes, their effects and
strategies to deal with them
Focus Outcomes
4.1- Describes and analyses the influences on a sense of self.
4.2- A student identifies and selects strategies that enhance their ability to cope and feel supported.
Cross Curriculum Content
ICT Difference & Diversity Work, Employment and Enterprise Environment Aboriginal and Indigenous
Gender Civics and Citizenship Literacy Numeracy Multicultural Perspectives
 Evidence of Registration
Learning Teacher Date
Teaching and learning
lesson Learn about Learn to and Signature
strategies
Feedback
(Assessment)
1 a sense of self explore the influence of the - Introduction to unit Think pair share
defining a sense following on a sense of self: - Understanding who allows the teacher
of self who I am I am to gain an insight to
being the same who I relate to - Important words to student knowledge
as and what I can do learn of the topic.
different what I believe and value - Think pair share:
from others who am I, what is Defining sense of
how a sense of
my sense of self self task allows the
self can vary
- Defining sense of teacher to
in different
contexts self: students write understand
factors that their definition of student’s ideas and
influence a what they think the perceptions of the
sense of self sense of self refers sense of self.
self-acceptance to, after this the
teacher will give
students the
definition.

- Reflective journal:
this will be the first
journal entry of the
unit. This entry will
ask students to
reflect upon who
 they are and their
perceptions of their
“sense of self”.

MODIFICATION
Utilise mind maps to
gain an insight into what
students know about the
sense of self.
 Evidence of Learning Registration
and Teacher Date
lesson Learn about Learn to Teaching and learning strategies
Feedback Signature
(Assessment)
2 adolescence and explain the physical, social from birth to adolescence- exploring Time line task
change and emotional changes the first part of the human life cycle - demonstrates
the physical, that occur during from conception to adolescence student’s ability to
social and adolescence Refer to booklet place the major
emotional 1. Life stages timeline. (plot all life stages of the human
changes stages within the timeline and life cycle in order.
during investigate what students perceive
adolescence as important at all the different life The essay allows the
stages.) teacher to gain an
2. People grow and change insight into student’s
3. Essay...becoming an adult perceptions of how
we become an adult
and what it entails.
EXTENSION
Analyse how we change over
time through the life stages
timeline. How our priorities
change over time

MODIFICATION
Construct a mind map along
with the life stages timeline.
As a part of this mind map,
students can consider what
influences the changes in
priorities through these
different life stages.
 Evidence of Learning Registration
and Teacher Date
lesson Learn about Learn to Teaching and learning strategies
Feedback Signature
(Assessment)
3 adolescence and explain the physical, social and  puberty – what it means for Can label the
change emotional changes that boys and girls male and female
the physical, occur during adolescence 1.Smart note puberty lesson reproductive
social and 2. Interpreting Statistics on puberty systems
emotional – when it starts
changes 2. Physical changes- physical
during changes
adolescenc 3. Label the male and female
e reproductive systems
4. Define and describe secondary
sex characteristics
5. Puberty- how our body changes

EXTENSION
Reflection on puberty journal
writing task.

(This comprises of both

literacy and personal and
social capabilities)

MODIFICATION
-Individual puberty research
task
- Puberty mind map
 Evidence of Registration
Learning Teacher /Date
lesson Learn about Learn to Teaching and learning strategies and Signature
Feedback
(Assessment)
4 adolescence and explain the physical, social  What’s happening to Describe the
change and emotional changes me DVD/or similar major changes in
the physical, that occur during  Puberty changes game both females and
social and adolescence (collaborative group males during
emotional work) puberty
changes  Reflective journal –
during major changes during
adolescence puberty

EXTENSION - after analysing

“What’s happening to me”
1. Describe what happens
during the menstrual cycle.
2. What advice would you
give to a friend struggling
with the physical changes of
adolescence? Provide at least
four strategies to help your
friend cope.

MODIFICATION
Incorporate themes into
reflective journal, themes
may include providing coping
strategies for the process of
puberty. (Comprises of both
literacy and personal/social
capabilities.
 Evidence of Learning Registration
Teaching and learning
Week Learn about Learn to and Teacher /Date
strategies
Feedback (Assessment) Signature
5 adolescence and explain the physical, social  social and emotional
change and emotional changes changes Mind map allows
the physical, that occur during refer to booklet the teacher to gain
social and adolescence 1. changing relationships an insight into
emotional 2. Peer pressure student knowledge
changes identify behaviours that 3. Collaborative research
during indicate the positive task on maturity (emotional
adolescence management of changes and physical)
understanding associated with puberty 4. Classroom mind map of
difference for males and females what the meaning of
and diversity maturity is
the relationship
between
physical and
emotional
maturity MODIFICATION
managing the -Students think about a
changes time in which they
associated with displayed maturity in the
puberty, face of a challenging
including scenario. (e.g. changing
reproductive relationships and peer
health pressure). How did they
overcome the situation.
 -Students remain in their
research groups and
construct a scenario in
relation to maturity for
other groups to answer.

Evidence of Teacher /Date

Learning Signature
Teaching and learning
Week Learn about Learn to and
strategies
Feedback
(Assessment)
6 adolescence and explain the physical, social and social and emotional changes
change emotional changes that -Essay writing task: students will
the physical, social occur during adolescence need to create a scenario Essay writing task
and emotional incorporating the following allows the teacher
changes identify behaviours that themes: to gain an insight
during indicate the positive 1. changing relationships into student’s
adolescence management of changes 2. Peer pressure knowledge and
understanding associated with puberty 3. emotional maturity retention of key
difference and for males and females 4. Physical maturity concepts within the
diversity 5. What does it mean to be unit.
the relationship mature?
between Students will need to create a Group poster allows
physical and scenario and resolves the issues students to
emotional from the scenario. demonstrate their
maturity (This incorporates literacy, UbD, knowledge of the
critical and creative thinking) topic.
 managing the -Maturity group poster: groups
changes associated create a poster in relation to
with puberty, what being mature means to
including them.
reproductive health
(this activity incorporates
Critical and creative thinking,
personal and social capability)

MODIFICATION
-Individual poster
- Maturity PowerPoint/Prezi
 Evidence of Learning Teacher /Date
Teaching and learning
Week Learn about Learn to and Signature
strategies
Feedback (Assessment)
7 adolescence and change explain the physical, social and - Dealing with puberty Mind map allows the
the physical, social emotional changes that - Speed strategies – teacher to gain an insight
and emotional occur during adolescence students will have into student knowledge
changes during short intervals with
adolescence identify behaviours that peers about
understanding indicate the positive strategies to deal
difference and management of changes with puberty
diversity associated with puberty
the relationship for males and females - Handling your
between physical emotions
and emotional Collaborative mind
maturity map
managing the changes
associated with puberty, - Letter to a friend:
including reproductive students will create
health a letter based off a
vignette given from
the teacher. This will
need students to
prescribe strategies
and to provide
information on how
to deal with puberty
and how to handle
emotions.
 (This incorporates
literacy, critical and
creative thinking)

MODIFICATION
Allow students to create
vignettes for each other
and write letters to the
person in need.
 Evidence of Learning Teacher /Date
Teaching and learning
Week Learn about Learn to and Signature
strategies
Feedback (Assessment)
8 adolescence and change explain the physical, social - Class brainstorm of Classroom
the relationship and emotional changes challenges that brainstorm, mind map
between physical that occur during young people may and think pair share
and emotional adolescence face activities allows the
maturity - Health services teacher to gain an
managing the changes identify behaviours that research task: insight into what
associated with indicate the positive students research students know of the
puberty, including management of changes relevant health topic.
reproductive health associated with puberty services available
for males and females to support young
people.
(this task
addresses literacy
and personal and
social capabilities)

- Think pair share on

research found:
what did students
find

- Support networks:
what are they, who
is involved, where
can we find them
- Reflective journal
task: what
students have
found in relation to
services for young
people and
support networks.

- Pressure mind map

- Collaborative
research: how to
deal with pressure

- Letter to your
future self: this
letter will look at
students writing
their future self’s
about how to deal
with pressure and
pressure
situations.
9 changes and challenges
sources of change and
challenge, eg school,
family, friendships
identifying fears and
feelings
dealing with conflicting
demands
predicting and preparing for
future challenges
10 adolescence and change
the physical, social and
emotional changes
during adolescence
understanding difference
and diversity
describe the current
challenges that may face
young people and predict
future challenges
explain the physical, social
and emotional changes
that occur during
adolescence
explain the physical, social
and emotional changes
that occur during
-Challenging statistics – Think pair share and
research task on data in mind map task allows
relation to issues effecting the teacher to gain an
young Australians. insight to student
-Think share pair knowledge.
-resilience mind map
-Detect the issue: students
will analyse various
vignettes and will need to
detect the challenge while
also providing
recommendations to the
individual.
-reflective journal: what
causes conflicting
demands, how to resolve
these challenges.
Using the reflective Assessment task: This
journal and the assessment task will
information gathered comprise of key
throughout the unit, learning from the
students will be starting/ unit. This task will
completing their allow students to
assignments. The whole demonstrate and
 adolescence week is dedicated to this apply their knowledge
assessment task within a scenario.
identify behaviours that
indicate the positive
management of changes
associated with puberty
for males and females

changes and challenges describe the current

sources of change and challenges that may
challenge, eg school, face young people and
family, friendships predict future
identifying fears and challenges
feelings
dealing with conflicting
demands
predicting and preparing for
future challenges
References

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Retrieved on 3rd September retrieved from: https://www.australiancurriculum.edu.au/f-10-

curriculum/general-capabilities/critical-and-creative-thinking/

Australian Curriculum, Assessment and Reporting Authority. (u.d.). Literacy.

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curriculum/general-capabilities/literacy/

Australian Curriculum, Assessment and Reporting Authority. (u.d.). Numeracy.

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curriculum/general-capabilities/numeracy/

Australian Curriculum, Assessment and Reporting Authority. (u.d.). Personal and Social Capability.
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curriculum/general-capabilities/personal-and-social-capability/

Barkley, E. F., Cross, K. P., & Major, C. H. (2014). Collaborative Learning Techniques: A Handbook for
College Faculty. California, USA: John Wiley & Sons.

Bennison, A. (2015). Supporting Teachers to Embed Numeracy Across the Curriculum: A

Sociocultural Approach. ZDM Mathematics Education, 47(4), 561-573. doi: 10.1007/s11858-
015-0706-3

Geiger, V., Goos, M., & Dole, S. (2015). The Role of Digital Technologies in Numeracy Teaching and
Learning. International Journal of Science and Mathematics Education, 13(5), 1115-1137. doi:
10.1007/s10763-014-9530-4

Graham, S., Capizzi, A., Harris, K. R., Hebert, M., & Morphy, P. (2013). Teaching Writing to Middle
School Students: A National Survey. Reading & Writing, 27(6), 1015-1042. doi:
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Houston, D., & Thompson., J, (2013). Blending Formative and Summative Assessment in a Capstone
Subject: ‘It’s not your tools, it’s how you use them’, Journal of University Teaching & Learning
Practice. 14(3), 1-13. Retrieved from http://ro.uow.edu.au/jutlp/vol14/iss3/2

Kong, S. C. (2014). Developing Information Literacy and Critical Thinking Skills Through Domain
Knowledge Learning in Digital Classrooms: An Experience of Practicing Flipped Classroom
Strategy. Computers & Education, 78, 160-173. doi:10.1016/j.compedu.2014.05.009

Lambert, D., & Lines, D. (2013). Understanding Assessment: Purposes, Perceptions, Practice. London,
England: Routledge.

Leu, D. J., Kinzer, C. K., Coiro, J., Castek, J., & Henry, L. A. (2017). New literacies: A Dual-Level Theory
of the Changing Nature of Literacy, Instruction, and Assessment. Journal of Education, 197(2),
1-18. doi:10.1177/002205741719700202
Masters, G. N. (2013). Reforming Educational Assessment: Imperatives, Principles and Challenges.
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https://research.acer.edu.au/cgi/viewcontent.cgi?article=1021&context=aer

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Wiggins, G. P., & McTighe, J. (2011). The understanding by design guide to creating high-quality
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doi:10.1016/j.tate.2014.10.002
Appendices
Original Unit outline
Unit GROWING AND Year / 7 Unit Timeframe: 10 weeks Term: 3 Year: 2017
Name: CHANGING Class:

PDHPE FACULTY
GROWING AND CHANGING
Key Learning
• sense of self adolescence and change • changes and challenges
Unit Rationale:
Students have previously explored the challenges and demands of starting high school.
This unit builds on this learning as it examines the physical, social and emotional changes that are experienced during adolescence.
Evidence of Learning
 A student understands the changes during puberty and can explain these physical, social and emotional changes, their effects and
strategies to deal with them
Focus Outcomes
4.1- Describes and analyses the influences on a sense of self.
4.2- A student identifies and selects strategies that enhance their ability to cope and feel supported.
Cross Curriculum Content
ICT Difference & Diversity Work, Employment and Enterprise Environment Aboriginal and Indigenous
Gender Civics and Citizenship Literacy Numeracy Multicultural Perspectives

Evidence of Registration
Learning Teacher Date
Teaching and learning
lesson Learn about Learn to and Signature
strategies
Feedback
(Assessment)
1 • a sense of self • explore the influence of the
– defining a following on a sense of self: Refer to booklet
sense of self – who I am 1. Introduction to unit Can describe
– being the – who I relate to 2. Understanding who what ‘sense of
same as and – what I can do I am self’ means
different – what I believe and value 3. Important words to
from others learn How can a sense
– how a sense
Defining sense of self of self be
of self can
shaped?
vary in
different Refer to faculty workbook
contexts 1 and matching
– factors that PowerPoint
influence a
sense of self
– self-
acceptance EXTENSION
MODIFICATION
 Evidence of Learning Registration
and Teacher Date
lesson Learn about Learn to Teaching and learning strategies
Feedback Signature
(Assessment)
2 • adolescence • explain the physical, social from birth to adolescence- exploring
and change and emotional changes the first part of the human life cycle -
– the that occur during from conception to adolescence Can define
physical, adolescence Refer to booklet prenatal,
social and 1. The ten different life stages conception,
emotional 2. People grow and change puberty,
changes 3. Essay...becoming an adult adolescence
during
adolescence Can place the
EXTENSION major stages of
the human life
cycle in order

MODIFICATION
 Evidence of Learning Registration
and Teacher Date
lesson Learn about Learn to Teaching and learning strategies
Feedback Signature
(Assessment)
3 • adolescence • explain the physical, social  puberty – what it means for Can label the
and change and emotional changes boys and girls male and female
– the that occur during 1. Smart note puberty lesson reproductive
physical, adolescence 2. Physical changes- physical systems
social and changes
emotional 3. Label the male and female Can classify
changes reproductive systems words into
during 4. Define and describe secondary male/female/
adolescenc sex characteristics both male and
e 5. Puberty- how our body changes female

EXTENSION

MODIFICATION
 Evidence of Registration
Learning Teacher /Date
lesson Learn about Learn to Teaching and learning strategies and Signature
Feedback
(Assessment)
4 • adolescence • explain the physical,  What’s happening to Describe the major
and change social and emotional me DVD/or similar changes in both
– the changes that occur females and males
physical, during adolescence EXTENSION during puberty
social and ACTIVITY LESSON 3
emotional 1. Describe what happens
changes during the menstrual cycle.
during 2. What advice would you
adolescence give to a friend struggling
with the physical changes of
adolescence? Provide at
least four strategies to help
your friend cope.

MODIFICATION
 Evidence of Learning Registration
Teaching and learning and Teacher /Date
Week Learn about Learn to
strategies Feedback Signature
(Assessment)
5 • adolescence and • explain the physical,  social and emotional
change social and emotional changes Describe the
– the physical, changes that occur refer to booklet social and
social and during adolescence 1. changing emotional
emotional relationships changes that
changes • identify behaviours that 2. Peer pressure may occur during
during indicate the positive 3. Emotional puberty
adolescence management of changes maturity
– understanding associated with puberty 4. What does it Define maturity
difference for males and females mean to be mature?
and diversity Fact that social
– the EXTENSION ACTIVITY and physical
relationship LESSON 5 maturity do not
between 1. Complete Activity always happen
physical and “NICK” at the same time
emotional
maturity
– managing the
changes
associated with MODIFICATION
puberty,
including
reproductive
 health

Evidence of Learning Teacher /Date

Teaching and learning
Week Learn about Learn to and Signature
strategies
Feedback (Assessment)
6 • adolescence and • explain the physical, social and social and emotional changes
change emotional changes that occur refer to booklet
– the physical, during adolescence 1. changing
social and relationships
emotional • identify behaviours that indicate 2. Peer pressure
changes during the positive management of 3. emotional maturity
adolescence changes associated with puberty 4. What does it mean to
– understanding for males and females be mature?
difference and
diversity EXTENSION ACTIVITY
– the relationship LESSON 6
between 1. Complete Activity “NICK”
physical and
emotional
maturity
 managing the changes
associated with puberty,
MODIFICATION
including reproductive
health
 Evidence of Learning Teacher /Date
Week Learn about Learn to Teaching and learning strategies and Signature
Feedback (Assessment)
7 • adolescence and • explain the physical, social  Dealing with puberty
change and emotional changes that  Handling your emotions
– the physical, social occur during adolescence
and emotional
changes during • identify behaviours that
adolescence indicate the positive
– understanding management of changes
difference and associated with puberty for EXTENSION ACTIVITY
diversity males and females LESSON 7
– the relationship
between physical Dear NAT
and emotional
maturity
managing the changes
associated with puberty,
including reproductive
health MODIFICATION
 Evidence of Learning Teacher /Date
Teaching and learning
Week Learn about Learn to and Signature
strategies
Feedback (Assessment)
8/9 • adolescence and change • explain the physical, Complete worksheet Identify challenges
– the relationship social and emotional ‘challenges that young that young people
between physical changes that occur people may face ‘ may face
and emotional during adolescence
maturity Complete activities and Describe strategies to
– managing the • identify behaviours that choose a challenge and deal with these
changes associated indicate the positive describe the strategies challenges
with puberty, management of changes that people can
including associated with puberty implement to address the
reproductive health for males and females strategy

• changes and challenges • describe the current

– sources of change challenges that may
and challenge, eg face young people and
school, family, predict future
friendships challenges
– identifying fears and
feelings
– dealing with
conflicting demands
– predicting and
preparing for future
challenges