102098

Contemporary Teacher
Leadership

Report

Bossley Park High School

STAGE 5 PDHPE

Redesigned Unit Outline

Table of Contents

Contents
Executive Summary: Objective & Context ………………………………………………………………………….3

Executive Summary: Goals…………………………………………………………………………………………………..4

Executive Summary: Recommendations …………………………………………………………………………….4

Background and Information……………………………………………………………………………………………….5

Comparative Table………………………………………………………………………………………………………………6

Recommendations……………………………………………………………………………………………………………….8

Reconstructed Unit: Scope and Sequence…………………………………………………………………………11

Reconstructed Unit: Concept Map (NEW) …………………………………………………………………………12

Reconstructed Unit: Assessment Task & Marking Criteria (NEW)……………………………………..13

Reconstructed Unit: Assessment Task Review: Student Self-Evaluation (NEW)………………..18

Reconstructed Unit: Redesigned Unit Outline…………………………………………………………………..19

Reconstructed Unit: Evaluation of Unit……………………………………………………………………………..32

References…………………………………………………………………………………………………………………………33

Appendices………………………………………………………………………………………………………………………..35
Executive Summary
Objective and Context

This reports has been considered and designed for the Personal Development, Health and
Physical Education (PDHPE) faculty at Bossley Park High School. Bossley Park High School is
located west of central Sydney, approximately 38 kilometres in distance. Bossley Park High
School is a co-educational school, which has compulsory PDHPE classes from years 7 – 10.
Bossley Park High School, has a fairly even gender population, having 727 (51%) boys and
703 (49%) girls. The school also has a highly diverse community, with 82% of the school
population being from Language background other than English (LBOTE). The school
community only has a 1% population of Indigenous and Torres Strait Islander students. It is
important to note that there is a spread of socio-economic status within the school. A total
of 40% of school parents rank in the bottom quarter of earners, 53% rank in the middle
quarters of earners and a mere 7% rank in the top quarter of earners.
This unit was taught to a Stage 5, Year 9 PDHPE class. The context consisted of an all-boys
classroom, with many students being from LBOTE background, which ultimately also affects
students socioeconomic status.

Reference: Statistics, facts and graphs above are from the MySchool Website. Retrieved
from: https://myschool.edu.au/school/41609
Executive Summary
Goals
- Focusing on overall literacy throughout learning within the unit, through the
incorporation of literacy based teaching and learning strategies
- Addressing numeracy throughout learning within the unit, through the incorporation
of numeracy based teaching strategies and learning experiences
- Increase and expanding the incorporation of ICT within the classroom, with a focus
on bettering resources
- Incorporating a collaborative learning environment within learning experiences, in
order to heighten
- Facilitating an inquiry-based learning approach to the classroom, to develop critical
and creative thinking
- Differentiating lessons in order to suit and cater for all students, abilities and
learning types
- Structure learning across the unit to keep well-defined progression throughout the
unit
- Increase the incorporation of formative, informal assessments throughout the unit
- Facilitate student and teacher reflection of teaching and learning strategies
throughout and upon completion of the unit

Recommendations
The recommendations below include all classes having a mixed ability classroom in order for
the unit to be taught effectively, with the use of differentiation. For effective lessons to take
place, a mixed ability classroom will consist of LBOTE students, Gifted and Talented students
and students from different socio-economic quarters. There should also be a diversity of
learning abilities and learning types, within the classroom. The unit plan has a focus on
literacy and differentiation for LBOTE students, along with a focus on the progression of the
unit.
- Improve and consistently include literacy tasks throughout unit through learning
experiences, in order to heighten overall literacy skills
- Develop differentiation strategies in order to benefit all students, their abilities and
learning types, heightening student engagement and overall syllabus understanding
- Provide LBOTE students with altered tasks and scaffolded worksheets to assist them
in reaching their academic potential
- Increase and improve informal formative assessments throughout the unit, in order
to develop student learning through understanding
- Include regular student and teacher reflection of teaching strategies and learning
experiences
Background Information
This unit was taught on my practicum between May 2018 and June 2018 at Bossley Park
High School, located 38 kilometres west of central Sydney. Bossley Parl High School is one of
the largest secondary government schools within NSW, with a population of 1510 students.
Bossley Park High School is a co-educational institution, which also consists of gender
segregated classes in grades 9 and 10. The school consists of 82% of students from non-
English speaking backgrounds and has 130 staff members across all faculties. Bossley Park
High School is renowned for its sporting success across a variety of sports, however Football
in specific. Bossley Park High School facilitates the ‘well-known’ Talented Football Program,
which is in conjunction and affiliation with Hyundai A-League’s Sydney FC.
This unit was taught to a stage 5, year 9, all boys class. The unit of work was originally
designed for a general class audience, and not in specific to the learning needs of each
individual in the class. The unit was provided with a clear and formal scope and sequence,
however there were no concept maps prepared for the students along with the unit outline.
Further, there were no assessment tasks in affiliation with this unit. This unit was
redesigned in order to differentiate for the learning abilities of each student within the
classroom, specifically focusing on students from a LBOTE background. Modifications were
made through scaffolding tasks, providing all educators with the ability to use this
redesigned unit outline to cater for all learning needs.
Comparative Table
Area of Strengths of the Concerns of the area of Suggested Changes to counteract Research support for the
consideration area of consideration concerns changes suggested.
consideration

Begins unit outline Very limited incorporation of Students are to define each new term Tompkins et al. (2014) and Rose
with “Spelling test literacy tasks including spelling, they come across. (2013), emphasise how
Literacy and definitions” definitions or writing tasks. scaffolded worksheets and
however, there is no Students from an ELAD background definition tasks can assist ELAD
continuation of this. will receive scaffolded worksheets students.
with definitions to assist them with
the class work.

Writing tasks are embedded through

worksheets, questions, presentation Rose (2013), highlights how
preparation and short essays. writing tasks benefits overall
student literacy skills.
Numeracy can be There were no numeracy Researching facts, figures and trends Through the implementation of
incorporated and related tasks within the in relation to adolescent bullying and numeracy tasks, students are
Numeracy implemented easily original unit outline. mental health illnesses within able to frame information in
within the key Australia. sequence, allowing them to
learning area of reach a deep understanding of
PDHPE. Implementing worksheets with facts, figures and trends
‘scores’ or ‘points’ which students (Monte-Sano,De La Paz &
have to tally and keep count of. Felton, 2014).
The unit plan allows Critical thinking was a rare task Critical thinking incorporated through Critical and creative thinking
Critical and students to think along with the incorporation of a variety of problem solving realistic allows students to sequence an
Creative critically when creativity. Where there were situations. understanding of content
Thinking relating content to tasks with critical and creative knowledge, allowing them to
realistic situations. thinking, there were no Critical thinking to occur when make effective decisions (Boud,
differentiation techniques to students research facts, trends and 2012).
cater for different student figures regarding bullying, suicide and
abilities. mental health and to compare these
 trends between males and females, Crippen & Archambault (2012)
adolescents and adults etc. accentuate that academic
progression is heightened
Creativity to occur through through tasks that are
presentations, role-plays, challenging, such as critical
infographics, videos and final thinking tasks.
assessment task.
Provided through The unit outline provides Personal and social capabilities Collaboration and practical work
Personal and brainstorms, personal and social capabilities implemented through collaboration, provides students with a deep
Social strengths activity based tasks, however there are class discussions, pair and group understanding of the content
Capabilities and video, giving many more opportunities for work, Google Docs and brainstorms. and generates a heightened
students the these to be provided. level of student engagement
opportunity to work Personal capabilities to be (Dillon, 2008).
together. implemented through presentations
and assessment tasks. Roehil, Reddy & Shannon (2013)
highlights that class
collaboration results in content
engagement.
Included elements The UbD principle was not The UbD framework was applied to The six facets of the UbD
from the UbD taken as an approach when the the redesigned unit outline through framework provides students
Understanding framework facets, original unit of work was backward mapping. with the opportunity to reach
by Design such as explain, created. their full potential, when
apply and All six UbD facets are included in the applied to teaching and learning
perspective. Not all UbD framework facets redesigned unit outline, through pre- strategies (Wiggins & McTighe,
were applied to the original assessment, formative assessment, 2012).
unit of work. pair and group work and research
tasks.
Recommendations
The original unit outline has been modified through evidence-based research in order to
include many aspects that were previously absent from the unit of work. Redesigning the
unit of work allows it to prosper and benefit the targeted needs of students. The unit of
work was modified through a specific focus on the Understanding by Design (UbD)
framework. The redesigned unit outline attended to the incorporation of differentiation for
all student needs, with a focus on ELAD students, the inclusion of ICT, a literacy and
numeracy focus in all learning activities and the incorporation of critical and creative
thinking through an inquiry-based learning approach. The redesigned unit outline includes a
concept map, scope and sequence, newly prepared assessment task and a revised and
redesigned unit of work.

The scope and sequence provided on page 11 of the report, was the original scope and
sequence provided by Bossley Park High School. The topic ‘Self-Esteem & Resilience’ was
sequenced in term 2, following the topic ‘Healthy Body, Healthy Mind’. In term 1 students
learn about the consequences of making decisions on their health, before starting ‘Self-
Esteem & Resilience’. There were no amendments made to the original scope and
sequence, due to its order of events, ultimately benefitting student knowledge. Following
‘Self-Esteem and Resilience’, students connect their understanding to the term 3 topic
‘Mental Health & Drugs’. The original unit outline, did not provide students with a concept
map for each unit of work, disadvantaging students from understanding an overall outlook
on the unit of work. A “road map” of learning through a resource such as a concept map,
along with the course outcomes, are crucial in benefitting students through the UbD
principle (Wiggins & McTighe, 2012). In order to benefit the overall learning of students
from the start of the unit, a concept map was prepared and provided within this report, in
order to accompany this complete unit of work.

The unit outline provided in the appendices was written by the Bossley Park High School
PDHPE faculty, in accordance with their resources folder. The original teaching strategies
were broad, which sanctioned an imbalance being taught across different classes. The unit
outline did not consist of a scheduled period to period or week to week timetable of
teaching strategies. The unit of work had no specific differentiation techniques for ELAD
students or gifted and talented students and had very minimal strategies applied for the
inclusion of literacy and numeracy. This unit of work did not specifically cater for the
student audience that were present within this classroom, thus a revised unit of work was
created in order to meet those learning needs. The UbD framework was embraced
throughout the redesigned unit outline, providing students with the ability to come to a
mature understanding of the academic content, allowing them to relate and implement
content information within other subject areas. Further, it is important to note that a
mature understanding of class content cannot be upheld without effective teaching and
learning strategies. According to Crippen & Archambault (2012), students retain information
and develop deep understanding of content through the implementation of engaging,
effective and challenging learning experiences, in comparison to students learning through
textbook memorisation. PDHPE is a key learning area which accommodates for students
learning through realistic situations. Accordingly the redesigned unit plan has been revised
in order to implement engaging activities, where students can show a deep understanding
through connection to their everyday life.

The UbD framework consists of six facets, which were applied throughout the redesigned
unit outline. These facets consist of; explain, interpret, apply, perspective, empathize and
self-knowledge. The facets included within the original unit outline were developed, and
those that were absent were added consistently throughout the unit, implementing
effective teaching and learning activities through the incorporation of the UbD facets. The
revised unit outline consists of pre-assessment at the start of every period, allowing
students to express their self-knowledge and perspective to their teachers. Many ‘think-
pair-share’ activities along with group activities are implemented within the revised unit
outline, allowing students to show perspective and empathy among their peers. Students
are also arranged to interpret and explain their understanding of class content in formal and
informal presentations, formative and summative assessments and research tasks. Lastly,
students must apply their knowledge through ‘realistic based’ questions, worksheets and
role plays, where they are put in situations in which they must solve in accordance with the
syllabus content. Through these UbD facets, students develop skills and form a deep
understanding of content, enhancing their overall academic performance (Wiggins &
McTighe, 2012).

Assessment was an overall focus while redesigning the unit outline. Pre-assessment and
formative assessment was included at the start and throughout each period. An overall
summative assessment was also created and designed to complement the completion of
the unit. Assessments in general were absent from the original unit outline, specifically
there were no pre-assessments, minimal formative assessments and no summative
assessment to accompany the unit at its conclusion. The implementation of assessments
within a unit of work, is crucial in the understanding and development of student
progression, being a mechanism where students demonstrate and express their overall
learning (Masters, 2013). The UbD framework accentuates the importance of carrying out
differentiated assessments, in order to assess performance across a number of varying
types of assessment tasks (Gobby & Walker, 2017). According to Gobby & Walker (2017),
assessment tasks also acts as a motivation tool for students, encouraging them to learn and
aim for a purpose. The redesigned unit outline considers the importance of varying and
differentiated assessment tasks, providing a minimum of two informal assessments each
period. Many opportunities are provided within the redesigned unit outline, in order to
provide students with feedback based on informal or formal assessments. The essence of
feedback is essential in allowing the academic growth and progression of students
(Orsmond et al., 2013). The redesigned unit outline, provides opportunities to check for
student understanding through class discussions, brainstorms, questioning, worksheets and
presentations. A summative assessment was created within the redesigned unit of work, to
check for critical thinking, creativity and overall understanding. The final assessment task
provides students with choice of research and a scaffold to assist them in creating their
resource, resulting in heightened engagement. Students are also provided with the
opportunity to self-assess at the end of their task, and assess their learning experiences at
the conclusion of the unit.
Bossley Park High School statistics show that 82% of students are from a language other
than English (LBOTE) background, therefore emphasising the importance of accounting for
and differentiating learning activities for ELAD students. In order to assist ELAD students
with their vocabulary, reading and writing skills, many literacy tasks were embedded into
the redesigned unit outline. The original unit outline had minimal literacy tasks, consisting of
one spelling task at the start of the unit. The revised unit includes literacy through spelling,
writing, defining, answering questions, presentations, discussions and brainstorms. Many
literacy tasks are incorporated through the use of ICT, due to academic research
accentuating that the combination of ICT and class work ultimately improves literacy skills of
both ELAD and non ELAD students (Radi, 2014). Further, the original unit outline did not
provide scaffolded worksheets for low ability or ELAD students. The revised unit outline
provides ELAD and low ability students with scaffolded and differentiated tasks throughout
the unit, in order to pave and assist their development. The incorporation of differentiation
and scaffolding is unequivocally essential for the development of ELAD and low ability
students, consolidating their skills and academic knowledge (Brooks, Aris & Perry, 2014).
Tompkins et al. (2014), accentuates the importance of providing scaffolds and definitions to
ELAD students and low ability students, in order to improve their vocabulary and generate
deeper understanding. The incorporation of scaffolded materials and vocabulary lists or
definitions, provide the opportunity for students to strengthen their skills and assists in the
retention rate of academic knowledge (Rose, 2013).

In conclusion, it is evident that the original unit of work has certain limitations, which are
crucial to the academic success of all students. These limitations along with absent factors
have been accommodated for within the redesigned unit of work. The modifications made
to the unit of work provides a differentiated approach to all students within the classroom,
focusing on the academic needs and abilities of students in order to heighten their overall
academic success. Students are provided with the opportunity to reach their optimal
academic potential through critical and creative thinking within an inquiry-based learning
environment. Through the implementation of Understanding by Design framework, the
redesigned unit of work creates an effective, equitable and differentiated classroom
benefitting all students across academic abilities.
Reconstructed Unit
Scope & Sequence
Reconstructed Unit
Concept Map
 Reconstructed Unit
Assessment Task & Marking Criteria

Assessment Task Notification

Faculty: PDHPE
Course: PDHPE Stage 5 Year 9
Unit: Self-Esteem & Resilience
Task Title: Self-Esteem & Resilience: Create an Advertisement
Task marks: 15 marks
Weighting: 15% Task No: 2 of 4
Date Of issue: Monday Week 7 Date for submission: Monday Week 10

Assessment Task Details

Description of Activity & Task instructions:
CREATE an advertisement that highlights trends, facts and information to accompany ONE of
the following research questions:
1. Low self-esteem and a lack of resilience can lead to adolescent suicide. Create a
resource/advertisement that addresses and compares the facts, figures and trends of
adolescent female and male suicide rates in Australia.

2. There are different ways to deal with stress, anger and difficult situations. Create a
resource/advertisement that addresses and compares the common ways of dealing
with stress, anger and difficulties and more appropriate ways of dealing with these
situations.

3. Resilience is the ability to cope with difficult situations. Adolescents are fragile in
dealing with challenging situations. Create a resource/advertisement defining,
explaining and expressing the concept of resilience to adolescents. Your
resource/advertisement will be provided to all secondary schools in NSW.
Resources may include:
- PowerPoint Presentation
- Prezi Slide Show
- Infographic
- Video
- Brochure
Task Rationale:
Rationale statement:
The task is designed to allow all students from different academic abilities to research,
gather and apply information found on their chosen research question. Students will be
assessed on their ability to:
 Locate, understand and apply reliable sources of information in relation to their
chosen research question
 State and compare the facts, figures and trends through research on their chosen
research question
 Create a formal, neat and clear resource or advertisement in accordance with
their chosen research question
Through the use of research and creating an advertisement/resource, students are
developing a variety of skills.

Outcomes to be assessed:
Outcome Description
5.1 A student analyses how they can support their own and others’
sense of self.
5.2 A student evaluates their capacity to reflect on and respond
positively to challenges.
5.6 A student analyses attitudes, behaviours and consequences related
to health issues affecting young people.
CREATE an advertisement that highlights trends, facts and information to accompany ONE of the
following research questions:
You may use the scaffold below (infographic), or you may create your own resource. A list of
acceptable resources are stated above in the Assessment Task Details.
Marking Criteria (15 marks)
Marking criteria
Self-Esteem & Resilience: Make and Advertisement/Resource

Mark range Criteria

13 – 15  Student accurately choses ONE of the provided research questions

 Resource provides relevant facts, figures and trends along with supportive information
 All information is reliable and accurate
 Resource is eye-catching and demonstrates its purpose
 Student shows creativity through creating a unique resource/advertisement
 Student provides supporting Bibliography of all sources used

10 – 12  Student accurately choses ONE of the provided research questions

 Resource provides some relevant facts, figures and trends along with supportive information
 Resource is eye-catching and demonstrates its purpose
 Student shows creativity through creating a good resource/advertisement
 Student provides supporting Bibliography of all sources used

7–9  Student accurately choses ONE of the provided research questions

 Resource provides some relevant facts, trends and information
 Student shows some creativity in their resource/advertisement
 Student provides supporting Bibliography of some sources used
4–6  Student accurately choses ONE of the provided research questions
 Resource provides some relevant facts, trends and information
 Resource demonstrates its purpose
 Student provides supporting Bibliography of minimal sources used

1–3  Student accurately choses ONE of the provided research questions

 Resource provides no relevant facts, trends and information

FINAL MARK
/ 15
Teacher Feedback

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________
 Assessment Task Review
Student Self-Evaluation
At the completion of your assessment task, complete this self-evaluation taking into
consideration your final mark, teacher feedback and the work ethic you put behind this task.

Things I did well Things that need How to move forward

improvement
Reconstructed Unit YEAR 9 STAGE 5
Redesigned Unit Outline Self-Esteem and Resilience: Unit Outline
* The Unit Outline below consists of 2 lessons per week (4 lessons per fortnight). Each lesson runs for 80 minutes

Unit Outline Unit Duration

In this unit students will investigate their sense of sense and the influences that are brought Lengths of Unit: 10 Weeks
from external factors. Sense of self is placed together with self-esteem and self-concept.
Students will explore the concept of resilience in order to have a true understanding, before
exploring and applying skills that enhance resiliency. Students will investigate ways to support
themselves and ways to support others, through findings strategies to deal with difficult
scenarios within everyday life.
Why does this learning matter? Big Ideas/ Key Concepts
This learning matters because: Key Concepts:
During adolescence, teenagers are quickly influenced, usually resulting in low self-esteem. - Sense of self
However, being able to understand the different influences and its effect on ones sense of self, - Factors that influence sense of self
can promote high self-esteem and a positive sense of self. Students must have a range of - Coping strategies when dealing
coping mechanisms when having to deal with difficult situations, in order to broaden their with challenging scenarios
knowledge and assist them in becoming young informed citizens. - Resiliency
- Mental health
Target Outcomes Place in Scope & Sequence
Outcomes: A student Term 2
5.1 analyses how they can support their own and others’ sense of self. Weeks 1 – 10
5.2 evaluates their capacity to reflect on and respond positively to challenges.
5.6 analyses attitudes, behaviours and consequences related to health issues affecting young
people.

Literacy Focus Numeracy Focus ICT Focus Collaboration/ Group Indigenous Focus Assessment Focus
work Focus
WEEK 1
Students learn about
Students learn to
Key Concepts
Teaching & Learning strategies
Period 1
5.1: A student analyses how they can support
their own and others’ sense of self.
The interdependence between a sense of self
and health and wellbeing
- How a sense of self can impact on health
and wellbeing
- How personal health can impact on
one’s sense of self
Analyse how a positive sense of self can influence
behaviour in social contexts relevant to young
people
- Sense of self definition
- Understanding my sense of self
- Pre-assessment Literacy based task:
Students will be asked to spell words
related to the topic ‘Sense of self’ and
define these words based on pre-
knowledge
- Think-Pair-Share: Students will define
‘sense of self’ based on their own
thoughts and ideas. Students will then
share their definitions with the class.
- Students will create a concept map
based on all peer definitions of ‘sense of
self’
- Students individually answer sense of
self questions on worksheet
- Discussion: Students placed in groups of
5 and discuss and compare their answers
to sense of self worksheet
Period 2
5.1: A student analyses how they can support their own and others’
sense of self.
The interdependence between a sense of self and health and
wellbeing
- How a sense of self can impact on health and wellbeing
- How personal health can impact on one’s sense of self
Supporting yourself
- Identifying ‘put downs’
- Reframing negative thoughts and statements and positive
thinking
- Effective stress and anger management
Analyse how a positive sense of self can influence behaviour in social
contexts relevant to young people
Explain how thoughts can affect feelings and behaviour and practise
strategies to manage unhelpful and unrealistic ways of thinking
- Understanding my sense of self
- Ways to support yourself
- Dealing with anger
- Pre-assessment: Students asked to spell 10 different words
relating to previous lesson
- Students to write 5 good qualities about themselves on an
outline of their hand, and then go around the classroom and
write good qualities about their peers
- Students are to brainstorm ways to support yourself, in
groups of 3.
- Class discussion: Ways to support yourself based on student
ideas
- Think-Pair-Share: How you deal with anger
- Worksheet: Students to tick boxes on what they do when
they are angry, and tally up their points accordingly.
Students then write their name on the board under each
points section.
- Class brainstorm: Ways to deal with anger
- Students shown ways to deal with anger (on PPT)
 - Students given ‘My Strengths’ worksheet
with 50 different strengths, and are to
highlight the strengths that they have.
- Students are then to write an example
beside each highlighted ‘strength’ of
what they have done in order show that
quality
- Formative assessment: Each student to
write one word on the board based on
what they have learnt about the
introduction to ‘sense of self’ before
exiting the classroom
Evidence of Learning - Pre-assessment literacy based task
- Concept map (Sense of self)
- Discussions
- Completing worksheets
- Formative assessment
Resources - Sense of self Questions Worksheet
- My Strengths Worksheet
Differentiated learning for low literacy level/ - Pre-assessment literacy task
ELAD students - Creating own definition on sense of self
- ELAD students will be placed with peers
to promote social and speaking skills
- ELAD students given definition of key
words on worksheets
- Students watch video clip from movie “Kicking and
Screaming” and answer questions on worksheet
- Formative assessment: Students are to write down one way
to deal with anger. Teacher to sight these before dismissing
class.
- Pre-assessment
- Brainstorm
- Discussions
- Worksheets
- Formative assessment
- When your angry Worksheet
- PowerPoint presentation
- Link to Video clip:
https://www.youtube.com/watch?v=fpxPstb2DAU
- Pre-assessment literacy task
- ELAD students placed with gifted & talented students in
Think-Pair-Share
- Brainstorm template provided
- Using subtitles while playing video
WEEK 2
Students learn about
Students learn to
Key Concepts
Teaching & Learning strategies
Period 3
5.1: A student analyses how they can support their
own and others’ sense of self.
Supporting yourself
- Identifying ‘put downs’
- Reframing negative thoughts and statements
and positive thinking
- Effective stress and anger management
Explain how thoughts can affect feelings and
behaviour and practise strategies to manage
unhelpful and unrealistic ways of thinking
Examine the role and impact of stress on health and
rehearse a range of positive management strategies,
eg yoga, relaxation, physical activity, listening to music
- Ways to deal with stress
- Ways to deal with anger
- Incorporating Indigenous Australian cultures
within learning
- Pre-assessment: In your own words, define
stress.
- Think-Pair-Share: How do you deal with
stress?
- Class brainstorm: Ways to deal with stress
- Students shown ways to deal with stress (on
PPT)
Period 4
5.1: A student analyses how they can support their
own and others’ sense of self.
The interdependence between a sense of self and
health and wellbeing
- How a sense of self can impact on health and
wellbeing
- How personal health can impact on one’s
sense of self
Supporting yourself
- Identifying ‘put downs’
- Reframing negative thoughts and statements
and positive thinking
- Effective stress and anger management
Explain how thoughts can affect feelings and
behaviour and practise strategies to manage
unhelpful and unrealistic ways of thinking
- Sense of self and positive qualities
- Pre-assessment: Kahoot quiz on Lessons 1 - 3
- Students are to create an advertisement on
their positive qualities.
- Students to present their advertisement to
the class with an explanation regarding their
choice of advertisement and qualities
included.
 - Students to research ways that Aboriginal
and Torres Strait Islander people deal with
stress and compare their findings to ways
they deal with stress
- Video: Arresting Anger (Faculty DVD- 30
minutes). Students to watch video and
complete worksheet questions
- Formative assessment: Reflect on ways you
deal with anger and how you can change
them
Evidence of Learning Pre-assessment
Class brainstorm
Discussions
Worksheet questions on video
Formative assessment reflection
Resources PowerPoint Presentation
“Arresting Anger” DVD (in faculty)
Questions worksheet
Differentiated learning for low literacy level/ ELAD Writing key ideas on board
students Literacy focus on definitions
Explain meaning of key terms
Using subtitles while playing video
Providing scaffolded worksheets
Think-pair-share: placing ELAD students with peers
Incorporating Indigenous Australian cultures within
learning
- Formative assessment: Students to write one
paragraph explaining why they think it’s hard
to think of their own positive qualities.
Pre-assessment
Advertisement
Presentation
Formative assessment: Written paragraph
Laptops
Internet
Kahoot quiz
Students have choice as to what type of
advertisement they want to make – regarding how
they learn best
ELAD and low literacy students given scaffold for
advertisement activity
Teacher to work with group of ELAD students to
answer questions and assist them prior to
presentation

WEEK 3 Lesson 5 Lesson 6

Students learn about 5.2 A student evaluates their capacity to reflect on 5.2 A student evaluates their capacity to reflect on
and respond positively to challenges. and respond positively to challenges.

Strengthening resiliency Strengthening resiliency

- Characteristics of resiliency - Characteristics of resiliency
- Skills that enhance resilience, eg problem - Skills that enhance resilience, eg problem
solving solving
- Self-monitoring - Self-monitoring
Students learn to
Key Concepts
Teaching & Learning strategies
Evidence of Learning
Reflect on a past situation which has required change;
identify difficulties encountered and personal
characteristics and skills which assisted in dealing with
this change
Examine case studies of people who have overcome
adversity, including Aboriginal and other Indigenous
people, and identify their characteristics and qualities
- Defining resiliency
- Situations you have shown resiliency
- Skills that enhance resiliency
- Pre-assessment: Class discussion on pre
knowledge of resiliency
- Students to research definition of resiliency
- Students to share scenarios in life where they
have showed resiliency in groups of 4
- Students shown skills that enhance resiliency
through Behaviours (on PPT)
- Students shown skills that enhance resiliency
through Attitudes (on PPT)
- Students shown skills that enhance resiliency
through Strategies (on PPT)
- Students to answer questions on Google
Docs worksheet based on skills that enhance
resiliency
- Formative assessment: Students to write one
word on the board under each topic before
exiting the classroom:
 Behaviours
 Attitudes
 Strategies
Pre-assessment
Definition of resiliency
Worksheet questions
Formative assessment
Reflect on a past situation which has required change;
identify difficulties encountered and personal
characteristics and skills which assisted in dealing with
this change
Examine case studies of people who have overcome
adversity, including Aboriginal and other Indigenous
people, and identify their characteristics and qualities
- Skills that enhance resiliency
- Bullying and its effect on teenagers across
Australia
- Bullying and resiliency link
- Pre-assessment: Students to draw a flow
chart on resiliency in pairs
- Students shown 3 motivation video clips on
resiliency
- In groups of 4, students to research facts
about bullying and their connection to
teenage suicide (each group will research a
different state/territory).
- Formative assessment: Students are then to
add their work on an open classroom Google
docs and share their facts and figures online.
- Class discussion comparing and contrasting
the different figures across Australian states
and territories.
- Extension task: Students to link bullying facts
to resilience
Pre-assessment
Research added on Google docs
Class discussion comparing and contrasting Australian
states and territories
Resources Laptops Laptops
Internet Internet
Smartboard Smartboard
PowerPoint Presentation Google docs document
Google Docs Worksheet
Resilience Video Links:
https://www.youtube.com/watch?v=_DVVzjeNNGM
https://www.youtube.com/watch?v=g6qjNaWpWv0
https://www.youtube.com/watch?v=7VfSbMh9gqU

Differentiated learning for low literacy level/ ELAD
students
Opportunity to discuss with peers
Worksheet provided questions
ELAD and low-literacy students provided with list of
key words and their meaning
Students able to research key words
Subtitles provided on video clips
Linking theory to visual clips
Given time to research
ELAD and low literacy students placed in scattered
groups for group task
Extension task provided for gifted and talented
stduents

WEEK 4 Lesson 7 Lesson 8

Students learn about 5.2 A student evaluates their capacity to reflect on 5.2 A student evaluates their capacity to reflect on
and respond positively to challenges. and respond positively to challenges.

Challenges and opportunities Challenges and opportunities

- During adolescence
- In future life transitions
- Positive life experiences during adolescence
- Responding to challenges
- Planning for a positive future
- During adolescence
- In future life transitions
- Positive life experiences during adolescence
- Responding to challenges
- Planning for a positive future

Students learn to Analyse previous and predict future life challenges Analyse previous and predict future life challenges
and identify opportunities for personal growth and identify opportunities for personal growth

Critically analyse the gender stereotypes that may Critically analyse the gender stereotypes that may
impact on life choices and evaluate the effectiveness impact on life choices and evaluate the effectiveness
of strategies designed to redress inequities of strategies designed to redress inequities
Key Concepts - Coping mechanisms - Coping mechanisms and resilience
 - Female and male coping strategies and their
differences
Teaching & Learning strategies - Pre-assessment: Based on pre-knowledge
students are to list five coping mechanisms
- Class discussion:
1. When males face a stress or challenge,
what sort of responses are assumed they
will show?
2. When females face a stress or challenge,
what sort of responses are assumed they
will show?
- Voting activity: Teacher will read out
different responses based on different
scenarios, and students will vote if they
believe a female or male would act this way
- Students given link to canva website and are
asked to make an infographic, based on the
difference between female and male coping
strategies.
- Formative assessment: Students are to post
their infographic on Google classroom to
share with the rest of the class.
Evidence of Learning Pre-assessment
Class discussion
Voting activity
Infographic poster
Resources Laptops
Internet
PowerPoint Presentation
Canva link: https://www.canva.com/en_au/
Google classroom page
Differentiated learning for low literacy level/ ELAD Infographic scaffold given to students
students Canva video on how to make an infographic provided
to students
ELAD and low-literacy students provided with list of
key words and their meaning
- Showing resilience in different scenarios
- Skills that enhance resiliency
- Pre-assessment: Plickers quiz on resilience
- Students are split in groups of 4 and are
given different scenarios based on resilience.
Students are to brainstorm, plan, write and
prepare a role play based on their given
scenario.
- Students are to perform their role plays to
the class
- Students are given peer marking rubric, and
are to peer assess all other groups based on
the marking criteria
- Students to tick appropriate box for
behaviours, attitudes and strategies on
“Skills that enhance resiliency” worksheet.
- Formative assessment: Students are to
choose the two most important skills in each
section of the worksheet and explain why
they chose them.
Pre-assessment
Role plays
Peer assessment rubrics
Resiliency worksheet
Plickers quiz
Laptops
Internet
Resilience scenarios
Peer assessment marking rubric
Students given opportunity to express knowledge
through drama and creativity
ELAD students will be placed in groups with high
literacy students
 Low literacy students given scaffold to assist in
planning process of role plays
Scaffolded responses available for students to
complete the formative assessment
ELAD and low-literacy students provided with list of
key words and their meaning

WEEK 5 Lesson 9 Lesson 10

Students learn about 5.1: A student analyses how they can support their 5.1: A student analyses how they can support their
own and others’ sense of self. own and others’ sense of self.

The interdependence between a sense of self and
health and wellbeing
- How a sense of self can impact on health and
wellbeing
- How personal health can impact on one’s sense
of self
The interdependence between a sense of self and
health and wellbeing
- How a sense of self can impact on health and
wellbeing
- How personal health can impact on one’s sense
of self

Supporting yourself Supporting yourself

- Identifying ‘put downs’ - Identifying ‘put downs’
- Reframing negative thoughts and statements - Reframing negative thoughts and statements
and positive thinking and positive thinking
- Appropriate expression of needs and feelings - Appropriate expression of needs and feelings

Students learn to Analyse how a positive sense of self can influence Analyse how a positive sense of self can influence
behaviour in social contexts relevant to young people behaviour in social contexts relevant to young people

Key Concepts
Teaching & Learning strategies
Explain how thoughts can affect feelings and behaviour
and practise strategies to manage unhelpful and
unrealistic ways of thinking
Self-esteem
Self-esteem and its impact on my overall wellbeing
- Pre-assessment: Students to write their own
definition of self-esteem based on pre-
knowledge
Explain how thoughts can affect feelings and behaviour
and practise strategies to manage unhelpful and
unrealistic ways of thinking
My overall sense of self
- Pre-assessment: Improving your self-concept
worksheet
- Students watch 2 video clips on self-esteem
and answer questions on worksheet
- Students to copy down dictionary definition of
“Self-esteem”
- In pairs, students to draw a Venn Diagram
between low self-esteem and high self-esteem
- Class discussion on high and low self-esteem
and their differences
- Teacher explains that self-esteem and sense of
self can be influenced by (on PPT):
1. Social factors
2. Physical factors
3. Emotional factors
- Think-Pair-Share: Students describe specific
examples of how social, emotional & physical
factors have affected their self-esteem
- “My Story” Literacy task: Students are to write
a one page anonymous story about themselves
explaining:
 Where you come from
 Where you live
 What you do on an everyday basis
 What you enjoy doing
 What you dislike doing
 Who your friends are
 What you have achieved
 What your dreams and ambitions are
- Students are to then given an anonymous story
to read (from one of their peers). Students
must write how they perceive the person in the
story and what qualities they believe they have
- Formative assessment: Students to write a
paragraph on how their self-esteem can impact
on overall wellbeing
- Students to tick “Never”, “Occasionally” or “At
least once a day” boxes on self-mentoring
worksheets. Worksheet contain 5 pages based
on:
 Food
 Being Responsible
 Enjoyment
 Favourable Things
 Sense of Purpose
- Each selected box has a point score allocated to
it based on what each student ticked. Students
are then to add up their points and find their
total.
- Students to write their name under each point
section on the excel document on Google
classroom. Teacher then explains what each
section means:
 32 + Points = Doing many things to be a
highly motivated and energetic person
 -10 to +32 Points = Doing a lot of important
things to help you become a motivated and
highly energetic person, however some areas
need change
 Less than -10 Points: Consider changing
some of your habits
- Formative assessment: Class Discussion on who
fell between each point section and what they
can do to improve
- Students are to reflect on their habits and how
they can affect their overall motivation, energy
and self-esteem. Students are to write a goal
plan in order to improve areas of concern.
 - Students are to tick “YES” or “NO” based on the
below question on the board before exiting the
classroom
 Do you believe you can have higher self-
esteem?
Evidence of Learning Pre-assessment Pre-assessment
Defining self-esteem Video related worksheet questions
Venn diagram Self-mentoring worksheets
Class discussion Google classroom excel document
Think-Pair-Share activity Class discussion
“My story” task Personal reflections
Formative assessment
Resources Dictionaries Self-esteem Video Links:
PowerPoint Presentation https://www.youtube.com/watch?v=_AGPNw1DU-c
My Story task scaffold https://www.youtube.com/watch?v=AjZ0KbJcav0
Scaffolded questions to assist with formative Video linked worksheet
assessment PowerPoint Presentation
Laptops
Internet
improving your self-concept worksheet
Self-mentoring worksheets (5 Pages)
Google classroom Excel document
Differentiated learning for low literacy level/ ELAD ELAD students placed with gifted and talented students Provide students with visual learning opportunity
students in Venn Diagram and Think-Pair-Share activity through watching video clips
ELAD and low literacy students provided with scaffold to Play subtitles in video clips
assist them with writing “My Story” Scaffolded worksheets for ELAD and low literacy
ELAD and low-literacy students provided with list of key students
words and their meaning ELAD and low-literacy students provided with list of key
ELAD and low literacy students provided with scaffold words and their meaning
questions to assist with formative task

WEEK 6 Lesson 11 Lesson 12

Students learn about 5.1: A student analyses how they can support their 5.6: A student analyses attitudes, behaviours and
own and others’ sense of self. consequences related to health issues affecting
young people.
Supporting Others

Students learn to
Key Concepts
Teaching & Learning strategies
Evidence of Learning
Resources
- Supporting others to find their own solutions
- Identifying positive and negative behaviours
that impact on others
Explore attitudes to, and the importance of peer
support for, students with particular needs, eg those
who are pregnant or young parents, those with a
long-term illness
Supporting others
Behaviours that impact others
- Pre-assessment: Students to brainstorm ways
that they can support others
- Students given “What if .. Scenarios” on
worksheet. Students are to cup and past each
scenario into the workbooks and then
consider and write what they would do under
each scenario
- After completing all scenarios, students are
to share their ideas in groups of 3
- Class discussion:
 Which scenario would most likely occur?
 Have you ever had to support others in a
scenario like this previously?
 Which scenario would be hardest to deal
with? Why?
- Formative assessment: Students are to
choose one of the scenarios from above and
write a supportive letter or email, as if the
person was their friend.
- Students are to share their letter within their
groups of 3.
Pre-assessment
Solutions to what if scenarios
Class discussion
Formative assessment – Supportive letter
What if scenarios
Scissors
Mental Health
- Reaching out: Helping yourself and helping
others
Challenge negative community perceptions of mental
health and identify reasons why these have developed
What is mental health
Reaching out
- Students are given their Assessment Task
Notification and marking rubric. Assessment
task is explained to students and is due in 2
weeks (Week 8).
- Pre-assessment: Class brainstorm on “What
is mental health?”
- Students to research and write definition of
mental health
- Students are given a specific mental health
company, which they are to research and
answer questions on worksheet provided.
Students are to also include facts and figures
about mental illness and its effect on
teenagers. Students to work in pairs.
- Students are to post their answers on Google
classroom for their peers to access.
- Formative assessment: Students are then to
present their findings to the class.
Pre-assessment: Class brainstorm
Mental health definition
Mental health organisation worksheet answers
Student presentations
Assessment task notification and marking rubric
Mental health organisations worksheet
 Glue Google classroom
Laptops Laptops
Internet
Differentiated learning for low literacy level/ ELAD ELAD students can work in pairs to brainstorm ways ELAD students paired with gifted and talented
students they support others students
Scenarios scaffolded for students Scaffolded worksheets provided
Key words and definitions provided to ELAD students
ELAD and low literacy students provided with
scaffolded questions to assist in preparing the
supportive letter
 EVALUATION OF UNIT

Area Excellent Good Needs Work Comments/Variations

Time allocated for topic
Student understanding of content
Student reflection on learning
Suitability of resources
Variety of teaching & learning strategies
Integration of Quality Teaching strategies
Integration of ICT
Literacy strategies included
Numeracy strategies included
Skill targets addressed
Literacy targets addressed
Numeracy targets addressed
Overall

DATE COMMENCED: DATE COMPLETED:

Teacher’s Signature: Head Teachers Signature:

Date: Date:

_____________________ _____________________
References
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Appendices
Scope & Sequence
Original Unit Outline