Assignment 1

i
Contemporary Teacher Leadership

ABSTRACT
The following report focuses on the improvement of a Stage 4, Year 8 PDHPE Unit: Sexual Health. This unit
was originally designed for use in a mixed-ability class at St Clair High School. This report proposes
recommendations to improve the unit’s suitability for a comprehensive class inclusive of high and low
ability students. This has been achieved by reconstructing the unit of work based on the Understanding
by Design (UbD) protocol, this is to ensure the proposed changes are effective for student success. The
areas targeted for improvement in this report include literacy and numeracy development, development
of personal and social capabilities as well as improved sequencing of learning.
Taylah Cooke 17237534 Word Count: 1819 words (total, excluding reconstructed unit)
CONTENTS
Abstract ......................................................................................................................................................... 1
Executive Summary .................................................................................................................................... 3
Objective and context 3
Goals ............................................................................................................................................................. 4
Recommendations ........................................................................................................................................ 4
Background information – 200 words .......................................................................................................... 4
Comparative Table 6
Recommendations 8
Reconstructed unit 0
Assessment schedule 10
Scope and sequence 12
Concept map 13
Assessment task 14
Marking criteria 16
Redesigned unit outline 17
References 25
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EXECUTIVE SUMMARY
Objective and context
This report has been designed for the PDHPE faculty at St Clair High School, in Western Sydney. St Clair
High School is a comprehensive co-educational school which has specific structured classes for PDHPE. The
population of the school is highly diverse, with 36% of students being from a language background other
than English (LBOTE), and with 8% of students at the school identifying as Aboriginal or Torres Strait Islander
individuals. Coupled with this, the socioeconomic status of the school is mixed, with just over half (53%) of
parents in the bottom quarter of earners. The school is relatively even in terms of female to male students,
with 52% to 48% split respectively.
Originally, this unit was taught in a Year 8 PDHPE classroom with a mix of high and low streamed students
at St Clair High School. This class consisted of a mixture of students from various cultural and socioeconomic
backgrounds, however this had no impact on the students from this class.
Reference: Statistics and tables above are retrieved from the MySchool Website. Retrieved from:
https://www.myschool.edu.au/school/41842
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Goals
 Address the literacy and numeracy concerns of the unit.
 Refine the resources used to increase the focus and use of literacy and numeracy in the unit.
 Encourage students to facilitate their own learning, both in class and after school hours.
 Urge students to read widely on the topic for their own benefit.
 Engage students in an important and relevant topic.

 Challenge students through a collaborative teaching and learning approach.
 Provide effective differentiation to meet the needs of all learners in the classroom.
 Encourage student creativity, foster an attitude of flexibility within the classroom, incorporate such
attitudes with assessment tasks and bookwork.
Recommendations
The following recommendations have been made under the proviso that the classroom follows a similar
structure to that which is already in place. The context within the classroom will be provided in background
information below. The recommendations within this report focus primarily upon updating the unit of work
to reflect a more relevant modern generation of learners. The report will demonstrate how this is done
through the incorporation of differentiation, addressing literacy and numeracy concerns, refinement of
resources and the improvement of sequencing and assessment for the unit.
 Improve sequencing by including a scope and sequence that demonstrates structure and
progression throughout the units in the school year.
 Improve the explicit instruction of both literacy and numeracy, ensuring these are scaffolded for
learning needs.
 Improve the differentiation in the classroom to ensure all students are given the opportunity to
meet their full potential within the learning.

 Improve the formative assessment through the development of a task that is relevant to the
learning, whilst relating back to the general capabilities stated in the Australian Curriculum and the
rationale within the 7-10 PDHPE syllabus.
Background information
PDHPE is formatted in a specific way at St Clair High School. Year 8 to year 10 PDHPE classes are separated
into boys only and girls only classes, this is due to the context of the subject matter, including sexual health.
It is deemed more appropriate this way and also beneficial as students are able to feel safe in their class
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environment. Female teachers are placed on both male and female classes, whilst male teachers are placed
on male classes only, this is done to ensure the intellectual and emotional safety of female students. This is
done by taking 2 regular classes and separating boys from girls, they then meet up in their corresponding
PDHPE lesson.
The unit of work attached to this report was taught to a year 8 class made up of females, the class was
relatively small with 20 girls streamed from both the top and bottom classes. Year 8 PDHPE students
participate in 1 theory lesson and 2 practical lessons per fortnight. Although the unit attached to this report
is only based on 6 lessons, it covers an entire 10 week term. Periods run for 75 minutes at St Clair High
School. As this particular class consisted mainly of top students, they were only interested in completing
work individually. This is contrast to the year 9 classes who always want to work in groups.
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Comparative table
Area of Strengths of the area of Concerns of the area of Suggested Changes to counteract Research support for the changes
consideration consideration consideration concerns suggested.
The unit includes subject specific Lacks corresponding Provide students with a glossary and In education, scaffolding refers to a variety
language information regarding list of definitions in the first lesson of instructional techniques used to move
Literacy terminology students progressively toward stronger
understanding and, ultimately, greater
independence in the learning process.
(Great Schools Partnership, 2014).
Generation sex video enhances No concerns regarding Incorporate more visual and audio to Visual information provides a different
student learning, exposes them to visual literacy. assist learners context and helps student to understand the
relevant and alarming content. contribution to the meanings created in
Relates to life beyond the classroom within the learning area
or school. Students begin to use (ACARA, n.d.).
analysis and investigative skills.
Representative of the content within
the unit
There no strengths within the Numeracy is missing in its Incorporate statistics into the Applying and interpreting statistics in the
numeracy capability entirety activities that specifically focus on real world is a key skill for all people in the
Numeracy STI’s and BBV’s data-rich 21st century
(Neill, 2012 p.10)
Inquiry based activities such as STI Resources are lacking Incorporate a range of resources Plans to use a range of activities to support
Critical and activity including ICT, textbooks, worksheets, student learning
Creative videos, podcasts to provide a variety Uses a range of activities to support student
Thinking of perspectives enabling students to understanding
critically evaluate and explore (NESA, 2018)
alternatives and perspectives
Freedom in activities Inquiry questions are Enable students to produce work Ultimately, the author argues that although
missing that suits their learning needs best teachers cannot always challenge the
Provide flexibility in activities dominant education system, they can utilise
Incorporate higher-order inquiry suggested tools to improve their practice.
questions Flexibility in activities and assessment tasks
can lead to positive educational

experiences for all students.
(Krakouer, 2015)
The topic of Sexual Health Lack reflective protocols Provide students with more Feedback enables students to recognise
Personal and feedback. their strengths as well as areas for
Social Use reflective questioning in development, and to identify and plan with
Capabilities classroom their teacher the next steps in their learning.
(NESA, n.d.)
Activities focused on rights and Most activities are Incorporate more think, pair, share Collaborative learning approach encourages
responsibilities in sexual individually based and group activities. student participation aiming to improve skill
relationships and exploring risks Class discussions development and performance
associated with sexual behaviour (Fakomogbon, & Bolaji, 2017).
Unit outline provided No assessment tasks Create a summative assessment task Clear timeframes are important to give
No assessment schedule Create assessment schedule teachers and students structure and
Understanding No Marking criteria Create marking criteria direction (Arguedas, Daradoumis, & Xhafa,
by Design 2016).
No other strengths found No scope and sequence Create scope and sequence Learning is enhanced when teachers think
No concept map Create concept map purposefully about curricular plannin0g.
(McTighe & Wiggens, 2012).
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Recommendations
 To reconstruct the unit using Understanding by Design principles to improve threshold concepts,
develop assessment and sequencing to achieve improved inquiry-based teaching and learning.
The original unit outline had limited information, missing activities, no scope and sequence and no concept map which
lacks the detail needed for the PDHPE faculty on how this unit should be structured and the way it fits into the teaching
sequence for the year. Little detail is also provided in terms of developing student skills and student engagement in
learning and achieving academic outcomes.
A clear scope and sequence, teamed with a concept map can provide direction as well as acting as a tool tailored to
meet students learning needs. Arafeh (2016) suggests that best practice in curriculum development and implementation
requires that discipline-based standards or requirements embody both curricular and programme scope and sequences.
Arafeh (2016) also states that scope and sequences are essential for student success and developmental processes, yet
these processes are not always at play in higher education.. Clear timeframes are important to give teachers and
students structure and direction (Arguedas, Daradoumis, & Xhafa, 2016). This resulted in a full reworking of the unit,
including a scope and sequence, concept map and assessment task. The focus of the restructured unit plan was to
encourage pair and groups work to facilitate social and personal capability.
Pair and group work links to the cooperative learning method, and involves student participation in group work to assist
the learning of others (Okur Ackay, & Doymus, 2014). The cooperative learning model is targeted towards student’s
participation by encouraging the development of communication skills. Cooperative learning is a branch of active
learning, it allows students of all capabilities to use peer learning and teaching as a means to increase self-confidence
(Okur Ackay, & Doymus, 2014). Active learning has been defined as applying course material that aids increased student
contact and learning through the process of talking through and writing about (Pedersen, 2010). This has also been
done with the reworking of the unit outline as shown in the redesign below this report.
The Understanding by Design (UbD) framework (McTighe & Wiggins, 2012) was used to ensure the relevancy of the
program. Backward mapping was used from the final assessment through the program to ensure the teacher was aware
of the final goal and the learning that needed to take place to achieve this. Skill development becomes relevant to the
learning outcomes stated within the program, students will also have the ability to acknowledge the skills they are
learning and where that fits into the assessment task.
Student choice is an important aspect of inquiry-based learning. Flexibility is important to keep student interested in
their learning. This program has adopted an attitude that encourages students to complete their work in the best
possible way for their understanding. Some tasks have specific requirements, while other tasks allow students to include
content they see as relevant and use their time effectively to incorporate quality into their work.
Threshold concepts relevant to the PDHPE learning area are also incorporated through the UbD. These are evident in
the changes to activities seen in the comparative table and redesigned unit of work. Such concepts include reflective
learning, understanding portrayal and perception in contextual situations and analysing the differences in language
specific to the PDHPE learning area. These threshold concepts enable students to move into higher order thinking and
start to facilitate their own learning which is highly encouraged for the assessment task.
This unit of work aims to reflect a more inclusive and flexible program. The inclusion of pair, group and class work
facilitates a cooperative and collaborative learning environment with set boundaries and criteria to develop student
learning and improve student understanding and performance.
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Reconstructed unit:
Assessment schedule:
Course Information – PDHPE – Year 8

Course Outline:
In stage 4 (Year 8) PDHPE, students explore an array of quality learning experiences in a safe and supportive environment aimed at developing the knowledge, skills, values and
attitudes needed to understand, value and lead a healthy lifestyle now and in the future. Students participate in 2 practical lessons and 1 theory lesson, per fortnight. Students
will participate in a range of physical activities and sports, demonstrating proficient movement skills and teamwork in a variety of settings.
TERM 1: GROWTH & DEVELOPMENT TERM 2: DRUG FREE FOR LIFE

TERM 3: MENTAL HEALTH & RESILIENCE TERM 4: LIVING SAFELY & HEALTH
Assessment Schedule
Topic details
Topic outline Scheduled Suggestions for enriching resources or experiences
assessment tasks
TERM 1: SEXUAL HEALTH https://kidshelpline.com.au/teens/tips/building-
respectfulrelationships/
Students look at the issues surrounding sexuality and identity in
relationships. Students also devise expectations of positive relationships, http://growingrespect.org.au/what-we-do/overview/
discuss consequences and protection measures in order to make
informed and healthy choices. Students also identify positive and healthy http://thelookout.sites.go1.com.au/sites/thelookout.sites.g
relationships and the expectations to live safely in society. o1.com.au/files/Building-Respectful-Relationships.pdf
AIDS Brochure http://au.reachout.com/wellbeing/sex-

Term 1, Week 10 andrelationships/relationships
https://www.mensline.org.au/improving-relationships/isyour-
relationship-healthy
http://www.relationships.org.au/relationshipadvice/relationship-
advice-topics/developing-positive-andrespectful-
relationships/what-makes-a-good-relationship
TERM 2: DRUG FREE FOR LIFE http://au.reachout.com/all-about-bingedrinking
Students focus on alcohol and illicit drugs the risks associated with its http://www.druginfo.adf.org.au/
use. Students implement harm minimisation practices and appropriate Topic Test/Class Quiz factsheets/the-facts-about-binge-drinking-webfact-sheet
decision making to avoid unsafe situations and enhancing the ability to Term 2, Week 5
lead healthy lives. http://www.tacklingbingedrinking.gov.au/
internet/tackling/publishing.nsf/content/
undertheinfluence
TERM 3: MENTAL HEALTH & RESILIENCY http://www.mindhealthconnect.org.au
/teenagemental-health
Students learn about the nature of health. The importance of mental Resilience
health. Students look at definitions of mental health and strategies to Presentation http://teenmentalhealth.org/
address misunderstandings about mental health problems. Students Term 3, Week 8
examine relationship between all dimensions of health and support https://www.headspace.org.au/
structures and services. Also includes strategies for increasing resiliency
TERM 4: LIVING SAFELY & HEALTHY https://www.eatforhealth.gov.au/
guidelines/australian-guide-healthy-eating
Students learn about and research the safety factors that affect young
people in our society. A focus is placed on beach, sun safety and Topic Test/Class Quiz http://www.royallifesaving.com.au/
procedures around the home. Students undertake emergency care Term 4, Week 5 training/first-aid
situations and implement risk management and protective factors.
Students also identify the risks and consequences associated with http://nutritionaustralia.org/national/
unhealthy eating and harm reduction factors. resource/healthy-eating-pyramid
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Scope and sequence
Term 1 Term 2 Term 3 Term 4
Week 1 STI’s DRUGS OVERVIEW MENTAL HEALTH HOW SAFE?
MODIFIED GAMES CROSS COUNTRY/ATHLETICS TOUCH/OZTAG/FITNESS BASKETBALL
Week 2 MODIFIED GAMES ATHLETICS/FITNESS TOUCH/OZTAG/FITNESS VOLLEYBALL
Week 3 STI’s ALCOHOL TYPES OF ILLNESSES ACCIDENTS
AQUATICS/MOD GAMES ATHLETICS / FITNESS TOUCH/OZTAG/FITNESS VOLLEYBALL
Week 4 AQUATICS/MOD GAMES ATHLETICS/FITNESS CONNECTEDNESS VOLLEYBALL
INTERNATIONAL SPORTS
Week 5 STI’s BINGE DRINKING RESILIENCY BEACH SAFETY
AQUATICS/FITNESS AFL/SOCCER INTERNATIONAL SPORTS STRIKING/CATCHING SPORTS
Week 6 AQUATICS/FITNESS AFL/SOCCER INDIGENOUS SPORTS STRIKING/CATCHING SPORTS
Week 7 STI’s SAFE DRINKING STRATEGIES/SUPPPORT ROAD SAFETY
AQUATICS/FITNESS AFL/SOCCER STRUCTURES STRIKING/CATCHING SPORTS
INDIGENOUS SPORTS
Week 8 AQUATICS/FITNESS AFL/SOCCER BASKETBALL EMERGENCY CARE
STRIKING/CATCHING SPORTS
Week 9 STI’s EFFECTS OF ALCOHOL PROJECT HEALTHY LIFESTYLE/SUN EXPOSURE
AQUATICS/CROSS COUNTRY DANCE BASKETBALL BEACH ACTIVITIES/GAMES
Week AQUATICS/CROSS COUNTRY HARM MINIMISATION/DECISION MAKING NUTRITION
10 DANCE BASKETBALL BEACH ACTIVITIES/GAMES
Major Assessment Tasks and approximate timing

Task name Hand out week Hand in week Weighting
AIDS Brochure (Semester 1) Term 1, Week 8 Term 1, Week 10 20% (S1)
Topic Test/Class Quiz (Semester 1) N/A Term 2, Week 5 15% (S1)
Resilience Presentation (Semester 2) Term 3, Week 6 Term 3, Week 8 20% (S2)
Topic Test/Class Quiz (Semester 2) N/A Term 4, Week 5 15% (S2)
Classwork and Bookwork (each semester) N/A N/A 5% (S1) 5% (S2)
Practical Skill (each semester) N/A N/A 40% (S1) 40% (S2)
Practical Participation and Teamwork (each semester) N/A N/A 20% (S1) 20% (S2)
Sem 1 Sem 2
100 100
Concept map:
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Assessment Task:
St Clair High School

Year 8 PDHPE Assessment
Semester One – HIV/AIDS
Name: _______________________________ Due Date: ___________________________
Marks will be deducted for LATE assignments Date Received: _______________________
Related syllabus outcomes
Task weighting: 20%
4.6 – A student describes the nature of health and analyses how health issues may impact on young
people
4.7 – A student identifies the consequences of risk behaviours and describes strategies to minimise
harm
4.12 – Assesses risk and social influences and reflects on personal experience to make informed
decisions
4.15 – Devises, applies and monitors plans to achieve short-term and long-term goals
Task (Compulsory)
Use your classroom knowledge and the internet to conduct research on AIDS.
Create an information brochure about AIDS.
Think carefully when creating your brochure.
You may wish to think about the following:
 What is AIDS?
 What does AIDS stand for?
 How is it contracted?
 How can it be prevented?
 Is there treatment available?

 What is its classification? In other words, is it an STI, BBV, etc?
 Is there a cure?
 What can be done to increase awareness about AIDS?
These questions are to guide you when you begin your research.
You may wish to include extra information that you think might be necessary, helpful or
interesting.
Make sure your brochure is double-sided A4.
It can be handmade or done on the computer.
You may wish to decorate it however you like, as long as the information is visible and readable.
Remember quality over quantity. LESS IS MORE
Remember to have fun 
Checklist:
Have I included?
 A definition of AIDS
 What A I D and S stand for

 How AIDS in contracted or transferred (there can be multiple ways)
 Prevention (how can it be blocked or avoided?)

 Treatment (are there any medicines available?)
 What it is (is it an STI or BBV?)

 Cure (is there one?, is one being developed?)
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Marking Criteria:
The Student: GRADE

Produces an informative and appealing brochure that is creatively presented using online
technologies A
Explicitly promotes safe/healthy decision making – eg. Contraception, drug use, unsafe
consequences, alternatives to sexual behaviour
Provides exceptional information on AIDS
Accurate use of spelling and grammar
Produces an informative and appealing brochure that is presented using online technologies
Promotes aspects of safe/healthy decision making – eg. Contraception, drug use, unsafe B
Provides appropriate information on AIDS
Accurate use of spelling and grammar
Produces a brochure that is presented using online technologies
Mentions some aspects of safe/healthy decision making – eg. Contraception, drug use, unsafe C
Provides sound information on AIDS
Sound use of spelling and grammar
Produces a brochure
Lists some aspects of safe/healthy decision making – eg. Contraception, drug, use, unsafe D
Provides basic information on AIDS
Basic use of spelling and grammar
Work not submitted or not meeting minimum requirements
Evidence of significant plagiarism E
Grade: ___________
COMMENT:___________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
Teacher Signature: ______________________________________
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Redesigned unit outline:
St Clair High School Year 8 PDHPE Program 2013
Sexual Health
Stage: 4 Year: 8 Duration: 5 lessons

Strand/s: Individual and community health Theoretical/Practical/Integrated
Unit Description
Students explore the nature of health and the interaction of cognitive, physical, social, emotional and spiritual components. Emphasis is placed upon health issues of
significance to students, namely sexual health.
Students explore the concept of risk and analyse the factors that influence risk behaviours. They appreciate that different circumstances can mean individuals have varying
degrees of control over these influencing factors. They describe strategies to minimise harm in a range of relevant contexts and develop an understanding of the
interrelationship of factors that can increase the potential of harm.
Outcomes Evidence of learning
4.6 A student describes the nature of health and analyses how health issues Informal
may impact on young people. Complete book work and class tasks
4.7 A student identifies the consequences of risk behaviours and describes Involvement in class discussions
strategies to minimise harm.
4.12 Assesses risk and social influences and reflects on personal experience Formal
to make informed decisions Assessment task Info Brochure on AIDS
4.15 Devises, applies and monitors plans to achieve short-term and long-
term goals.
Students learn about: Students learn to:
- Sexual health - Explain how gender expectations influence sexual choices and options
- Strategies to minimise harm - Evaluate standards of sexual behaviour
- Identify behaviours that assist in preventing STIs, BBVs and HIV/AIDS
- Debate the positive and negative outcomes of engaging in risk behaviours
- Explain how potential for harm can be increased as the result of an interaction of
factors
Literacy links Numeracy links ICT links
Definitions Listing/Brainstorming Problem solving Internet research
Paragraphs Mind mapping Categorise PowerPoint Presentation

Matching Formula and procedure
Tabling Ranking
Students Students learn Teaching and learning activities Resources Register

learn about to
-acknowledging -explain how Lesson 1 Jump into PDHPE
and gender During this lesson the following topics will be covered. There are suggested activities included 2nd Edition Book 1
understanding expectations Stage 4 page 262-
265
sexual feelings influence sexual DISCALIMER: MAKE SURE STUDENTS ARE MADE AWARE THAT THE TOPIC IS SENSITIVE FOR
-expectations of choices and SOME PEOPLE. STUDENTS ARE ASKED TO TREAT THESE LESSONS WITH RESPECT AND OR
males and options HONESTY. THIS CLASSROOM IS A SAFE SPACE WHERE STUDENTS CAN SHARE IDEAS AND
females -evaluate STORIES WITHOUT BEING JUDGED OR BULLIED. STUDENTS ARE ENCOURAGED TO SHARE THEIR Personal
standards of IDEAS ANSD STORIES AS THEY WILL LEARN OF EACH OTHER. THE CONTENTS OF EACH LESSON Development,
sexual behaviour IS NOT TO BE SHARED AROUND THE SCHOOL/PLAYGROUND OR OUTSIDE THE SCHOOL Health and Physical
considered Education Third Ed
UNLESS IT IS FOR EDUCATIONAL BENEFIT. STUDENTS ARE ENCOURAGED TO SPEAK WITH
Lees and Lees
appropriate by THEIR PEERS IN AN APPROPRIATE MANNER, AND TO SHARE THEIR THOUGHTS WITH THEIR
Pages 53-54
self, peers, family PARENTS/GUARDIANS/CARERS.
and community OR
Students receive glossary relating to Sexual Health
Sexual feelings and expectations PDHPE Zone Stage
Worksheet: What’s expected of me in a sexual relationship? 4 Pages 25-27
Think, Pair, Share – In pairs, have a short discussion about your answers in the
worksheet. If you feel comfortable, share your ideas with the class. OR
Active Outcomes 1
Influences on Sexual choices
Pages 189-191
-Peer influences
-Family How girls attract
-Media and Culture love and attention
-Reliable Sources article (handout)
Worksheet: What’s
Class discussion about influences on sexual choices. expected of me in
Think about the following questions:
18
What do your parents expect of you in terms of sexual choices/health? a sexual

Do your grandparents have different views on sexual choices? relationship
Can you elaborate on why this must be? Worksheet:
What are your expectations of yourself in regards to your sexual health and choices?
Attitudes towards
What about your friends? Do you think their views are different? Do you think they
sexual health
would support your sexual choices? WHY/WHY NOT? Do you support your friends
sexual choices? WHY/WHY NOT? Sexual health
How does the media (including social media) and celebrities portray sex, sexual health glossary
and sexual choice? Why do you believe this?
Extension activity: Write a 1000 word essay on why you believe sexual choice is important. What
led to your beliefs? Would you consider changing your view depending on certain
circumstances, for example, age, context, situation, etc.?
Suggested Activity
How girls attract love and attention article
OR
Attitudes towards Sexual Health
You will be given a scenario, you need to determine the attitudes towards sexual health
that is relevant to that scenario.
Differentiation: Present your work how you feel best represents your view within the
context of the scenario. This could include recording a podcast, storyboarding,
illustrations, anime/comic strip, create a video, etc.
Rights and Responsibilities in Sexual Relationships

Suggested Activity
The following words are all relevant to relationships. List the following words with its meaning
and how it would apply to a sexual relationship. How would you demonstrate any of these traits
in any relationships? Can you add others?
-Trustworthiness
-Responsibility
-Caring
-Fairness
-Respect
-Commitment
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-Dependability
-Consideration
Graffiti activity: the words SEXUAL RELATIONSHIPS will be written on the centre of the
whiteboard. You are encouraged to think about what you believe sexual relationships are. Share
your thoughts on the board. There is no right or wrong in this activity, you may feel
uncomfortable sharing your ideas, but this is a great way to learn from each other.
Continue class discussion based off the information on the board, encourage questions and
healthy discussion.
Homework: Draw 2 circles (half a page each), make sure they overlap in the centre. In one circle,
write, in the other responsibilities. Fill in these circles with your ideas about rights and
responsibilities in sexual relationships. It should look like this
Rights Responsibilities
Are you able to identify and cross overs?

Why might this be the case?
EXTENSION: Choose one word/idea. Determine its level of importance. In other words, do you
believe this is an important/unimportant right or responsibility? WHY/WHY NOT?
What do you believe is the most important trait to have in a sexual relationship? Explain your
answer with examples, this could include links to websites, articles, podcasts, pictures, as long as
it supports your response.
learn about to
-sexually -identify Lesson 2 Jump into PDHPE
transmitted behaviours that During this lesson the following topics will be covered. There are suggested activities included 2nd Edition Book 1
infections, assist in Stage 4 page 267
blood-borne preventing STIs, Introduction activity
Sexual Health
viruses and BBVs and Sexual Health Definitions Worksheet
Definitions
HIV/AIDS HIV/AIDS and Worksheet
20
explore the Blood Borne Viruses

interrelationship -Hepatitis A OR
with drug use -Hepatitis B
-Hepatitis C Personal
Development,
Health and Physical
Suggested Activity
Education Third Ed
Lees and Lees
Blood-Borne Virus fill in the table activity sheet (answers from Personal Development, Health and Pages 58-59
Physical Education Third Ed Lees and Lees Pages 58-59)
Blood-Borne Virus
Use the laptops to research Hepatitis A, B and C. Activity sheet
Draw this table in your book and fill it in accordingly.
Clickview Video –
What is it? What to look Consequences Treatment Prevention
Generation Sex
for?
Hepatitis A Laptops x 25
Hepatitis B
Hepatitis C
Underneath this table draw up another one

Similarities Differences
Questions
1. Describe the symptoms of Hepatitis B
2. Explain the link between Hepatitis and Drug Use
3. Explain what sort of sexual behaviour places people at risk of contracting blood borne
viruses like hepatitis
Clickview video – Generation Sex

20-minute video from the Insight Program on SBS
Rates of sexually transmitted infection amongst the young Australians are at record highs.
Chlamydia is now the most common Sexually Transmitted Infection (STI) in the country with
21
teens making up nearly a quarter of all new cases. Young people are having sex earlier than the
parents did.
Why do
COMPULSORY HOMEWORK TASK: following the video, you are required to conduct your
research about the rates of Sexually Transmitted Infections in Australia. You must include
statistics

learn about to
infections, assist in Stage 4 page 268
blood-borne preventing STIs, Sexually Transmitted Infections
OR
viruses and BBVs and -Chlamydia
HIV/AIDS HIV/AIDS and -Genital Herpes
Personal
-Genital Warts
explore the Development,
-Gonorrhoea
interrelationship Health and Physical
-Syphilis
with drug use Education Third Ed
-Pelvic Inflammatory Disease (PID)
Lees and Lees
Pages 56-57
Suggested Activity
Group Work
STI Information
Students work in groups to fill in the STI worksheets using the information sheets
Sheets (in Resource
folder)
Class is split up into 6 groups, each group is assigned an STI.
You are to use the laptops and information sheets provided as your sources of research.
STI Worksheet
Create a piece of work to present at the end of the lesson
You can use either PowerPoint or butcher’s paper. If you choose PowerPoint, it can be no longer
Assessment Task
than 3 minutes.
Handed Out: (in
Consider the following questions when putting together your presentation:
Resource folder)
Suggested Questions
1. Describe how people take risks with STI’s
Laptops x 6
2. Explain what a ‘reasonable’ degree of risk is when it comes to STI’s
3. Describe how men and women see risk and STI’s differently
4. Describe what contracting and STI does to a person’s idea of reasonable risk
5. Explain the links between Blood Borne Viruses, STI’s and Drug Use
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Students are encouraged to take notes to complete in their workbook. All work will uploaded to
the class google drive at the end of the lesson for future reference.
Make sure you do not spend too much time on decoration, I am looking for quality not quantity.
This means, I want you to use reliable, trustworthy sources to find your information. Keep it clear
and concise – think LESS IS MORE. If you feel you have time to decorate, by all means decorate it
how you wish.
HOMEWORK: Look up statistics for each STI. Create a graph that displays these statistics. (This
will help for your assessment later in the term). Make sure to colour code the graph properly, it
can be hand-drawn or computer generated. Try not to overcomplicate the graph, keep it nice
and simple so that it is easy for anyone to understand. You will hand this in next lesson.
infections, assist in Stage 4 page 268-
270
blood-borne preventing STIs, HIV/AIDS
viruses and BBVs and
OR
HIV/AIDS HIV/AIDS and Graffiti activity: HIV/AIDS
explore the Write HIV/AIDS on the board. Come up to the board and share your knowledge of Personal
interrelationship HIV/AIDS. Development,
with drug use Health and Physical
Design a t-shirt activity Education Third Ed
Lees and Lees
Use the t-shirt template handout to create a shirt that helps raise awareness about
Pages 60-62
HIV/AIDS.
The t-shirt must be bold, bright and have a message. Active Outcomes 1
What will your message be. Pages 193
The class will vote on the best design. (snapshot Activity)
That t-shirt will be sold around the school to raise money for a HIV/AIDS charity.
T-shirt template
worksheet
We will be pinning the t-shirt designs around the room.
Conclusion: take a post-it note, list your favourite parts of the lesson. Place it at the door when
you leave.
23

learn about to
Lesson 5 Clickview – Movie
Go to the following website: https://www.red.org/ Philadelphia – Tom
Hanks
Spend the lesson exploring the (RED) website. Take notes to help with your brochure
assessment.
Watch the videos on the website to find out more about AIDS. Laptops x25
Have a look at the partners and products available. Pay particular attention to the how (RED)
works tab and read about (RED) and what they are doing to help fight AIDS.
Lesson 6 Jump into PDHPE

2nd Edition Book 1
Exploring Risks associated with sexual behaviour Stage 4 page 266
-Negative v Positive risk
-Setting or Circumstance
-Factors influencing risk taking
-Outcomes of risk behaviour
Suggested questions
1. You are at an unsupervised party. Make a list of things to avoid in order to minimise risk
of a negative outcome.
2. A young woman decides to catch a train alone, late at night. Describe how she is
increasing her risk of a negative outcome.
EXTENSION: Consider the first four dot points from a male and female perspective. How do your
answers differ? Is this a problem? WHY/WHY NOT?
Key:
OMITTED CHANGE INCLUSION
24
References
i
Australian Curriculum, Assessment and Reporting Authority (ACARA). (n.d.). General Capabilities.
Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-
capabilities/
ACARA. (n.d.) St Clair High School, school profile. Retrieved from
https://www.myschool.edu.au/school/41842
Arafeh, S. (2016). Curriculum mapping in higher education: a case study and proposed content
scope and sequence mapping tool. Journal of Further and Higher Education, 40(5), 585-
611. DOI: https://doi-org.ezproxy.uws.edu.au/10.1080/0309877X.2014.1000278
Arguedas, M., Daradoumis, T., & Xhafa, F. (2016). Analyzing the effects of emotion management
on time and self-management in computer-based learning. Computers in Human Behavior,
63, 517-529. DOI: https://doi.org/10.1016/j.chb.2016.05.068
Fakomogbon, M. A., & Bolaji, H. O. (2017). Effects of collaborative learning styles on performance
of students in a ubiquitous collaborative mobile learning environment. Contemporary
Educational Technology, 8(3), 268-279. Accessed from:
http://web.a.ebscohost.com.ezproxy.uws.edu.au/ehost/pdfviewer/pdfviewer?vid=6&sid=21
052bd0-ecf2-475a-9089-9edb5dea7ec7%40sessionmgr4006
Great Schools Partnership. (2014). Scaffolding. Retrieved from
https://www.edglossary.org/scaffolding/
McTighe, J., & Wiggens, G. (2012). Understanding by design framework. Retrieved from
http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf
Krakouer, J. (2015, July 14). Making school meaningful for Indigenous learners. Teacher magazine.
Retrieved from https://www.teachermagazine.com.au/articles/making-school-meaningful-
for-indigenous-learners
Neill, A. (2012). Developing statistical numeracy in primary schools. Set: Research Information for
Teachers (Wellington), 1. 9-16. Accessed from
http://go.galegroup.com.ezproxy.uws.edu.au/ps/i.do?id=GALE%7CA305662000&v=2.1&u=
uwsydney&it=r&p=AONE&sw=w#
New South Wales Education Standards Authority (NESA). (2018) Proficient teacher support
document.. Retrieved from
https://educationstandards.nsw.edu.au/wps/wcm/connect/de55f844-57d5-418b-9f62-
96f31be98dda/NESA+Proficient+Teacher+-
+Examples+of+Practice.pdf?MOD=AJPERES&CVID=
New South Wales Education Standards Authority (NESA). (n.d.). Effective feedback. Retrieved from
https://syllabus.nesa.nsw.edu.au/support-materials/effective-feedback/
Okur Akcay,N., & Doymus,K. (2014). The effect of different methods of cooperative learning model
on academic achievement in physics. Journal of Turkish Science Education (TUSED), 11(4),
17-30. DOI:10.12973/tused.10124a.
Pedersen, D. E. (2010). Active and collaborative learning in an undergraduate sociological theory
course. Teaching Sociology, 38(3), 197-206. DOI:10.1177/0092055X10370119.
26

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i

Contemporary Teacher Leadership

Scope and sequence 12

Redesigned unit outline 17

 Engage students in an important and relevant topic.

attitudes with assessment tasks and bookwork.

progression throughout the units in the school year.

meet their full potential within the learning.

rationale within the 7-10 PDHPE syllabus.

can lead to positive educational

Course Information – PDHPE – Year 8

TERM 1: GROWTH & DEVELOPMENT TERM 2: DRUG FREE FOR LIFE

AIDS Brochure http://au.reachout.com/wellbeing/sex-

Major Assessment Tasks and approximate timing

St Clair High School

Marks will be deducted for LATE assignments Date Received: _______________________

Related syllabus outcomes

Task weighting: 20%

Create an information brochure about AIDS.

Think carefully when creating your brochure.

You may wish to think about the following:

 Is there treatment available?

 What is its classification? In other words, is it an STI, BBV, etc?

Make sure your brochure is double-sided A4.

It can be handmade or done on the computer.

Remember quality over quantity. LESS IS MORE

Remember to have fun 

 What A I D and S stand for

 Prevention (how can it be blocked or avoided?)

 What it is (is it an STI or BBV?)

The Student: GRADE

Teacher Signature: ______________________________________

St Clair High School Year 8 PDHPE Program 2013

Stage: 4 Year: 8 Duration: 5 lessons

Paragraphs Mind mapping Categorise PowerPoint Presentation

Students Students learn Teaching and learning activities Resources Register

What do your parents expect of you in terms of sexual choices/health? a sexual

Rights and Responsibilities in Sexual Relationships

Are you able to identify and cross overs?

explore the Blood Borne Viruses

Underneath this table draw up another one

Clickview video – Generation Sex

Students Students learn Teaching and learning activities Resources Register

Students Students learn Teaching and learning activities Resources Register

Lesson 6 Jump into PDHPE

OMITTED CHANGE INCLUSION

Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-

ACARA. (n.d.) St Clair High School, school profile. Retrieved from

611. DOI: https://doi-org.ezproxy.uws.edu.au/10.1080/0309877X.2014.1000278

on time and self-management in computer-based learning. Computers in Human Behavior,

63, 517-529. DOI: https://doi.org/10.1016/j.chb.2016.05.068

of students in a ubiquitous collaborative mobile learning environment. Contemporary

Educational Technology, 8(3), 268-279. Accessed from:

Great Schools Partnership. (2014). Scaffolding. Retrieved from

Retrieved from https://www.teachermagazine.com.au/articles/making-school-meaningful-

Teachers (Wellington), 1. 9-16. Accessed from

document.. Retrieved from

on academic achievement in physics. Journal of Turkish Science Education (TUSED), 11(4),

Pedersen, D. E. (2010). Active and collaborative learning in an undergraduate sociological theory

course. Teaching Sociology, 38(3), 197-206. DOI:10.1177/0092055X10370119.

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