Holsworthy High School Recommendations: Year 9 PDHPE Unit of Work

18041907: Kiara Calarco Assessment 1 102085: Contemporary Teacher Leadership
Holsworthy High
School
Recommendations
Report
Year 9 PDHPE Unit of work
1
Table of Contents
Executive Summary ......................................................................................................................... 3
Objective and Context ............................................................................................................................ 3
Goals ....................................................................................................................................................... 3
Recommendations .................................................................................................................................. 3
Background Information ................................................................................................................. 4
Comparative Table .......................................................................................................................... 5
Recommendations with persuasive, evidence-based reasoning and conclusion ....................... 7
Reconstructed unit: ......................................................................................................................... 9
Scope and sequence ............................................................................................................................... 9
Concept map ......................................................................................................................................... 10
Assessment task .................................................................................................................................... 11
Redesigned unit outline……………….. .……………………….………………………………………………………………………16
References ..................................................................................................................................... 23
Appendices of original documents .............................................................................................. 25
2
Executive Summary
Objective and Context
The following report will focus on the enhancement of a stage 5, Year 9 PDHPE Unit;
‘Intimate Relationships’. This unit was initially created for the use in lower-ability classes at
Holsworthy High School. This report contains recommendations for appropriate
reconstructed of the unit to be able to deliver it to a classroom with students with various
learning needs such as EAL/D and Gifted and talented students. The Understanding by
Design framework has been used in order to achieve a successful reconstruction of the unit,
and, to guarantee that any advised changes are directly related to the success of students in
the classroom setting. Areas of change and improvement throughout this report have been
directed towards the flow and arrangement of learning, as well as, Literacy, Numeracy, and
personal and social capabilities
Goals
 Deliver differentiated learning and assessment to suit all learning needs and abilities
in the classroom
 Enhance the use of ICT in the classroom to deliver content as well as to facilitate
learning to allow for flexibility of student learning
 Develop ways to incorporate and implement numeracy based learning as well as
assessing literacy learning
 Develop ways to improve the flow and structure of the unit to ensure clear and
understandable student learning is achieved
 Develop peer-assessed learning tasks to encourage different perspectives and ideas
Recommendations
 Implement differentiated learning into the lesson to ensure all students have an equal
opportunity to succeed
 Implement numeracy based tasks throughout the unit as well as into the classroom
improve student’s numeracy skills and improve literacy tasks to ensure they require
higher order thinking and meet the needs of all student learning
 Incorporate student choice and peer-evaluation into lessons to allow improved
engagement and student feedback
 Ensure there is development regarding structure of lessons and overall sequencing in
learning where students can develop their skills and understanding through the UbD
framework
 Enhance student learning through the implementation of a gradual ICT module task
that will operate as an informal formative assessment of learning throughout the unit.
3
Background Information
This report has been constructed for the PDHPE department at Holsworthy High School.,
located in Holsworthy, Wester Sydney. Holsworthy High School is a developing,
comprehensive, co-educational high school which offers extra-curricular activities, such as
numerous sporting events, that encourage a wide range of educational experiences. In terms
of the school’s population, those who identify as Indigenous or Torres Strait Islander make
up 4%, and those who possess a language background other than English (LBOTE) make up
31%. The school also contains students whose families come from the defense force, making
up about 25% of students. This leads to the socioeconomic status of the school which is
represented as low, with 35% of parents in the bottom quarter. In terms of the female to male
student ratio, it’s fairly even, showing boys making up 52% and females making up 48% of
the school.
Initially, this unit was taught in a year 9 PDHPE classroom with students who primarily
consisted of a LBOTE, originated from difficult socioeconomic backgrounds and had low
learning abilities which impacted the classroom environment at Holsworthy High School. I
did not receive an assessment task with a marking rubric or concept map with the original
documentation of the unit of work so therefore, changes will be made to improve the
sequencing of learning.
https://www.myschool.edu.au/school/41605
4
Comparative Table
Area of Strengths of the area of Concerns of the area of Suggested changes to counteract Research support for the
consideration consideration consideration concerns changes suggested.
Unit displays opportunity for The unit’s literacy focus Word glossaries are added into Glossary’s aid students in
students to constantly doesn’t require higher order the start of every lesson to preparing for the HSC as well
Literacy brainstorm and mind map thinking throughout its enhance understanding of key as in the classroom to better
their ideas activities terms and concepts of the unit understanding key concepts
(NESA, 2018)
Worksheets are provided Literacy based tasks don’t Informal formative assessment Informal formative
throughout to enhance cater to all students learning throughout learning to aid in assessment provide evidence
student understanding needs and abilities student understanding of content for teachers in assessing
student understanding (Ruize-
Primo, 2011)
Fact sheets on numerous Fact sheets aren’t relatable Implement statistic based tasks, Providing statistical reasoning
websites are provided to to student’s everyday life making them relatable to real life in lessons, provides students
Numeracy students and the content students are to see interconnections in the
learning wider world (ACARA, 2018)
N/A Not enough implementation Implement excel tasks to graph Same as above.
of numeracy based tasks and plot data to encourage higher
throughout the unit order thinking
Activities based around Students aren’t provided Class debates and role playes to Research suggests that,
Critical and constructing action plans with enough avenues to aid in generating and evaluating through class debates,
Creative and charts seek new pathways in ideas and possibilities developments in high order
Thinking learning surrounding the topic and critical thinking are
achieved (Yang & Rusli, 2012)
N/A Limited opportunities to Implementation of peer Implementing peer-
generate and evaluate assessment and feedback to assessment and feedback into
knowledge and ideas in provide different perspectives lessons has the potential to
tasks and ideas encourage deeper learning in
5
project based learning (Lynch,

McNamara & Seery, 2012).
There are multiple Group work doesn’t have a Students will be provided with an Online structured tasks
Personal and opportunities for students to challenging aspect to it ongoing online module task that provide possibilities for
Social work in groups and incorporates effective team work, person learning spaces and
Capabilities collaborate as well as tasks challenging tasks and ways to surpassing social barriers
involving decision making build positive relationships through tailored experiences
(Lee Lee & Kweon, 2013).
Relatable scenario based Team work doesn’t focus on Allow student choice to Student-centred learning
tasks are provided to building positive encourage greater involvement emphasises the use of
students to work together to relationships and interest with tasks student choice in learning
solve as a team tasks to enhance interest and
involvement (Tangney,2013)
Scope and sequence was There was no concept map Incorporate UbD framework to Informal formative
provided to understand provided and therefore develop informal formative assessment is important for
Understanding sequencing and progression leaves limited assessment tasks throughout to teachers to access feedback
by Design of unit understanding of key help understand student progress on effective teaching
concepts and ideas of the strategies which can
unit therefore lead to improved
student learning (Phelan,
Choi, Vendlinski, Baker &
Herman, 2011).
N/A No assessment task or Develop an assessment task and Improving formative
marking criteria was concept map that aids in assessment has been linked
provided to assess student understanding key ideas and to improving classroom
learning and understanding concepts surrounding the topic achievement amongst
of content students (Garrett & Camper,
2015).
6
Recommendations with persuasive, evidence-based reasoning and conclusion
Recommendation: To reconstruct the unit using Understanding by Design principles to

enhance assessment outcomes and inquiry-based approach
The original unit outline did not contain a concept map or assessment task with a marking
criteria which meant that there was limited direction and outcome development for the
PDHPE faculty to comprehend. This also meant that there was no understanding of structure
or development of key skills for students in their learning of the assigned outcomes and
concepts. There was, however, a clear scope and sequence attached that was able to provide
clarity in sequencing of the unit throughout the whole year for both teachers and students.
Scope and sequencing provides the basis of effective teaching and learning development in
programs for the duration of a unit. It shows a preview of what is going to be taught where
and in what order based on year, stage and learning outcomes (NESA, 2018). Therefore, an
entire restructuring of the unit took place where there was a strong focus on improving
differentiation in tasks to meet the needs of all students in their learning. In achieving this,
the Understanding by Design (UbD) framework has been implemented into reconstructing
the unit, to showcase backward mapping from the assessment task to ensure students are
meeting the required outcomes.
Incorporating the idea of backward mapping in the UbD framework allows teachers to be
clear and concise about the learning outcomes and goals at the start of the unit, to then allow
students to have a better idea and to reach their full potential in their learning (Yurtseven &
Altun, 2017). Therefore, introducing relevant tasks within a unit that ensure necessary skills
are taught to achieve learning outcomes, allows students to apply their knowledge
consistently throughout, as well as, allowing teachers to emphasis the importance of learning
through challenging and peer related activities.
The Understanding by Design framework has also been used to further develop informal and
formative assessment throughout the unit. This allows student’s the opportunity to enhance
their learning and, at the same time, informs teachers of ongoing student progression to
further develop their own teaching practices in the classroom (Gloria, Sudarmin, Wiyanto &
Indriyanti, 2017). Through the development of informal and formative assessment, students
gain a greater understanding of the content and key concepts from the unit, to further achieve
their outcomes. The reconstructed unit has introduced an online module where students can
access their activities and tasks for the unit, as well as submit their completed work and
receive feedback. This is also beneficial for the teacher as it allows information regarding
student progress and online feedback progressively throughout the unit (Hung, Ciu & Yeh,
2012).
Inquiry-based learning encourages students to be a part of their learning experience, develop

new skills in critical thinking, problem solving and self-direction, as well as, being able to
improve their knowledge and skill discipline (Buchanan, Harlan, Bruce & Edwards, 2016).
Student choice was an aspect of the redesigned unit where students are encouraged to choose
their own topics, scenarios and incorporate these skills into problem based and critical
thinking activities such as role play, story books and campaigns. This further allows students
to stay engaged, disciplined and on task throughout their learning when they choose things
based on their interests. Continuing from student choice is peer evaluation. When peers are
given the opportunity to evaluate each other in their learning, they develop different ideas,
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perspectives and views that allows for a deeper knowledge and understanding (Scott, 2011).
Not only does this contribute to an inquiry-based approach, but it also enhances literacy skills
amongst students as well as proving to help those with an ESL background (Tahir, 2012).
 
8
Reconstructed unit:
Scope and sequence

Year 9 PDHPE: Holsworthy High School 2017
Term One Two Three Four
Week 1 2 3 4 5 6 7 8 9 10 11 123 456 7 8 9 10 1234 5 6 7 8 9 10 1234 5 6 7 8 9 10
Media Watch Think Think before Party safe Party Intimate Intimate Lifelong
before you click safe Relationships Relationships healthy living
you 5.3, 5.6, 5.7 5.3, 5.6, 5.7
Year 9 click Group Group
Assessment 20% Assessment
20%
Fast
Gymnastics Gymna- Game Game on Team games Lifelong
higher stics on 5.4 & 5.5 healthy living
further
Practical: blue
9
Concept map
10
Assessment task and marking criteria
Holsworthy High School: Assessment Task 1

Year 9 PDHPE
Course: PDHPE (Stage 5)

Unit: Intimate Relationships
Task Title: Radio Talk show: Group task
Weighting: 20%
Date given: 25/8/18 Date due: 23/9/18
Assessment Outline:
 Students are to get into groups of 3 or 4 to create a talk show radio session
 The radio session shouldn’t be any more than 7 minutes long and no less than 4
minutes.
 Each member of the groups needs to be allocated to a specific role. Below are some
suggestions for roles for your talk show;
 Caller
 Radio hosts
 Professional guest speaker (e.g health professional)
 As a group, you must address and discuss 3 questions throughout your show based on
accurate information;
1. What are the behaviours related to safe sexual practices?
2. What are the consequences related to poor sexual choices?
3. Discuss the effectiveness of contraceptive devices
 The radio show needs to be submitted in mp3 format by email or USB on the due date
along with a written transcript attached
Outcomes to be assessed
 5.3 A student analyses factors that contribute to positive, inclusive and satisfying
relationships
 5.6 a student analyses attitudes, behaviours and consequences related to health issues
affecting young people
 5.7 a student analyses influences on health decision-making and develops strategies to
promote health and safe behaviours (5.7)
Marking Criteria
Criteria Mark range

 Demonstrates a strong understanding on a range of behaviours 16-20
relating to safe sexual practices based on accurate information
 Demonstrates a wide variety of consequences relating to poor
sexual choices based on accurate information
 Discusses, in detail, the effectiveness of contraception devices
based on accurate information
 Presents a video that is within the allocated time frame and in the
correct format
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 Demonstrates a firm understanding on a range of behaviours 12-15

relating to safe sexual practices based on accurate information
 Demonstrates some variety of consequences relating to poor sexual
choices based on accurate information
 Discusses the effectiveness of contraception devices based on
accurate information
 Presents a video in the correct format and within the allocated time
frame
 Demonstrates a sound understanding of a few behaviours relating 8-11
to safe sexual practices based on some accurate information
 Describes some consequences relating to poor sexual choices based
on some accurate information
 States the effectiveness of contraception devices based on some
accurate information
 Presents a video that is in the correct format and allocated time
frame
 Demonstrates a weak understanding of minimal behaviours relating 4-7
to safe sexual practices based on opinion
 Describes limited consequences relating to poor sexual choices
 States minimal effective uses of contraception devices
 Presents a video in the incorrect format or outside of the allocated
time frame
 Demonstrates limited to no understanding on behaviours relating to safe 0-3
sexual practices
 Mentions inaccurate consequences relating to poor sexual choices
 Lists limited effective uses of contraception devices with inaccurate
information
 Presents a video in the incorrect format and outside of the allocate time
frame
Feedback:
12
Redesigned unit outline
Holsworthy High School: Professional Practice 1

PDHPE program: Year 9
Name: Intimate Relationships Year: 9 Unit length: 10 weeks
Unit Description:
Syllabus outcomes Evidence of learning
A student A student may demonstrate achievement of the unit outcomes when they can:
 analyses factors that contribute to positive, inclusive and satisfying  describe the features of a quality relationship and identify the
relationships (5.3) characteristics they value in a partner (A1)
 create a charter of rights and responsibilities that reflects the qualities of
 analyses attitudes, behaviours and consequences related to health a positive relationship (A2)
issues affecting young people (5.6)  identify positive and negative uses of personal power and assess the
impact and consequences of these on relationships (A3)
 analyses influences on health decision-making and develops strategies  identify factors that might influence their sexual health choices and
to promote health and safe behaviours (5.7) develop strategies that they would be comfortable implementing to
protect their personal safety. (A4)
 adapts and evaluates communication skills and strategies to justify
opinions, ideas and feelings in increasingly complex situations (5.11)
Students learn about: Students learn to:
 developing equal and respectful relationships (5.1)  develop ground rules and boundaries when forming new relationships
 explore how the appropriate use of personal power can contribute to
 sexual health positive relationships
 qualities valued in a partner  identify and evaluate safe sexual health practices, including methods of
 appropriately expressing and exploring sexual feelings contraception
 power, gender and risk-taking  examine personal values and attitudes related to sexual health and
 sexual choices and their consequences identify factors that have contributed to their formation
 planning and managing sexual health (5.6)  analyse how sexual attitudes, behaviours and sexuality are influenced
by gender expectations and assumptions
 influences on health decision-making and risk behaviours  analyse the range of influences that impact on an individual’s ability to
- individual factors behave in healthy and safe ways in relation to:
- sociocultural factors (5.7) - sexual health
- drug use
 empowering individuals and communities - personal safety
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 individual action developing personal skills (5.7)  propose and evaluate strategies that take into account influences on
health decision-making, and support young people to behave in healthy
and safe ways
Students learn Students learn to: Teaching, learning and assessment activities Resources
about:
 sexual health  examine personal Establish the learning environment of your classroom by Classroom rules
(5.6) values and introducing the topic and emphasizing the importance and
 qualities valued in attitudes related to sensitivity of the content that will be covered. Introduce
a partner sexual health and and enforce classroom rules to start off with;
identify factors that 1. Be prepared (resources and work)
have contributed to 2. Have a go (ask questions and participate in
their formation. discussions)
(5.6) 3. Be respectful (be appropriate)
Instruct students to start a word glossary based on key

terms associated with the topic. Words will be
progressively added to it throughout the unit.
Introduce question box. Explain that at the end of each lesson Question box
students will have the opportunity to anonymously write any
question they have in relation to the topic and put it in the box.
These questions will be answered in the following lesson.
Explain to students that there is an ‘intimate relationships’

module set up on their google classroom for them to Google classroom module
access and work through throughout the topic.
What is an intimate relationship?

Students are to access the K-W-L chart on the module
where they will fill out what they already know about the Module: K-W-L CHART
topic, what they plan to know about it and what they would document
like to know/learn throughout it.
Teacher will access and use these charts as information
for teaching the content throughout the unit.
As a class
- define what is meant by an intimate relationship (ensure
descriptions are inclusive of same sex relationships)
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- discuss the characteristics of intimate relationships and how

the expectations of this type of relationship can be different
from other types of relationships
- Highlight that the characteristics of an intimate relationship
can often be influenced by the personal qualities of the
partners involved (eg when people are good communicators
intimate relationships will be characterised by open, honest
communication).
Students, in small groups, create a mind map on their

google classroom of things that might affect our beliefs Module: mind map document
about positive relationships and how we feel we should be
treated e.g. media, family background, culture, religion.
Discuss students answers as a class
What qualities do I value in a partner?

Students have the option of selecting either the word
collage link or the sketch pad link on their classroom
module to demonstrate their ideal partner based on the Module: word collage
qualities they value most. http://www.wordle.net/ and
Ask students to then rank their qualities from most Sketch pad
important (1) to least important (10) https://sketch.io/sketchpad/
Facilitate class discussion and ask one student to scribe the
results of what students saw as the most important qualities of a
partner. Ask students to graph the ranking of results
between all 3:
 males and females
 cultural groups
 social groups.
On excel and upload it to the ‘qualities in a partner’ folder
in the module classroom Excel: google module
Explore some of the reasons for these differences by
interpreting the graphs.
What rights and responsibilities do I have in a relationship?
 developing equal Explain that students are going to explore the rights and
and respectful responsibilities that people have within a partnership or intimate
15
relationships  develop ground relationship. Emphasise that many of these rights and
(5.3) rules and responsibilities are the same for all types of relationships.
- active listening boundaries when In small groups, students will log into the module where
- decision-making forming new they will find the document ‘ground rules and boundaries’.
- empathy relationships From there, each group will create their own ground rules
and boundaries list regarding forming and maintaining Module: ground rules and
new relationships boundaries document
As a class discuss;
- Benefits of a healthy relationship?
- Who’s responsible for maintaining their own
responsibilities?
Clarify what is understood by term ‘right’ and ‘responsibility’. Point
out to students that all rights need to be balanced by
complementary responsibilities.
In pairs, students will construct a list for either
(i) the rights that partners have in an intimate
relationship
OR
(ii) the responsibilities that partners have in an intimate
relationship.
Students may use the ‘taking sexual health resource’ as
guidance
Students will then make groups of 4 (ensure pairs were working on Talking sexual health resource
different lists) and discuss ideas and, if necessary, add ideas to
ensure all that all the rights listed have a complementary
responsibility.
Have groups report back and facilitate whole class discussion

Use google classroom to collate student ideas of rights
and responsibilities for an intimate relationship.
Then, ask students to answer these 3 questions;
1.how these rights and responsibilities differ for the relationship
you have with your friends, parents, teachers etc.
2.how these rights / responsibilities should be communicated in
the relationship
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3.what problems can occur when these rights / responsibilities are

not observed
Split the class up into 2 groups. 1 group will argue that, ‘I

have the right to keep things to myself in an intimate
relationship’.
Facilitate class debate
How can abuse of power affect relationships?

 developing equal  explore how the Highlight too students that one of the rights and responsibilities of
and respectful appropriate use of an intimate relationship is to be safe.
relationships personal power Often in a relationship, if there is an unequal balance of power
(5.3) can contribute to between partners it can lead to the partner with the least power
- negotiation positive feeling unsafe.
- use of power in relationships Discuss what might contribute to one person having less power in
relationships a relationship than the other person.
- speaking up
Use of power in relationships
Ask students to get into pairs to design a story board
demonstrating 1 of the 2 statements below;
1. the use of positive power in a relationship
2. the use of negative in a relationship Story board:
https://www.storyboardthat.com
Highlight the fact that abuse of power involves disregarding the /storyboard-creator
rights of partner to safety and respect.
Instruct students to get into groups of 4 and develop a role

play scenario demonstrating one of the following
questions
1. How can the positive / negative use of power affect a
relationship?
2. What factors might contribute to abuse of power in a
relationship (eg gender, age, personality, physical strength)
3. What might the abuse of power in an intimate relationship look
like?
After each group performs their role play, students are to
fill out the ‘peer evaluation form’ on the google module
assessing the effectiveness of each scenario
17
Negotiating consent ‘peer evaluation form’: module

 developing equal As a class discuss what is meant by term consent in relation to
and respectful sexual activity (‘agree to’ or ‘give permission’).
relationships Explain that students are to participate in activity that explores
(5.3) consent as it relates to sexual activity.
- negotiation
- use of power in Reintroduce to students the concept of power and how
relationships positive power can be used to say no when engaging in
- speaking up sexual activity.
Students will form 2 circles (inner and outer circle). There

will be 4 statements read out to the students that refer to
sexual activities
1. Everyone else does it. Why can’t I just give it a go?
2. I’m pretty sure I don’t have an STI. I feel good
3. Isn’t sex supposed to be spontaneous? Using condoms
seems like its planned.
4. Why should I bother wearing a condom? I’m on the pill.
Students then find a pair and suggest strategies and

responses to each of the 4 statements.
Students them come back into the circle and discuss and
share their responses.
Ask students if;
- any pairs felt they had a clear message?
- any pairs felt they discussed a less clear response ?
- Was is hard to come up with a response to saying no?
Ask students to get into groups of 4 and make a

presentation of their choosing addressing all the following
questions below; (students must upload it to google
classroom and present it to the class)
 Who is responsible for asking for consent?
 Who is responsible for giving consent?
 Why is consent important?
 What are some positive ways of asking for consent?
18
 What are some of the problems of not asking for consent

clearly?
 If someone is not clear about whether the other person is
giving their consent or not, what should they do?
Students are to go onto google classroom and evaluate

each groups presentation based on the information they
have provided. Peer evaluation form
 sexual health
Sexual behaviour - What’s safe? What’s not?
(5.6)
As a class revise the concept that everyone has the right to make
- sexual choices  analyse the range
their own sexual decisions free from pressure and the
and their of influences that
responsibility to carefully consider the consequences of their
consequences impact on an
sexual choices.
individual’s ability
to behave in
Students brainstorm in pairs the importance of sexual
healthy and safe
ways in relation to:
choices that people have to make.
- sexual health As a class discuss;
- personal safety - how easy / difficult these decisions are to make
(5.7) - factors that have an influence on these sexual health
choices.
- possible consequences of not thinking through these
choices carefully? (emphasise emotional consequences
such as feeling used, confusion etc as well as physical
consequences such as unplanned pregnancy).
Numeracy task: provide 2 questions on the board;

3. why do adolescents choose to have sex?
4. Why do adolescents choose not to have sex?
Students will write on a piece of paper, 2 reasons why they

think young people either choose or choose not to have Excel: classroom module
sex (anonymously). Answers get placed in a hat where 2
students will draw out responses and tally them up on the
board.
Students then go onto their module and select the excel
document named ‘Influences on sexual activity’ and graph
the given results.
19
Emphasise that it is everyone’s right to make a decision that they

are comfortable with others need to respect people’s decision.
As a class brainstorm common sexual activities / behaviours.

Encourage students to think broadly about the range of sexual
activities people may choose to participate in.
Develop a class definition of the terms safe and safer sex
and include it on their google module
Create a class list on google classroom of each sexual

behavior and ask students to classify them as SAFE or
UNSAFE.
Discuss reasons for student’s responses as a class.
Students will get into groups of 3-4 and design a poster or

billboard that promotes safe sexual activity and/or
behavior’s aiming at young people.
Butchers paper
Ask students to present their posters/billboards to the
class and explain why they decided to promote it the way
they did.
Students rank each group out of 5, assessing the
effectiveness of the promotion.
Planning and managing sexual health - Contraception

As a class define the term contraception to ensure there is a
common understanding of the term. List all the types of
 sexual health  identify and contraception that students know of on board (prompt the inclusion
(5.6) evaluate safe of abstinence).
- sexual choices sexual health
and their practices, including Students are to pair up and create their own fact sheet
consequences methods of based on statistics regarding the types of contraception
- planning and contraception (5.6) that would be more commonly used by young people in ‘Fact sheet template’ provided
managing sexual Australia. Each group should also include an information on the module in google
health bubble on reasons why certain types are more commonly classroom
used.
20
Display fact sheets around the classroom

Discuss the certain facts and statistics that surprised
groups?
Divide class into groups of 5 students and let each group pick one
of the following types of contraception to become an “expert” in:
- Male condom
- Female condom
- The Pill
- Contraceptive injections
- Natural methods
Ask students to create a campaign/heath infomercial of 5
minutes in length regarding their chosen contraception. It
should contain the following information;
- How the contraceptive device works
- Where it can be obtained from
- Side effects
- Advantages
- Disadvantages
There are fact sheets provided for students to get their Fact sheets / Internet sites such as:
information from such as statistics. www.fpnsw.org.au
Students upload their videos onto google classroom www.cyh.com.au
where each student must watch the video and rate it out of www.reachout.com.au
10 based on effectiveness of campaign. www.betterhealth.vic.gov.au
Plan ahead
Divide the class into groups of 6. Each group will get a copy of a
scenario to read
Once students have read their scenario they will be given a
character that goes with the related scenario.
 influences on  identify and In groups, ask students to take turns to place the character
health decision- evaluate safe according to his/her behavior on a continuum from “No Risk” to
making and risk sexual health “High Risk” and discuss how they made the decision to put the
behaviours (5.7) practices, including character there.
- individual factors methods of When all groups have completed the activity, ask everyone to
contraception stand in the corner where they would now like to put their
character according to his/her degree of risk.
21
Group students with the same character together and ask them to
come up with an Action Plan/ safety action plan to reduce both
the initial and continual risk the character is exposed to.
Assessment task 1:
Students are to complete the first assessment task labeled
‘radio talk show’ in groups of 3 or 4. The assessment
details and marking criteria are provided on their google
classroom.
This assessment will require them recall the information
they have learnt so far in the topic of ‘intimate
relationships’.
TABLE KEY: RED- changes made (redesigned)

BLACK – original document
22
References
ACARA. (2018). Numeracy. Retrieved September 2, 2018 from

https://www.australiancurriculum.edu.au/f-10-curriculum/general-
capabilities/numeracy/
Buchanan, S., Harlan, M. A., Bruce, C., & Edwards, S. (2016). Inquiry based learning
models, information literacy, and student engagement: A literature review. School
Libraries Worldwide, 22(2), 23-39. Doi:
http://dx.doi.org.ezproxy.uws.edu.au/10.14265.22.2.03
Garrett, J., & Camper, J. (2015). Formative assessment as an effective leadership learning
tool. New Directions For Student Leadership, 145, 97-106. doi: 10.1002/yd.20127
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resources/glossary-keywords
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improvement in student understanding of mathematical principles gollowing
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Tangney, S. (2013). Student-centred learning: a humanist perspective. Teaching In Higher

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24
Appendices of original documents

I did not receive a concept map or an assessment task and marking rubric as the original documentation for this unit. I also only taught, up until
and half of, 5.7 influences on health decision-making and risk behaviors.
Original Scope and Sequence: Holsworthy High School Year 9 PDHPE (2017)
Term One Two Three Four
Week 1 2 3 4 5 6 7 8 9 10 11 123 456 7 8 9 10 1234 5 6 7 8 9 10 1234 5 6 7 8 9 10
Media Watch Think Think before Party safe Party Intimate Intimate Lifelong
Year 9 before you click safe Relationships Relationships healthy living
you
click
Fast
Gymnastics Gymna- Game Game on Team games Lifelong
higher stics on healthy living
further
25
Original Unit Outline
Holsworthy High School: Professional Practice 1

PDHPE program: Year 9
Name: Intimate Relationships Year: 9 Unit length: 10 weeks
Unit Description:
Syllabus outcomes Evidence of learning
A student A student may demonstrate achievement of the unit outcomes when they can:
 analyses factors that contribute to positive, inclusive and satisfying  describe the features of a quality relationship and identify the
relationships (5.3) characteristics they value in a partner (A1)
 create a charter of rights and responsibilities that reflects the qualities of
 analyses attitudes, behaviours and consequences related to health a positive relationship (A2)
issues affecting young people (5.6)  identify positive and negative uses of personal power and assess the
impact and consequences of these on relationships (A3)
 analyses influences on health decision-making and develops strategies  identify factors that might influence their sexual health choices and
to promote health and safe behaviours (5.7) develop strategies that they would be comfortable implementing to
protect their personal safety. (A4)
 adapts and evaluates communication skills and strategies to justify
opinions, ideas and feelings in increasingly complex situations (5.11)
Students learn about: Students learn to:
 developing equal and respectful relationships (5.1)  develop ground rules and boundaries when forming new relationships
 explore how the appropriate use of personal power can contribute to
 sexual health positive relationships
 qualities valued in a partner  identify and evaluate safe sexual health practices, including methods of
 appropriately expressing and exploring sexual feelings contraception
 power, gender and risk-taking  examine personal values and attitudes related to sexual health and
 sexual choices and their consequences identify factors that have contributed to their formation
 planning and managing sexual health (5.6)  analyse how sexual attitudes, behaviours and sexuality are influenced
by gender expectations and assumptions
 influences on health decision-making and risk behaviours  analyse the range of influences that impact on an individual’s ability to
individual factors behave in healthy and safe ways in relation to:
sociocultural factors (5.7) sexual health
drug use
 empowering individuals and communities personal safety
individual action
26
developing personal skills (5.7)  propose and evaluate strategies that take into account influences on
health decision-making, and support young people to behave in healthy
and safe ways
Students learn Students learn to: Teaching, learning and assessment activities Resources QT
about:
 sexual health (5.6)  examine personal Introduce the unit by discussing the main themes that will
 qualities valued in a values and be covered e.g. qualities of positive intimate relationships,
partner attitudes related rights and responsibilities in intimate relationships, sexual
to sexual health health, contraception etc.
and identify
factors that have Introduce question box. Explain that at the end of each Question box
contributed to lesson students will have the opportunity to anonymously
their formation. write any question they have in relation to the topic and put
(5.6) it in the box. These questions will be answered in the
following lesson.
What is an intimate relationship?

Facilitate class discussion to revise the types of
relationships that people can be involved in and the
characteristics of quality / positive relationships.
As a class
- define what is meant by an intimate relationship
(ensure descriptions are inclusive of same sex
relationships)
- discuss the characteristics of intimate relationships
and how the expectations of this type of relationship
can be different from other types of relationships.
Highlight that the characteristics of an intimate
relationship can often be influenced by the personal
qualities of the partners involved (eg when people
are good communicators intimate relationships will
be characterised by open, honest communication).
Brainstorm what things might influence our beliefs about

positive relationships and how we believe we should be
treated e.g. media, family background, culture, religious
beliefs.
27
about:
Worksheet 1 – A partner
is…. (modified from Talking
What qualities do I value in a partner? Sexual Health resource
Ask students to individually complete worksheet - A partner p51)
is…. Use grouping strategy to group students in small
groups and discuss their responses.
Facilitate class discussion on what students saw as the
most important qualities of a partner. Discuss differences in
ranking between:
 males and females
 cultural groups
 social groups.
Explore some of the reasons for these differences.
What rights and responsibilities do I have in a

relationship?
Explain that students are going to explore the rights and
responsibilities that people have within a partnership or
intimate relationship. Emphasise that many of these rights
 developing equal and responsibilities are the same for all types of Talking Sexual Health
and respectful  develop ground relationships. resource Proposed charter
relationships (5.3) rules and of rights, p54
- active listening boundaries when Clarify what is understood by term ‘right’ and
- decision-making forming new ‘responsibility’. Point out to students that all rights need to
- empathy relationships be balanced by complementary responsibilities.
In pairs, ask the students to use worksheet 2 Proposed

charter of rights and responsibilities for partners to list
either;
(iii) the rights that partners have in an intimate
relationship
OR
(iv) the responsibilities that partners have in an
intimate relationship .
Have pairs join to make groups of 4 (ensure pairs were
working on different lists) and discuss ideas and, if
28
about:
necessary, add ideas to ensure all that all the rights listed
have a complementary responsibility.
Have groups report back and facilitate whole class

discussion on rights and responsibilities that groups have
proposed. Ask students if there are any rights /
responsibilities they do not agree with. If not, explain why
not and encourage issues to be debated by students. Use
class ideas to develop a collated list of rights and
responsibilities for an intimate relationship.
 developing equal Discuss;

and respectful  explore how the - how these rights and responsibilities differ for the
relationships (5.2) appropriate use relationship you have with your friends, parents,
- negotiation of personal power teachers etc.
- use of power in can contribute to - how these rights / responsibilities should be
relationships positive communicated in the relationship
- speaking up relationships - what problems can occur when these rights /
responsibilities are not observed
How can abuse of power affect relationships? Worksheet 3 - X charts

As a class discuss reasons why, in some intimate
relationships, the rights and responsibilities that the class
listed may not be adhered to. Highlight that one of the
rights and responsibilities of an intimate relationship is to
be safe.
Often in a relationship, if there is an unequal balance of
power between partners it can lead to the partner with the
least power feeling unsafe. Discuss what might contribute
to one person having less power in a relationship than the
other person.
Divide class into groups of 4 and assign each group the

letter A or B. Work in small groups to complete a ‘X’ chart
that identifies;
29
about:
- what good use of power in a relationship looks like
(group A)
Some sexual decisions -
- what abuse of power in a relationship looks like Teacher information sheet
(group B)
Display ‘X’ charts around the room
Highlight fact that abuse of power involves disregarding the
rights of partner to safety and respect.
Discuss the following questions:
- How can the positive / negative use of power affect a
relationship?
 sexual health (5.6) - What factors might contribute to abuse of power in a
- sexual choices and  analyse the range relationship (eg gender, age, personality, physical strength)
their consequences of influences that - How might the abuse of power in an intimate relationship
impact on an make people feel?
individual’s ability
to behave in Sexual behaviour - What’s safe? What’s not?
healthy and safe As a class revise the concept that everyone has the right to
ways in relation make their own sexual decisions free from pressure and
to: the responsibility to carefully consider the consequences of
- sexual health their sexual choices. Brainstorm important sexual choices Information sheet - Sexual
- personal safety that people have to make at. As a class discuss; behaviours and activities
(5.7) - how easy / difficult these decisions are to make
- factors that have an influence on these sexual health
choices.
- possible consequences of not thinking through these
choices carefully? (emphasise emotional
consequences such as feeling used, confusion etc as Adapted from activity in
well as physical consequences such as unplanned Talking Sexual Health
pregnancy). resource How safe is that?,
p68
Facilitate discussion within class about whether everyone
thinks the same in relation to sexual choices and why
 sexual health (5.6) differences exist between various class members. In
- appropriately particular discuss reasons why some young people
30
about:
expressing and  identify and choose to be / not to be sexually active. Emphasise that it
exploring sexual evaluate safe is everyone’s right to make a decision that they are
feelings sexual health comfortable with others need to respect people’s decision.
- sexual choices and practices,
their including As a class brainstorm common sexual activities /
consequences methods of behaviours. Encourage students to think broadly about the
contraception range of sexual activities people may choose to participate
(5.6) in. Negotiating consent kit
List student ideas on board. Explain each sexual 15 Date rape awareness
behaviour to ensure students have a common cubes
understanding of what they mean. Detailed learning activity,
p25
Organise the class into small groups of 3-4 students. Worksheet 4 – Negotiating
Provide each group with a sheet of butcher’s paper and sex, Negotiating Consent
ask them to write the headings “safe”, “unsafe”, or “unsure” resource p 38.
at the top of the paper. They are then to write each sexual
behaviour listed on the board under one heading to
indicate how safe they think the behaviour is.
As a class go through each group’s responses and

discuss:
(i) how they defined ”safe”
(ii) the relative safety of each sexual behaviour.
(iii) times / places where it is appropriate to participate in
these different sexual behaviours.
Use discussion to develop a class definition of the terms

safe and safer sex.
 developing equal Negotiating consent

and respectful
relationships (5.3) As a class discuss what is meant by term consent in
- negotiation relation to sexual activity (‘agree to’ or ‘give permission’).
- use of power in
relationships Explain that students are to participate in activity that
- speaking up explores consent as it relates to sexual activity.
31
about:
Divide class in to small groups and hand out one date rape
awareness cube to each group. Give students a few
minutes to look at cube.
Allocate 2 or 3 messages to each group. Hand out

worksheet 4 – Negotiating sex. Using questions on
worksheet, ask students to discuss their selected
messages regarding consent. Record responses from the
discussion on worksheet.
Groups report back. As a class, discuss the following

questions:
 Which pairs felt they had discussed a message
that was a clear way of saying NO to sex? Record
these messages.
 Which pairs felt they had discussed a message
that was less clear? What were the messages? Fact sheets / Internet sites
 What reasons did you come up with as to why such as:
someone might use this less clear response? www.fpnsw.org.au
 Did anyone still disagree that a message meant www.cyh.com.au
NO even after they had discussed it? www.reachout.com.au
www.betterhealth.vic.gov.au
Brainstorm any other ways someone might be able to
refuse consent that aren’t included on the cube.
Brainstorm ways of asking for consent and discuss the
 identify and following questions:
 sexual health (5.6) evaluate safe  Who is responsible for asking for consent?
- sexual choices and sexual health  Who is responsible for giving consent?
their consequences practices,  Why is consent important?
- planning and including  What are some positive ways of asking for
managing sexual methods of consent?
health contraception  What are some of the problems of not asking for
consent clearly?
32
about:
 If someone is not clear about whether the other
person is giving their consent or not, what should
they do? Worksheet –Learning about
Contraception
 sexual health (5.6)  identify and Planning and managing sexual health - Contraception
- sexual choices and evaluate safe As a class define the term contraception to ensure there is
their consequences sexual health a common understanding of the term. List all the types of
- planning and practices, contraception that students know of on board (prompt the
managing sexual including inclusion of abstinence). Talking Sexual Health
health methods of Facilitate a class discussion on the types of contraception
contraception that would be more commonly used by young people and resource
reasons why certain types are more commonly used. Sexual Health
Questionnaire, pp67-68
Divide class into groups of 5 students (home group) and KISS fact sheets, pp64-66
allocate each student one of the following types of
contraception to become an “expert” in:
- Male condom
- Female condom
- The Pill
- Contraceptive injections
- Natural methods
Have expert groups sit together and provide each group
with fact sheet about their contraceptive method. Allow
groups 10 minutes to read through and discuss
information. Students are then to return to home group and
report back on what they learnt, for example
- How the contraceptive device works Talking Sexual Health
- Where it can be obtained from resource Action plan, pp99-
- Side effects 101
- Advantages
- Disadvantages Talking Sexual Health
Hand out worksheet Learning about Contraception for resource Scenario cards, pp
students to individually complete using information they 194-195
hear from each expert in their group.
33
about:
 sexual health (5.6)  identify and Planning and managing sexual health - sexually
- sexual choices and evaluate safe transmitted infections
their consequences sexual health Divide the class into 8 groups. Assign the questions on
- planning and practices, Sexual health questionnaire as follows.
managing sexual including
health methods of  Group 1 – 1, 9,17, 25
contraception  Group 2 – 2, 10,18, 26
 Group 3 – 3, 11,19, 27
 Group 4 – 4,12, 20, 28
 Group 5 – 5, 13, 21, 29 Butchers paper
 Group 6 – 6, 14, 22, 30
 Group 7 – 7, 15, 23, 31
 Group 8 – 8, 16, 24, 32
Each group is to find the answers to the questions in the

KISS Fact sheet.
As a whole class, each group reports back and justifies
how they came up with their answer.
 influences on Plan ahead

health decision-
making and risk Divide the class into groups of 6. Give each group a copy
behaviours (5.7) of the 4 scenarios to read.
- individual factors After the students have read the scenarios give each
- sociocultural student a card with one of the characters names on it.
factors In groups, ask students to take turns to place the character
according to his/her behaviour on a continuum from “No
Risk” to “High Risk” and discuss how they made the
decision to put the character there.
When all groups have completed the activity, ask everyone
to stand in the corner where they would now like to put
their character according to his/her degree of risk.
Group students with the same character together and ask
them to come up with an Action Plan/ safety action plan to
reduce both the initial and continual risk the character is
exposed to.
34
about:
Students to return to original groups to discuss their action
plans.
As a class discuss the following questions:
What are the main risks each character has taken?
Why did they do this?
What could they do to avoid the risks in the first place?
What could they do to reduce their risks?
Finally, ask the class to brainstorm the advantages of

communicating issues related to safe sex practices and
behaviours. List class ideas on board and copy into books.
Suggestions:
 helps you get your needs met by expressing your own
values and standards
 creates better understanding between the couple
 creates a more equal relationship
 allows for negotiations and compromise
 ensures planning e.g. contraception
 builds trust
 builds better relationships
 reduces risks to your sexual health and your partners.
(adapted from Talking Sexual Health 2001)
35

Holsworthy High School Recommendations: Year 9 PDHPE Unit of Work

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18041907: Kiara Calarco Assessment 1 102085: Contemporary Teacher Leadership

project based learning (Lynch,

Recommendations with persuasive, evidence-based reasoning and conclusion

Recommendation: To reconstruct the unit using Understanding by Design principles to

Inquiry-based learning encourages students to be a part of their learning experience, develop

Scope and sequence

Term One Two Three Four

Week 1 2 3 4 5 6 7 8 9 10 11 123 456 7 8 9 10 1234 5 6 7 8 9 10 1234 5 6 7 8 9 10

Assessment task and marking criteria

Holsworthy High School: Assessment Task 1

Course: PDHPE (Stage 5)

Criteria Mark range

 Demonstrates a firm understanding on a range of behaviours 12-15

Redesigned unit outline

Holsworthy High School: Professional Practice 1

Name: Intimate Relationships Year: 9 Unit length: 10 weeks

Instruct students to start a word glossary based on key

Explain to students that there is an ‘intimate relationships’

What is an intimate relationship?

- discuss the characteristics of intimate relationships and how

Students, in small groups, create a mind map on their

What qualities do I value in a partner?

Have groups report back and facilitate whole class discussion

3.what problems can occur when these rights / responsibilities are

Split the class up into 2 groups. 1 group will argue that, ‘I

How can abuse of power affect relationships?

Instruct students to get into groups of 4 and develop a role

Negotiating consent ‘peer evaluation form’: module

Students will form 2 circles (inner and outer circle). There

Students then find a pair and suggest strategies and

Ask students to get into groups of 4 and make a

 What are some of the problems of not asking for consent

Students are to go onto google classroom and evaluate

Numeracy task: provide 2 questions on the board;

Students will write on a piece of paper, 2 reasons why they

Emphasise that it is everyone’s right to make a decision that they

As a class brainstorm common sexual activities / behaviours.

Create a class list on google classroom of each sexual

Students will get into groups of 3-4 and design a poster or

Planning and managing sexual health - Contraception

Display fact sheets around the classroom

TABLE KEY: RED- changes made (redesigned)

ACARA. (2018). Numeracy. Retrieved September 2, 2018 from

Ruiz-Primo, M. (2011). Informal formative assessment: The role of instructional dialogues in

Tangney, S. (2013). Student-centred learning: a humanist perspective. Teaching In Higher

Appendices of original documents

Term One Two Three Four

Week 1 2 3 4 5 6 7 8 9 10 11 123 456 7 8 9 10 1234 5 6 7 8 9 10 1234 5 6 7 8 9 10

Original Unit Outline

Holsworthy High School: Professional Practice 1

Name: Intimate Relationships Year: 9 Unit length: 10 weeks

What is an intimate relationship?

Brainstorm what things might influence our beliefs about

What rights and responsibilities do I have in a

In pairs, ask the students to use worksheet 2 Proposed

Have groups report back and facilitate whole class

 developing equal Discuss;

How can abuse of power affect relationships? Worksheet 3 - X charts

Divide class into groups of 4 and assign each group the

As a class go through each group’s responses and

Use discussion to develop a class definition of the terms

 developing equal Negotiating consent

Allocate 2 or 3 messages to each group. Hand out