EDF3023 Advanced Pedagogy A

Zane Ma Rhea Wednesday Tutorial 8:00am

Assignment task two: Unit of work.

Part A Lesson Sequence

Unit Name: Healthy me.

Level: 2
Links to the Victorian Curriculum:
English Create short persuasive text with knowledge of text structure; make a
presentation on a researched topic with appropriate expression.
Mathematics Use addition in daily experience situations using mental and written
strategies.
Health and Physical Education Discuss healthy/unhealthy advertisements and
how they influence the audience into complying with particular behaviours; discover
ways to live a healthy lifestyle.
The Arts Use a range of mediums to create images; use media technologies to
create an advertisement.
Personal and Social Capability Participate and contribute to group discussions,
voicing their own ideas as well as listening to others.
Technology Use digital systems for the purpose of researching and collating
information.
Key Questions
1. Why should we live a healthy lifestyle?
2. What behaviours do we need to be healthy?
3. How can we help others to be healthy too?

Lesson One: Discovering different aspects of healthy lifestyles.

Lesson Aims:

To understand the different aspects of being healthy (food choices, exercise).

(VCHPEP077)

To construct interesting artworks using a range of mediums. (VCAVAV022)

Apply use of digital technology to research information on set topics.
(VCDTDS013)

Resources:
Laptop/computer for every child
Printer
Coloured poster paper
Pencils, Texters, Crayons, Pastels, Paint
Glue
Teaching and Learning Strategies:

Michaela Downward - 26156458

EDF3023 Advanced Pedagogy A

Zane Ma Rhea Wednesday Tutorial 8:00am

The class will have a discussion and create a brainstorm on the interactive
whiteboard about key aspects to living a healthy life (which will be printed and

pasted in the students books for future reference).

The students will further investigate healthy lifestyle choices on the Internet
and type up some keys facts (such as healthy food choices, exercise options

etc.).
From here, the students will print these facts off and create a poster about

healthy lifestyle choices, including the facts they have found.

The students will create artwork about healthy lifestyle choices to be
incorporated in their poster, using a mixture of art mediums such as pencils,

pastels or paint.
Assessment Strategies:

Informal observations of their participation in the discussion; and their

abilities to use prior knowledge of digital technologies to research the

topics on the Internet.

A rubric criterion that establishes if the children have created a poster with
healthbased facts and created images that link with the information they
have researched.

Lesson Two: Healthy food or junk food? Which is cheaper?

Lesson Aims:

Categorise and sort information into healthy and unhealthy, based on prior

knowledge.
Apply knowledge of addition to add up product prices to calculate the total for

both categories. (VCMNA107)

Critically analyse and Identify reasons why people may or may not choose

healthy food in relation to pricing.

Resources:
Supermarket catalogues
Scissors, glue stick and pencils
Grocery-shopping list worksheet (see appendix 1)
Teaching and Learning Strategies:

Have a discussion with the children about healthy food choices (in relation to

the information we discovered in the previous lesson).

Read the picture storybook The Very Hungry Caterpillar (Carle, 1969), which

may be familiar to the children.

On the whiteboard, create a list of the foods in the book that are healthy, and

make a separate list of the items that are unhealthy.

Tell the students they will be making a grocery list that compares the prices of
healthy and unhealthy foods.

Michaela Downward - 26156458

EDF3023 Advanced Pedagogy A

Zane Ma Rhea Wednesday Tutorial 8:00am

Students will use the grocery catalogues to pick out ten healthy food items
and ten unhealthy food items and paste them into the grocery-shopping list

(See Appendix 1).

They will add up the prices of the healthy foods, and the unhealthy foods,
then write a reflective paragraph comparing the two (for example: even
though the junk food may be cheaper, you shouldnt buy it because it is not

healthy).
Assessment Strategies:

Check childrens working out on the reverse of the worksheet - establish if

they are able to use written strategies for addition when they are unable to

use mental strategies.

Determine whether students were able to make a critical analysis about the
pricing differences.

Lesson Three: Lets get active!

Lesson Aims:

To create a group of exercises that is appropriate for the childrens age group.
To identify which exercises the students enjoy and understand how they can

incorporate them into their daily activities. (VCHPEP074)

Resources:
Outdoor area
Class iPad
Teaching and Learning Strategies:

Invite a local sportsperson to come in and talk to the students about keeping

active and how being healthy has influenced their life.

Ask the students how they keep active and if they know how much exercise

they should be doing everyday to stay healthy (30 minutes).

Use their strategies to help them create exercises that they can use everyday.
The students can work in small groups of 3-4 to think up a sequence of

exercises they would like to practice daily.

These can include warm up activities, stretching, games, using sports

equipment and other exercise such as running and skipping.

Using the iPad, film some of the exercises that the students have created,

which can be used in later lessons.

Have a discussion with the students at the conclusion of the lesson about

what their favourite exercises were and why.

Assessment Strategies

Use the students reflections at the conclusion of the class to assess what
knowledge they have acquired during the class about the importance of
exercising.

Michaela Downward - 26156458

EDF3023 Advanced Pedagogy A

Zane Ma Rhea Wednesday Tutorial 8:00am

Observations can also be made during the lesson through conversations with
the students about the experiences they have had with active practices, as
well as what their goals are so you can support them in their exercise
endeavours.

Lesson Four: If I can be healthy, you can too!

Lesson Aims:

Create a persuasive piece of text that discusses the advantages of living a

healthy lifestyle. (VCELY230)

Participate and contribute to group discussion. (VCPSCSO014)
Understand that when working in groups, other students may have
differences in opinions and it is important that everybody has the opportunity
to be heard. (VCPSCSO012)

Resources:
Butchers paper
Texters
Grey lead pencils
Persuasive writing worksheet (see appendix 2)
Teaching and Learning Strategies:

This lesson will lead on from previous lessons about persuasive texts and

how to use them to convince the audience about their point of view.
The students will begin by researching and analysing health advertisements

and discuss why they are convincing.

After being allocated into groups, the students will get discuss their thoughts,

brainstorm ideas and bounce off each other to improve their work.
The aim is for the students are to write an introduction, three persuasive

arguments and a conclusion using the activity sheet (see appendix 2).
Assessment Strategies:

Take observational notes of the students interactions and how they cope in-

group situations.
Establish if the students have knowledge of text structures and language
features in their persuasive writing piece.

Lesson Five: Lets create a healthy school!

Lesson Aims:

Film a short TV advertisement using media technology such as an iPad.

(VCAMAM022)

Deliver a presentation in front of a camera, making sure to use appropriate

facial expressions, body language, tone of voice and props to appeal to the

Michaela Downward - 26156458

EDF3023 Advanced Pedagogy A

Zane Ma Rhea Wednesday Tutorial 8:00am

correct audience. (VCELY245)

Work collaboratively in pairs to create the advertisements.
Resources:
iPads
Resources from previous lessons
Teaching and Learning Strategies:

Have a discussion with students about what sort of advertisements they see

on a daily basis (example: TV ads, posters, billboards etc.).

The students will be placed in pairs and will create their own advertisements
about healthy lifestyle choices. Working together, one student will film and the
other student will have sixty seconds to create a persuasive advertisement

that shows the audience the advantages of living a healthy life style.
The students can use their posters, grocery lists, exercise routine ideas and

their persuasive arguments as props for their short film.

The students will need to fill out some basic dot points for a script using the

provided activity sheet (see appendix 3).

When filming, children need to use a clear voice and expression through their

face and movements.

The link to the advertisement and exercise routines will be placed at the
bottom of their health posters (which will be placed around the school) as well
as on the school website. This will encourage other students to engage with

healthy lifestyle choices.

Assessment Strategies:

Use a rubric to establish if the students

- Used work from previous lessons as props/evidence to create a cohesive
argument for living a healthy lifestyle.
- Had confidence and used correct facial expressions and body language.
Through observations, assess the childrens abilities to self regulate during
filming, and if they were able to work cohesively in pairs.

Final/Overall Assessment:
The major assessment will be at the conclusion of the final lesson and will be based
around the folio of work the children have created throughout the learning sequence
(healthy lifestyle posters, the art work, the grocery list, the exercise routines, the
persuasive text and the final presentation in the advertisement the children made).
These pieces of work will be placed in the childrens portfolios as evidence of their
learning.

Part B Reflective Commentary

Michaela Downward - 26156458

EDF3023 Advanced Pedagogy A

Zane Ma Rhea Wednesday Tutorial 8:00am

I have developed this learning sequence to cater for a range of students who have
different interests and learning styles. The activities are not only interesting and
engaging; they demonstrate the childrens learning through a range of options such
as typing, drawing, maths using real life experiences, exercise, writing, acting and
performing.
As shown in Gardners theory of multiple intelligences, all students understand and
learn in different ways and therefore have different learning styles (Clarke & Pittaway;
2014, Jarvis; 2013). This learning sequence accommodates the facilitation of a
multimodal approach as there is a variety of options where the students can show
their understanding. For example: the students show logical-mathematical
intelligence in the maths task, bodily-kinaesthetic intelligence in the exercise lesson,
interpersonal intelligence through working with others, intrapersonal intelligence
through knowing their own strengths and working individually, and verbal-linguistic
intelligence through the writing tasks (Clarke & Pittaway, 2014). They also have the
opportunity to show their understanding through artistic abilities such as drawing,
painting, acting and performing.
I have incorporated a range of resources in the lesson sequence, such as using the
Internet, a picture storybook, supermarket catalogues, group brainstorming and a
guest speaker. This caters for diversity, as the different resources will appeal to
students individual interests.
Pedagogically, I have approached this lesson sequence in a social constructivist
manner. It is based around active education where the students work together, and
through communication, create their own learning (Clarke & Pittaway, 2014). Whilst
the teacher sets up the activities, the students can take their learning in whichever
direction they choose. For example: some students in the first lesson may decide to
create visually pleasing posters with large amounts of drawing/painting, where others
might decide to go more facts based with extensive factual text that they have typed
up. Similarly, the third lesson encourages the students to think up exercise routines,
but they have the options of going in groups or individually, and they could choose to
have a more dance, aerobic or game based style. The options are endless as it is
completely dependent on what the students feel most comfortable with. I prefer
student centred approaches as they better cater for differentiation through looking at
the child as a whole person and providing for their individualised needs (Howell,
2014; Jarvis; 2013).

Michaela Downward - 26156458

EDF3023 Advanced Pedagogy A

Zane Ma Rhea Wednesday Tutorial 8:00am

The children are encouraged to use high order thinking skills throughout the
sequence, so they are able to think in greater depth about the major questions,
thoughts and concepts that are engrained in the unit. Similarly, the use of higher
order questioning is emphasised as they involve asking the students to analyse and
evaluate their learning (Clarke & Pittaway, 2014). An example of this is shown in the
maths activities where the students reflect on which items were more expensive,
evaluate why they might be more expensive and then analyse how that would affect
their decision when going grocery shopping.
The assessment throughout the lesson sequence is based around informal, formative
assessment, which can be beneficial for all students, particularly those in the younger
years. Formal testing can have detrimental effects on students, and does not always
show their understanding (due to nervousness and stress, the students may crack
under the pressure). Making observations, taking notes and using a rubric can
establish a deeper understanding of your students and their needs so you are better
able to assist them in future lessons. Evidence of the students learning would be
through the work they produced, which will be placed into their portfolios to show
their understanding in a range of integrated curriculum areas.
This lesson sequence in interactive and caters for a range of abilities and learning
styles, whilst still using a variety of classroom dynamics in individual and group work.
I have emphasised the need to allow students to choose their learning direction, by
giving them initial instruction and then allowing them to explore the task. The most
important part of this unit of work is that the students will engage with the content as
it is enjoyable and covers a topic they might have interest in.

Michaela Downward - 26156458

EDF3023 Advanced Pedagogy A

Zane Ma Rhea Wednesday Tutorial 8:00am

Appendices
Appendix 1 Grocery list (printed in A3)
Appendix 2 Persuasive text activity sheet

Appendix 2 Persuasive writing activity sheet

Michaela Downward - 26156458

EDF3023 Advanced Pedagogy A

Zane Ma Rhea Wednesday Tutorial 8:00am

Michaela Downward - 26156458

EDF3023 Advanced Pedagogy A

Zane Ma Rhea Wednesday Tutorial 8:00am

Appendix 3 TV Script Sheet

References

Michaela Downward - 26156458 10

EDF3023 Advanced Pedagogy A

Zane Ma Rhea Wednesday Tutorial 8:00am

References
Carle, E. (1969). The very hungry caterpillar. London: Puffin.

Clarke, M., & Pittaway, S. (2014). Marshs becoming a teacher. (6th ed.). Australia:
Pearson.

Howell, J. (2014). Teaching & learning: building effective pedagogies (p. 273-312).
South Melbourne: Oxford University Press.

Jarvis, J. (2013). Differentiating learning experiences for diverse learners. In P.

Hudson, Learning to teach in primary school (1st ed., p. 52-70). Port
Melbourne: Cambridge University Press.
VCAA: Victorian Curriculum Digital Technologies. (2016). Digital Technologies Curriculum - Victorian Curriculum. Retrieved May 15, 2016, from
http://victoriancurriculum.vcaa.vic.edu.au/technologies/digitaltechnologies/curriculum/f-10

VCAA: Victorian Curriculum English. (2016). English - Curriculum - Victorian

Curriculum. Retrieved May 15, 2016, from
http://victoriancurriculum.vcaa.vic.edu.au/english/curriculum/f-10#level=2

VCAA: Victorian Curriculum Health and Physical Education. (2016). Healthy and
Physical Education - Curriculum - Victorian Curriculum. Retrieved May 15,
2016, from http://victoriancurriculum.vcaa.vic.edu.au/health-and-physicaleducation/curriculum/f-10#level=1-2

Michaela Downward - 26156458 11

EDF3023 Advanced Pedagogy A

Zane Ma Rhea Wednesday Tutorial 8:00am

VCAA: Victorian Curriculum Mathematics. (2016). Mathematics - Curriculum Victorian Curriculum. Retrieved May 15, 2016, from
http://victoriancurriculum.vcaa.vic.edu.au/mathematics/curriculum/f-10#level=2

VCAA: Victorian Curriculum Media Arts. (2016). Media Arts - Curriculum - Victorian
Curriculum. Retrieved May 15, 2016, from
http://victoriancurriculum.vcaa.vic.edu.au/the-arts/media-arts/curriculum/f-10

VCAA: Victorian Curriculum Personal and Social Capabilities. (2016). Personal and
Social Capabilities - Curriculum - Victorian Curriculum. Retrieved May 15,
2016, from http://victoriancurriculum.vcaa.vic.edu.au/personal-and-socialcapability/curriculum/f-10

VCAA: Victorian Curriculum Visual Arts. (2016). Visual Arts - Curriculum - Victorian
Curriculum. Retrieved May 15, 2016, from
http://victoriancurriculum.vcaa.vic.edu.au/the-arts/visual-arts/curriculum/f10#level=1-2

Michaela Downward - 26156458 12