Curriclium 1a Assessment 1

Assessment 1: Curriculum 1A Blake Chandler: 17534550
102087 Curriculum 1A: Assignment 1

Lesson Plans
Contents
Lesson Plan 1……………………………….……………………….2

Lesson Plan 2.………………………….……………………………8
Lesson Plan 3..………………………………………………….….14
Academic Justification. ……………………………………………20
Resources..….……………………………………………………...24
References. …………………………………………….…………..27
1
Lesson Plan 1:
Topic area: PDHPE Safer Stage of Learner: Stage 5 Syllabus Pages:

Celebrations (Year 10) 13,38
Date: Location Booked: Classroom Lesson Number: 1 /3

10/8/17
Time: 60 minutes Total Number of students: Printing/preparation
25 - Work sheet print out
- Newspaper collection
- Projector set up for
YouTube video
Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Formal Assessment:
Influences on health Analyse the range of
Outcome 5.7 A student analyses -Flowchart should be decision-making and risk influences that impact on
influences on health decision-making completed and shown behaviours an individual’s ability to
and develops strategies to promote to teacher at the end of -Individual factors, eg values behave in healthy and safe
health and safe behaviours. class to determine if and attitudes ways in relation to:
students have -Socio cultural factors, eg – Mental health
5.12 adapts and applies decision identified risk taking family, peers, gender, culture – Healthy food habits
making processes and justifies their behaviour -Political factors, eg laws and – Drug use
choices in increasingly demanding regulations – Sexual health
contexts -Students will -Economic factors, eg – Road use
completed a chart personal and community – Personal safety
showing the different -Environmental factors, eg
categories of risk
– Physical activity
pollution, weather, built
taking, showing context – Accessing support services
environment
and application of risk
taking behaviour in Recognise that health
scenarios decisions and risk
behaviours are not simply
Informal Assessment: an individual responsibility
-Observing students but are shaped by a range
through class discussion of influences
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Cross Curriculum Themes: Students will break down concepts of “Risk

Taking” and refer that knowledge to real life
- Literacy –Students will read the ASPE scenarios encountered throughout adolescence.
documents and write with relation to mind Students will develop analysing skills and clear
maps and question answering identification skills with deconstruction and
- ICT video analysing-Breaking down main reconstruction with reference to risk taking
points of the YouTube video and write behaviour.
appropriate answers with video reference
- Numeracy –Students will add together their
scores for the game, students will get into
prescribed groups
2
General capabilities:
-ICT capability- YouTube analysing, website
research
-Deconstruction and identification of risk taking
-Analysing risk taking in todays society
-Discussion and question answering through
reading and writing
Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration
How the quality teaching elements you have identified are achieved within the lesson.
Teaching Indicators of presence in the lesson

element
1.2 Deep Students will connect risk taking and link it to real life scenarios that will show a deep
understanding understanding through analysing and applying the work to potentiality relevant events in
adolescent lives, this can be seen in activity 3 with the creation of the newspaper article.
Students will be open in discussion and working closely In groups to come up with risk
2.2 Engagement taking that is relevant in todays society, students will participate in all aspects of the lesson
with focused connect related to life of Josh in activity 2.
3.5 Students will analyse and discuss information that directly related to their own lives, this
Connectedness can be seen in activity 1 as students will touch on key points that relates directly to people
of their age groups.
3
Time Teaching and learning actions Organisation Centred

T/S
10 mins Activity 1 Introduction to Risk Taking: Teacher: Teacher
Intro -Gives a few examples of risk taking,
Students will read the following writes them on the board
Vignette: “Josh is a 14 year old boy with an Aboriginal
background, he still lives at home with his father, Josh -Gives examples to why risk is
and his father do not always get along and his mother associated adolescence; teacher can
passed away while Josh was only a young. Josh at refer to the kids help line for examples
times struggles at school and tends to hangout with
of what risk taking is.
students much older than him”, Other students often
comment on Josh and his shy nature however his older
friends do not share this view and see josh as fun and Student:
wild”. -Students will copy down the basic
ideas of risk taking and start to write
down their own examples of risk
 Teacher will introduce “what is risk taking”? behaviour with reference to the
And some examples of risk taking such as: Vignette.
- Drug use
- Alcohol abuse Resources:
- Smoking https://aspe.hhs.gov/system/files/pdf
 Students are asked to think about examples of /72851/TeenRiskTaking.pdf
risk taking that Josh could be associated
with? https://kidshelpline.com.au/parents/ti
ps/understanding-risk-taking/
 Students will be asked to access the ASPE
government link and read page 9 that outlines
what risk taking is in detail.
15mins Activity 2 Brainstorm/ Mind-map: Teacher: Student

Body -Teacher will walk around to each group
 Students are asked to get into groups of 3-4 and explain/ give examples of risk
and create a flowchart that gives examples taking,
of risk taking activity’s that could be -Teacher will ask open-ended questions
encountered during a party. Such as: drug such as ‘why do you believe this is a risk
use, drink driving, tobacco consumption taking activity’?
-The teacher will write a response on
 Groups are expected to come up with at the board given by each group to create
least 8 different risk-taking activities during a a large flowchart image.
party. -Teacher can give examples from the
following resource bellow
Risk Taking examples for Teacher reference:
-Drinking Student:
-Drugs -Students should identify some
-Smoking examples of what risk taking
-Alcohol consumption
-Drink driving -Every student should have a copy of
-Fighting the chart created during this activity, at
-Environmental factors least 7 risk taking behaviours should be
-Social factors given from each group
 Students will answer the question, Using the Resources:

following information ‘what are some laws http://raisingchildren.net.au/articles/r
broken when risk taking? Speeding, illegal isktaking_teenagers.html
drug use, drinking in public
- Writing sheet refer to attached
resources Fig. 1
20 mins Activity 3 YouTube clip/Group work/ Newspaper Teacher: Student
Body Article: -Teacher gives examples of different
consequences of harm due to risk
 YouTube: Ask students to highlight some taking
main points throughout the video. Stop the -Teacher will walk to each group and
video at 1:00 and get students to copy down discuss the issues being identified.
the 4 main points. These will help in the next - Teacher will show a quick example of a
4
section of the lesson New paper article and hand it around
the class
 Group work: Using the YouTube video Student:

Students will get into in groups of 3-4 and -Students will watch the video and
write down potential consequences caused write down main points
by those actions both positive and negative. -Students will identify harms of risk
Some examples are financial strain, physical taking
harm, and mental harm. -Students will create a newspaper
article
 Newspaper Article: With the information
gained from the group activity students will Resources:
create a newspaper article that highlights 1 https://www.youtube.com/watch?v=Z
Particular harm such as “physical harm”. The YJkI7lp-
newspaper article should include the 4k&ab_channel=RobertaHarrington
following:
-Newspaper
- Heading
- At least 3 factors associated with the chosen
harm category
- A story about the issue, the story can include
Josh or an activity josh has done to lead to
the following risk taking actions.
10 mins Activity 4 Categorising Risk Taking Game: Teacher: Student

Body -Teacher will observe the following
 Students will move back into their groups groups/students;
from activity 2, and each group will compete -Teacher may also assign categories to
against each other. For every correct answer each group and have them match the
they will be scored and compared with the correct risk behaviour.
other groups
Student:
 Students will use risk taking identified by the -Students will use the information given
previous activities and categorize them into by either the online resources or
the following headings: previous work to categories risk taking
-Physical harms behaviours
-Social harms
-Emotional harms
-Financial harms
 For every correct risk taking behaviour that is

placed into the correct category, the group
will receive 1 point, if a team gets more than
10 they will receive 2 points for the others.
 Groups will tally their points together and

the groups with the highest total will win
Note: Some risk taking activities will fit under multiple

headings, I-pad or computers can be used by students
to find further information
5 mins Class Discussion/Summary: Teacher: Teacher
Conclusion Teacher asks the following questions with an open -Teacher will observe answers to
discussion for students: determine if the students understand
 What are some examples of risk taking? what risk taking is
 Why is risk taking a problem with -Teacher will examine work upon
adolescence? students leaving the class to assess.
 How can we avoid risk taking? Newspaper article, Mind map
 Are there multiple factors that influence risk
behaviour? Student:
-Students respond to the questions
Flowchart/Mind map, and newspaper article will be from the teacher with reference to the
collected from the teacher at the end of the lesson to Lesson activity,
assess the work -Students are encouraged to think
about the risks that are associated with
5
adolescences.
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
In this lesson I feel its important for students to understanding what risk taking is, students
should be able to identify what it means to participate in risk activities. I have learnt it’s
important to keep the work direct and to the point rather than over loading with
information, as the lesson will not flow and lead to misbehaviour if this occurs.
How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording

5.7 A student analyses influences on Discussion answers by each group will determine if
health decision-making and develops students have identified strategies with written notes.
strategies to promote health and
safe behaviours. Students will use the resources gathered in activity 1 to
underline decision-making seen in Activity 3-4 this will
construct influences on health promotion, through
analysing and deconstructing.
5.12 adapts and applies decision Students will create a mind map that will show clear
making processes and justifies their understanding of risk behaviours relating to young people,
choices in increasingly demanding
contexts students will apply this information through the creation of
a newspaper that will examine application skills. Students
will use this information in Activity 4 and categorise risk
taking to show decision-making processes in context with
risk taking.
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.
Graduate Evidence within this lesson

Standards
1.2 Understand Students will use a wide range of different tasks such as: reading, writing,
how students analysing and use of ICT to cater for a range of leaning styles. This is seen
learn
when students must apply the vignette to individual question answering
and creation of a newspaper article in activity 3. The Teacher Understands
different learning styles of activities due to the wide range of
differentiation with each task.
2.6 Information This can be seen with the use of a YouTube video students must watch in
and order to gain the proper information from activity 3. Students use the video
Communication
to gain information and apply this knowledge to the creation of a
Technology
6
(ICT) newspaper article; The video will be used as a guide for students.
3.4 Select and Students are required to deconstruct and reconstruct the information with
use resources a range of challenging tasks to reinforce learning goals, this can be seen in
activity 3 as students have to identify information seen in the video then
with the use of the vignette create a newspaper article to challenge
learning.
3.3 Use Throughout the lesson there is a range of different teaching strategies, such
teaching as direct teaching in activity 1 with the use of probing question and
strategies
cooperative learning seen in activity 3 where students will work together
with the teacher to categories risk taking, negative and positive outcomes.
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?
During the lesson students will be monitored by the teacher especially when moving
seats when creating groups for activities to avoid collision. The Teacher will setup
seats for student groups, to avoid students moving chairs or decks. Teacher will
create a safe learning environment by giving students the freedom to answer
questions that maybe on a sensitive level, no student will be forced to engage in
topics of a sensitive nature.
7
Lesson Plan 2:
Topic area: PDHPE Stage of Learner: Stage 5 Syllabus Pages:

Safer Celebrations (Year 10) 13,38
Date: Location Booked: Classroom Lesson Number: 2 /3

10/8/17 Or Computer
25 -Assure students have access
To a computer
-Have activity questions on the
Board

Syllabus outcomes Formal Assessment Empowering individuals Propose and evaluate
-Kahoot quiz and communities strategies that take into
Outcome 5.7 A student analyses account influences on
influences on health decision- -Sticky note exit card -Individual action health decision-making,
making and develops strategies to will be received at the -Community action and support young people
promote health and safe end of the lesson; this -Developing personal to behave in healthy and
behaviours. will give the teacher an skills, eg advocacy safe ways
understanding to the -Developing supportive
Outcome 5.15 devises, justifies and knowledge of the Identify inequities that
environments
implements plans that reflect a students within
exist in the local
capacity to prioritise, think decision-making topic.
Road safety community and propose
creatively and use resources -Consequences of unsafe actions to address them, eg
Informal Assessment:
effectively road-use behaviour homelessness
-Teacher observation
through the bell game -Factors influencing road-
use behaviour
-Major causal factors in Propose and present
road and traffic related strategies designed to
injuries, eg human promote safe road-use
(speeding, drug use, attitudes and behaviours
fatigue, occupant
restraint), environmental,
vehicular
Cross Curriculum Themes: Students will break down concepts of “health

services” and refer that knowledge scenarios
- Literacy – Students will read over text, write involving Josh. Students will develop analysing
answers to question skills and clear identification skills with
- ICT -website analysing- Students will answer deconstruction and reconstruction of risk taking
questions with the use of kahoot, students behaviour
will conduct their own research using online
websites
- Numeracy-students will deconstruct
statistics in relation to road safety and
8
speeding
-ICT capability- website research
-Deconstruction and identification of health
services and decision making
-Analysing health and community health
-Discussion and question answering

and among students.

element
1.1 Deep Students will Apply the vignette to healthy community and road safety throughout the. This
knowledge can be seen in activity 2, as students will answer questions to reconstruct literature of Josh
and his life.
2.2 Engagement Students will participate in all aspects of the lesson and make strong connections with the
activities; Students will work in groups to answer questions this will highlight student
centred learning with strong student engagement, which can be seen in activity 3 and 4 that
uses both the following methods to maintain engagement.
3.5 Students will show strong connectedness throughout the aspects of the lesson especially
Connectedness with activity 4 as it touches on content that directly influences student’s lives.
9

T/S
10 mins Activity 1 Kahoot Online quiz: Teacher: Teacher
Intro -Teacher Puts the kahoot quiz on
Students get access to the kahoot quiz and compete the the overhead projector, each
following questions from the test: question will last 20 seconds to
determine if students have a strong
 What is adolescence? understanding of the work from
 What is risk taking? lesson 1.
 Which one of the following is NOT a factor that -Once completed the teacher will
leads to risk taking behaviour? record the results of the test and
 What is NOT an Example of risk taking? explain each answer, If there is a
 Which of these is a consequence of risk taking? specific answer students have
struggled with the teacher will go
Note: All students’ scores will be recorded by the teacher at over in more detail.
the end of the quiz to determine if students understand the
fundamentals of risk behaviour. Student:
-Students login to the quiz they will
receive a code given from the
teacher to access the test
-Students may use any form of
technology to access the test.
Resources:
https://create.kahoot.it/#quiz/92f
02230-0c4d-4911-b395-
e8b352abc55a (Refer to fig.2
resources)
10 mins Activity 2 Class Questions: Teacher: Student
Body Teacher writes the following
Vignette: “Josh is a 14 year old boy with an Aboriginal statement on the board and leads
background, he still lives at home with his father. Josh and the class in discussion:
his father do not always get along and his mother passed -What do you think about this
away while Josh was only young. Josh at times struggles at statement
school and tends to hangout with students much older than -Is it true yes/no? Why?
him”, Other students often comment on Josh and his shy -Do you know of any factors that
nature however his older friends do not share this view and influence Adolescent behaviour?
see josh as fun and wild”. Josh also seems to love eating take
away food and very rarely sees a doctor even when
Student:
instructed to by his father, he does do some light exercise
with his friends at the park on the weekends and states “he is -Students will answer the following
healthy”. questions
-Students will link work to healthy
“When adolescence or young people have a good decision making
understanding on health they are more likely to have good -Students link health to risk taking
decision making skills”
With reference to the Vignette and above statement

students will write down answer the following questions
stated by the teacher:
-What do you consider to be healthy actions?
-What are some aspects of Josh’s life that could be
improved (think more about how he is living, social aspects,
sexual, mental, physical)
-Do you agree or disagree with the above statement
yes/no? Why?
-Does Risk taking influence health decisions?
-How would Josh find information on health?
20 Activity 3 Health Care in the Community Teacher: Student

Mins -Teacher will provide help to what
Body  Students will access the following website: health services are
http://www.australia.gov.au/information-and- -Teacher will walk around the room
10
services/health and guide students
 Students will choose 2 health services they feel -Teacher will write the questions
will be suited to help Josh in his situation and for each activity on the board.
research the following information on those
health access facilities and organisations: Student:
-Students will access the website
-What does this health service do? -Students will then create a poster
-How does it work? -Students will deconstruct a
-Who is it for? E.g age different students poster
-Who is involved?
-Are there any restrictions to use the service?
-How would Josh benefit?
Resources:
 Students will create a poster with the main focus http://www.australia.gov.au/infor
on health services For example Medicare, my mation-and-services/health
health records, other medical services. Have the
students make the poster appeal to Josh and his
needs.
 Students will pass their poster to a different

person in the class and will write down the
following:
-What was they key idea of the poster
-What were the services being highlighted
-Would this appeal to josh? Why? Why not?
15 Activity 4 Road Safety and Health service game: Teacher: Student

mins -Teacher will Write the vignette on
Body Vignette: Josh often goes driving with his friends, Josh the board
never drives the car however he drinks alcohol and uses -Teacher will ask the questions
drugs while in the passenger seat. He friends often speed and through the bell game
are only on their red P plates. -Teacher will observe student
Students will open the following link:

http://roadsafety.transport.nsw.gov.au/index.html Student:
 Students will have 5 mins to quickly look over the -Deconstruct the vignette and apply
information and vignette, Students will get into to the game
groups with 6-7 people -Answer questions
Resources:
 Each group will be given a bell, the first group to http://roadsafety.transport.nsw.g
ring the bell and answer the question correctly ov.au/index.html
will get a point, students will add up their points
and the group with the most points win https://bitre.gov.au/statistics/safe
ty/
These questions are spoken by the Teacher:
-How many lives lost in 2017 on the roads? 224
-4 bells
-What does the centre for road safety do? We develop
practical solutions to reduce deaths and serious injuries on
NSW roads
-What’s the biggest killer on NSW roads? Speeding
-Students will create a table showing the deaths lost in

2017, first team to finish gets 3 points
-3 main causes of death on the roads? Speed, Fatigue,

Alcohol
Move to the other website Statistics:

https://bitre.gov.au/statistics/safety/
-What is this table showing? Deaths of roads in the last 12
11
months
-From 2016-2017 what was the difference in death for
drivers? 7 people
-Altogether how many deaths were there for pedestrians?
335
- What year had the most deaths in total? 2016
5 Class Discussion/Summary Card Assessment: Teacher: Student

Mins Debrief students on the last 2 lessons student should be -to the previous resources and the
Conclusion aware of the following information resources bellow that summaries
- Health service examples the 2 lessons
- Influence on decision making and risk taking
- Various factors associated with risk and decision Student: Student will writes down
- How important in health and risks and analysis the over view of lesson
1 and 2, students must compete
Sticky note exit card: the sticky note task as a
Students are required to come up with 3 dot points requirement.
1. Name a 3 health services in NSW
2. A factor that influences crashes on NSW roads Resources:
-Sticky note pad
Students are required to finish this activity prior to leaving
the class, including their name. Teacher can use this to
assess
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
This lesson is a different structure to lesson 1 as the focus is much deeper in terms of
student thinking and analysing as opposed to just identifying, This lesson was slightly harder
to prepare correctly as the content had to be specific, yet students must identify links with
community health services, plus road an drug use. This lesson focuses on student centre
learning as there is a range of group activities, individual evaluation and student influence,
that is seen with the use of poster making. I now understand more about structure and the
importance of pervious lessons when preparing further lesson.

Kahoot quiz will show if students have a fundamental
Outcome 5.7 A student analyses understanding of the knowledge from previous lessons,
influences on health decision-
Teacher will use informal observe of students answers
making and develops strategies to
promote health and safe through activity 4 to determine if students have identified
behaviours. correct researching skills from the Roads and maritime
website. Students will analyse statistic information to
understand and develop strategies in the later lessons.
Outcome 5.15 devises, justifies The use of website research from students will show they
and implements plans that reflect have the ability to find and use information, Students will
a capacity to prioritise, think
use the recourses to create a poster that will highlight
creatively and use resources
effectively creative thinking and planning skills.
12
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Standards
1.5 Differentiate Students will be accustoming to a range of different learning
teaching to meet the approaches throughout the lesson with the use of ICT, literacy and
specific learning
numeracy. Teacher will use strategies such as student centred leaning
needs of students
across the full range and teacher directed methods seen mainly In activity 1 and 4, where
of abilities students will take teacher direction and work in a groups.
2.1 Content and Teacher will use different methods across all activities, for example in
teaching strategies of activity 3 that utilises peer teaching as students will work together in
the teaching area
groups in activity 1 that utilises direct teacher instruction when
students are to complete the kahoot quiz given by the teacher.
2.5 Literacy and Students will deconstruct a table of statistical in activity 4 and use
numeracy strategies basic numeracy skills to determine the answers to a range of
questions. Activity 1 and 3 shows the use of literacy skills as students
must read the information from a website and vignette to answer
questions/create a poster.
5.1 Assess student The teacher will assess students in a formal and informal manner this
learning can be seen with the use of the kahoot quiz that highlights teaching
from lesson 1, to show a formal methods of assessing with the
collection of results. The teacher will observe student responses to
class discussion to identify if content has been understood throughout
the lesson; this shows an informal method of assessing.
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?
Teacher will scan the classroom at all times to avoid any misbehaviour or dangerous
activity occurrences on computers, teacher will be cautious of students entering and
leaving the room, teacher will stand at the front and let students entre and leave
one at a time. Teacher will also monitor what websites students are accessing to
create a safe learning environment, by prohibiting explicit web content.
13
Lesson Plan 3:
Topic area: Stage of Learner: Stage 5 Syllabus Pages:

PDHPE Safer Celebrations (Year 10) 13,38
Date: Location Booked: Classroom or Lesson Number: 3 /3

10/8/17 Computer room
25 -Teacher sets up Kahoot quiz
-Teacher ensures students have
Access to the Internet

Syllabus outcomes Formal Assessment Road safety Propose and present
-Kahoot quiz -Consequences of unsafe strategies designed to
Outcome 5.6 A student analyses road-use behaviour promote safe road-use
attitudes, behaviours and -Check list that is done -Skills and attitudes that attitudes and behaviours
consequences related to health during the role play support safe road
issues affecting young people. activity to show if behaviour, eg removing
students are meeting distractions, task focus
Outcome 5.15 devises, justifies and the outcomes when when driving, hazard
implements plans that reflect a applying the work to
perception, road sharing
capacity to prioritise, think scenarios
and tolerance
Informal Assessment:
effectively
-Observation when
students are accessing
the Roads and Maritime Drug use
website -Effects on relationships Describe the short-term
-Effects on community effects and long-term
-Influences on alcohol use consequences of illicit drug
and binge drinking use on the individual and
-Consequences of illicit community
and unsanctioned drug use
Cross Curriculum Themes: Students will break down concepts of “Drug and
- Literacy- Students will read over text, write Road safety” and refer that knowledge scenarios
down responses to research involving Josh. Students will develop analysing
- ICT- creating an info graph skills and clear identification skills with
- Numeracy- Setting themselves into groups deconstruction and reconstruction of safe
behaviour
-ICT capability- website research
-Deconstruction and identification of drug and
road safety
-Analysing health and community health
-Discussion and question answering
14

and among students.

element
1.2 Deep Students will display a deep understanding of the content with the ability to Identify safe
understanding road safety measures and apply that knowledge to real scenarios; Deep understanding can
be seen in Activity 2 once students link the research done with examples.
2.2 Engagement Students will show engagement with the completion of all activity’s such as in activity 3, this
will be seen when students research and deconstruct the content provided.
3.5 Students will touch on topics that directly influence their lives as adolescence, This can be
Connectedness seen in activity 4 where students will role play and break down Issues with road safety.
15

T/S
10 Activity 1 Kahoot Online quiz: Teacher: Teacher
mins -Teacher Puts the kahoot quiz on the
Intro Students get access to the kahoot quiz and compete overhead projector, each question will last
the following questions from the test: 20 seconds to determine if students have a
strong understanding of the work from
 Which of the following is not an example lesson 1.
of speed monitoring? -Once completed the teacher will record
 Which of these licences can you drink and the results of the test and explain each
drive with? answer, If there is a specific answer
 Which of these is a free service to seek students have struggled with teacher will
assistance from a doctor or hospital? go over in more detail.
 What’s the biggest killer on NSW roads?
 What are the 3 main causes of death on Student:
the roads? -Students login to the quiz they will receive
a code given from the teacher to access the
test
Note: All students’ scores will be recorded by the -Students may use any form of technology
teacher at the end of the quiz to determine if to access the test.
students understand the fundamentals of risk
behaviour. Resources:
https://create.kahoot.it/#quiz/bb763553-
fb2d-4638-be08-65c9e07f4b82 (Refer to
Fig. 3 In resources)
10 Activity 2 Roads and Maritime research: Teacher: Student
mins -Teacher will write the Vignette on the
Body Vignette: Josh often goes driving with his board
Indigenous friends, Josh never drives the car -Teacher will flow around the room helping
however he drinks alcohol and uses drugs while in students will research
the passenger seat. He friends often speed and are
only on their red P plates. Student:
-Students will access the link
 Students will access the Roads and -Students will conduct research to provide
Maritime website safer roads
 Students will then document as many
strategies this organisation does in order Resources:
to provide safe community actions and http://www.rms.nsw.gov.au/
behaviours
 Students will read the Vignette
 Get students to think about Josh and the

unsafe activities he is involved in
 Students will then link the strategies they

have found with their research on the
R&M website and write down which of
these could be used to help Josh with his
risk behaviours.
20 Activity 3 Code Of Conduct: Teacher: Student

mins -Teacher will observe each group with
Body  Students will design a ‘code of conduct’ research
that all students must follow while driving -Teacher will provide examples listed
in and around the school grounds, plus on
the road.
 Students will use https://www.canva.com/ Student:
to create the code of conduct info graph -Students will create a code of conduct in
 Students will get together in groups of 3-4 their groups
 All codes of conduct must highlight safety -Students will share will the class what
issues, risk taking, behaviour their code of conduct is and how it works
 Examples of this include: Keeping a safe
distance from the car in front, monitoring Resources:
16
the streets, checking blind spots ect. http://www.rms.nsw.gov.au/
 Students must keep in mind problems that http://www.rms.nsw.gov.au/about/what-

arise in adolescence such as Josh, students we-do/ethics/index.html
may use the above website or other
websites as a guide. https://www.canva.com/
15 Activity 4 Role Play: Teacher: Students
mins -Teacher will observe each role play
Body  Students will get themselves into groups students have created
of 3-4 students will create a role play of -Teacher will provide a check list to assess
josh and his friends while out with his if students have met the following
friends outcomes:
 Each student will play a different role  Have students shown a clear
including Josh, Josh’s friends, teacher, and issue being addressed
josh’s father.  Is the scenario realistic
 Students can choose to play josh in any  Have all students played a role
scenario, e.g. at school, driving a car,  Do they highlight risk factors
playing at the park ect  Is content from previous lessons
 Get students to think creatively, they can included in the role play
use any information from lesson 1 and 2 as
a source -Teacher will walk around to all groups and
 The role play must highlight a main issue help with information
such as road safety, drug use, alcohol
consumption Student:
 Students will preform in front of the class -Will work in groups
and discuss the issues being addressed -Will create a role play with a main issue
being identified
5 Class Discussion/Summary: Teacher: Teacher
mins -Teacher will observe answers to
Conclusion  Teacher asks the following questions: determine if the students understand what
 What are some examples of Unsafe Road road safety is
Behaviour? -Teacher will examine work upon students
 Why is this a problem with leaving the class to assess. Such as the road
adolescence? safety research task
 How can we avoid speeding?
 Are there multiple factors that influence Student:
risk taking while driving? -Students respond to the questions from
 What are they? the teacher with reference to the Lesson
activity,
-Students are encouraged to think about
the risks that are associated with driving.
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?
Through this lesson I found it important to use previous information the students
have been given and build the platform of this lesson around the previous ideas. The
idea of using previous information and then building upon gives students a deeper
understanding, as it highlights the main and important points but also gives students
the freedom to start thinking and interpreting the information on their own merit.
17

Outcome 5.6 A student analyses Students will research safe behaviour when driving and
attitudes, behaviours and analysis the consequences of risk taking in a range of
consequences related to health
activities including class discussion and role-play.
issues affecting young people.
Outcome 5.15 devises, justifies Students will all participate in a role play and reflect on Josh
and implements plans that reflect and how he would react in different risk scenarios, students
a capacity to prioritise, think
will use creativity and the website provided to create the
effectively play. Teacher will have a checklist for each group to
examine if students have met the outcome.
demonstrating and indicates the evidence from this lesson that should comply with
the standard.

Standards
1.1 Physical, social Students will participate in a wide range of different activities that cater
and intellectual for direct personal influence on student’s lives. This can be seen in
development and
activity 4, students will create a role-play, this will utilise the different
characteristics of
students development characteristics of students in order to complete the
requirements in the lesson activity, which takes into consideration
individual students personalities.
2.2 Content The Content has been built upon from week to week, extending on
selection and knowledge and learning, this can be seen with the use of the vignette,
organisation
the use of this vignette provides a stable structure students can relate to
even when a topic change occurs in lessons such as in lesson 3 when
compared to lesson 1. Students are able to connect previous knowledge
and learning as the vignette structure allows them to do so.
3.4 Select and use There is a wide selection of resources used throughout this lesson such
resources as road websites in activity 3 and a kahoot quiz resource in activity 1.
Students also have the canva resource to create a code of conduct in
activity 3, which shows use of ICT and literacy skills.
4.1 Support student During this lesson there are different strategies such as group work and
participation use of ICT to focus student engagement and participation through the
lesson, an example would be the use of the discussion activity that
involves the whole class rather than individual work. The use of the
kahoot quiz is another engaging method to keep students attention at
the start of the lesson.
18
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated
in this lesson? Using your syllabus and support documents as well as other WHS
policy- Outline the key WHS considerations that are to be applied in this lesson?
There is risk of students entering websites of an explicit nature, student monitoring
throughout the lesson will minimise and remove the risk. To keep the learning
environment safe for student’s teacher will also scan the room at all times to keep
students safe or risky or inappropriate behaviour especially with computers in the
room.
19
Academic Justification:
The above lessons has been designed for the 7-10 PDHPE syllabus for stage 5
students, all lesson plans have been careful to incorporate ICT, numeracy and literacy
at some point with the use of a students centred approach. The aim of these lessons
has been to cater for a wide range of diverse students with the use of inquiry and
cooperative learning strategies. According to Stigler and Hiebert (2009) closing the
gap through student centred learning is a fundamental element to modern teaching
practices, the following information has been used as a guide in most aspects of the
lesson plans as apposed to traditional teaching methods.
A student centred approach uses the knowledge of the student to drive the lesson in a
range of different activities. This method removes traditional means of teaching and
focuses more on the students understanding, causing the lesson to evolve throughout,
meaning the teacher becomes a guide not the sole driver for the lesson. Baeten,
Kyndt, Struyven & Dochy (2010) shows the more a student centred approach is
applied in lessons, the more positive aspects such as; emotional stability, clarity and
openness students may represent. Struyven, Dochy, and Janssens (2010) also have
found that a student centred approach to learning has other benefits including strong
students engagement, workload management and adopting new material at a quicker
pace.
The reason for applying this method of student centred learning was it linked strongly
with the syllabus outcomes 5.6 and 5.7 as the units of work directly impact upon
student lives, by using this method it can get students thinking about their own
personal experience, hence why cooperative learning has been integrated. Diverse
learning groups were also taken into consideration, by using this approach it can
20
target many different learning styles as students learn at their own pace and apply
pedagogical content through individual thinking, rather than a direct teacher approach.
The strategies for teaching the three lessons include cooperative and inquiry learning,
cooperative learning involves students working in groups, in which all group
members have equal take in the responsibility such as; focused goals and individual
learning accountability. According to Felder and Brent (2007) this strategy is very
effective, as it can cause students to overcome obstacles and succeeds with learning
outcomes. The other strategy utilised in the lesson plans was inquiry learning, this
strategy uses active techniques such as question asking, problem solving and the use
of life scenarios to engage students, similar to cooperative learning it has the same
structure, as students drive their own learning. According to Deignan (2009) inquiry
based learning has been show to improve quality teaching and learning, since it can be
used along side cooperative learning it has been added to most aspects of the above
lesson plans.
Examples of cooperative and inquiry learning can be seen when focusing just on the
first 2 activities in Lesson 1, these introductory activities highlight different elements
of risk taking with the use of class discussion and a group mind map activity. In these
simple yet effective activities the lesson still involves the teacher helping students and
guiding learning, however there is no word for word answer that is seen in traditional
teaching methods. Instead the information is interpreted by the students, in the hope
of achieving self regulated learning.
Zumbrunn, Tadlock and Roberts (2011) states that by encouraging self regulation in
class it can have the effect of better learning habits and strengthen study skills, this
was another example to why these strategies were added to each lesson plan. Its
important to note, throughout the lessons, when the activities change at no point is the
content directly forced upon the students but rather guided, with the use of ICT
21
researching, group collaboration, newspaper articles, role-plays and various other
tasks, by applying many of these activities the hope was to fully cater for a wider
range of students due to the differentiation of tasks, rather than focusing on 1 or 2
different learning styles (Wright, 2011). Due to the wide range or elements such as;
verbal discussion, hands on, audio, visual, written and creative activities, it will better
suit diverse learners.
Throughout the lesson plans there is also the use of cross curriculum skills that
include; ICT, numeracy and literacy to improve upon learning. These are incorporated
either directly with the use of activities such as in lesson 1 with the newspaper activity
that utilises a strong use of literacy, otherwise they are approached in a manner that is
not so direct and addresses the topics of the syllabus while using the above skills. This
method can be seen in lesson 3 activity 4, students are required to interpret statistics
and answer questions. This task addresses road safety however students are required
to preform numeracy skills to complete the task. Savage, J. (2010) states its important
to have cross curriculum themes through all lessons to promote fundamental student
learning across the spectrum, with the use of different cross curriculum activities it
also suits diverse students needs, as these students gain a further insight into familiar
topic, with the ability to practice skills from other units of work (Board of Studies
NSW, 2003).
Blooms Taxonomy differentiation has been applied to these lessons as a guide to the
knowledge level of learning that has being achieved, since these lessons are only at an
introductory level in terms of the content students are only at the understanding and
applying stage in majority of activities. However its important to note that even
though students may not achieved a creating and evaluation stage of learning, there
are fragments of evaluation and creation throughout the lesson. This is deliberate in
22
order to achieve the highest level of thinking; as content knowledge can only happen
over multiple lessons (Forehand, 2010).
In conclusion student learning is constantly shifting towards a higher level of thinking
with the use of differentiation and teaching strategies, the above lesson plans come
together to suit diverse learning needs.
23
Resources:
Lesson 1 Fig. 1
PDHPE Risk Behaviour worksheet
Work in groups of 3-4 and create a flowchart that gives examples of risk
taking activity’s that could be encountered during a party, such as smoking or drug
use, give 8 examples. (Group work)








Create a flow chat with the 8-risk activity’s you have chosen and expand upon
the positive and negative outcomes. (Individual work)
Smoking
Positives:
Negatives:
Risk taking, positive and

negative outcomes
24
Lesson 2 Fig. 2
25
Lesson 3 Fig. 3
26
References:
Agency, D. T. (2015, June 21). Health. Retrieved August 08, 2017, from
http://www.australia.gov.au/information-and-services/health
Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). Using student-centred
learning environments to stimulate deep approaches to learning: Factors
encouraging or discouraging their effectiveness. Educational Research
Review, 5(3), 243-260.
Centre for Road Safety. (2017). Retrieved August 08, 2017, from
http://roadsafety.transport.nsw.gov.au/index.html
Deignan, T. (2009). Enquiry-based learning: Perspectives on practice. Teaching in
Higher Education, 14(1), 13-28.
Department of Infrastructure and Regional Development. (2017, July 13). Retrieved
August 08, 2017, from https://bitre.gov.au/statistics/safety/
Felder, R. M., & Brent, R. (2007).
learning.
Forehand, M. (2010). Bloom’s taxonomy. Emerging perspectives on learning,
teaching, and technology, 41, 47.
Harringtion, R. (Apr 4, 2014). Adolescence and Risk Taking [Video file]. Retrieved
from https://www.youtube.com/watch?v=ZYJkI7lp-
4k&ab_channel=RobertaHarrington
Laura, L. D. L. S. B., & Williams, P. S. Teen Risk-Taking: A Statistical Portrait.
Board of Studies NSW (2003). Personal Development, Health and Physical
Education: Years 7-10: Syllabus. Board of Studies.
27
Raising children (2017). Risky behaviour in teenagers: how to handle it. Retrieved
August 08, 2017, from
http://raisingchildren.net.au/articles/risktaking_teenagers.html
Roads and Maritime Services home page. (2017). Retrieved August 08, 2017, from
http://www.rms.nsw.gov.au/
Savage, J. (2010). Cross-curricular teaching and learning in secondary education.
Routledge.
Stigler, J. W., & Hiebert, J. (2009). The teaching gap: Best ideas from the world's
teachers for improving education in the classroom. Simon and Schuster.
Struyven, K., Dochy, F., & Janssens, S. (2010). ‘Teach as you preach’: the effects of
student‐centred versus lecture‐based teaching on student teachers’ approaches
to teaching. European Journal of Teacher Education, 33(1), 43-64.
Understanding Risk Taking. (2017). Retrieved August 08, 2017, from
Wright, G. B. (2011). Student-centered learning in higher education. International
Journal of Teaching and Learning in Higher Education, 23(1), 92-97
Zumbrunn, S., Tadlock, J., & Roberts, E. D. (2011). Encouraging self-regulated
learning in the classroom: A review of the literature. FMetropolitan
Educational Research Consortium (MERC).
28

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Assessment 1: Curriculum 1A Blake Chandler: 17534550

102087 Curriculum 1A: Assignment 1

Lesson Plan 1……………………………….……………………….2

Topic area: PDHPE Safer Stage of Learner: Stage 5 Syllabus Pages:

Date: Location Booked: Classroom Lesson Number: 1 /3

Outcomes Assessment Students learn about Students learn to

Cross Curriculum Themes: Students will break down concepts of “Risk

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Teaching Indicators of presence in the lesson

Time Teaching and learning actions Organisation Centred

15mins Activity 2 Brainstorm/ Mind-map: Teacher: Student

 Students will answer the question, Using the Resources:

 Group work: Using the YouTube video Student:

10 mins Activity 4 Categorising Risk Taking Game: Teacher: Student

 For every correct risk taking behaviour that is

 Groups will tally their points together and

Note: Some risk taking activities will fit under multiple

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Graduate Evidence within this lesson

Topic area: PDHPE Stage of Learner: Stage 5 Syllabus Pages:

Date: Location Booked: Classroom Lesson Number: 2 /3

Outcomes Assessment Students learn about Students learn to

Cross Curriculum Themes: Students will break down concepts of “health

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Teaching Indicators of presence in the lesson

Time Teaching and learning actions Organisation Centred

With reference to the Vignette and above statement

20 Activity 3 Health Care in the Community Teacher: Student

 Students will pass their poster to a different

15 Activity 4 Road Safety and Health service game: Teacher: Student

Students will open the following link:

-What’s the biggest killer on NSW roads? Speeding

-Students will create a table showing the deaths lost in

-3 main causes of death on the roads? Speed, Fatigue,

Move to the other website Statistics:

-What is this table showing? Deaths of roads in the last 12

5 Class Discussion/Summary Card Assessment: Teacher: Student

Learning Outcome Method of measurement and recording

Graduate Evidence within this lesson

Topic area: Stage of Learner: Stage 5 Syllabus Pages:

Date: Location Booked: Classroom or Lesson Number: 3 /3

Outcomes Assessment Students learn about Students learn to

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Teaching Indicators of presence in the lesson

Time Teaching and learning actions Organisation Centred

 Get students to think about Josh and the

 Students will then link the strategies they

20 Activity 3 Code Of Conduct: Teacher: Student

 Students must keep in mind problems that http://www.rms.nsw.gov.au/about/what-

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Graduate Evidence within this lesson

gap through student centred learning is a fundamental element to modern teaching

lesson plans as apposed to traditional teaching methods.

students engagement, workload management and adopting new material at a quicker

cooperative learning involves students working in groups, in which all group

first 2 activities in Lesson 1, these introductory activities highlight different elements

of achieving self regulated learning.

range of students due to the differentiation of tasks, rather than focusing on 1 or 2

suit diverse learners.

over multiple lessons (Forehand, 2010).

In conclusion student learning is constantly shifting towards a higher level of thinking