EMR302 PDHPE Curriculum Assignment Criteria and Mark Sheet Subject Coordinator: Kelly Parry Assignment 1

EMR302 PDHPE Curriculum

Assignment Criteria and Mark Sheet
Subject Coordinator: Kelly Parry
Assignment 1
Sensitive Issues Portfolio (50 marks)
Student Name
Student Number
Due Date
Date Submitted
Web Tool URL
Isabel Horton
11477162
23rd December 2013
20th December 2013
http://prezi.com/rnhwldhzwxys/puberty/
Assignment Result
Mark:
Marker
Comments
/50
Date:
Student name and student number: Isabel Horton 11477162
Marking Criteria (ten criterion each worth 5 marks)
Assignment 1 Assessment Criteria
5
Resource
demonstrates a
highly critical,
authentic and
ethicallyprincipled
pedagogic
application of the
concept of
sensitive issues.
4
Resource
demonstrates a
critical, authentic
and ethicallyprincipled
pedagogic
application of the
concept of
sensitive issues.
Marks (out of 50)

3
Resource
demonstrates an
authentic and
ethicallyprincipled
pedagogic
application of the
concept of
sensitive issues.
Rationale is well
synthesised using
a broad range of
current scholarly
literature beyond
the NSWBoS
documents.
Sensitive issues
are accurately
identified and
thoughtfully
justified using a
broad range of
current scholarly
literature.
Is
Rationale is
synthesised using
a range of current
scholarly
literature beyond
the NSWBoS
documents.
Sensitive issues
are accurately
identified and
justified using a
broad range of
current scholarly
literature.
Is thoroughly
2
Resource
demonstrates an
ethicallyprincipled
pedagogic
application of the
concept of
sensitive issues.
1
Resource does not
demonstrate an
ethicallyprincipled
pedagogic
application of the
concept of
sensitive issues.
Rationale is
discussed using a
range of current
scholarly
literature beyond
the NSWBoS
documents.
Sensitive issues
are accurately
identified
and discussed
using a range of
current scholarly
literature.
Rationale is
discussed using
current scholarly
literature beyond
the NSWBoS
documents.
Is well prepared,
Demonstrates
Rationale
discussion does
not draw from
scholarly
literature beyond
the NSWBoS
documents.
Sensitive issues
are inadequately
identified and
there is
minimal/no
reference to
current scholarly
literature.
Demonstrates
Sensitive issues
are accurately
identified and
discussed using
current scholarly
literature.
comprehensively
prepared,
provides extensive
detail and
realistically
integrates a
minimum of three
KLAs.
prepared,
provides
substantial detail
and realistically
integrates a
minimum of three
KLAs.
provides sound
detail and
realistically
integrates a
minimum of three
KLAs.
some
understanding of
how to prepare an
integrated
learning resource,
in which less than
three KLAs are
evident
Uses Web 2.0

Tools to
prepare three
highly thoughtful
and highly
stimulating
teaching and
learning
experiences.
Incorporates an
extensive range of
stage appropriate
literacy strategies
and technology
applications
(specifically the
use of Web 2.0
Tools) to enhance
understanding of
the sensitive
issues.
Provides extensive
opportunities for
Uses Web 2.0

Tools to
prepare three
thoughtful and
stimulating
teaching and
learning
experiences.
Uses Web 2.0

tools to
prepare three
stimulating
teaching and
learning
experiences.
Uses Web 2.0

Tools as a focus
for three basic
teaching and
learning
experiences.
Incorporates a
broad range of
stage appropriate
literacy strategies
and technology
applications
(specifically the
use of Web 2.0
Tools) to enhance
understanding of
the sensitive
issues.
Provides
substantial
Incorporates a
sound range of
stage appropriate
literacy strategies
and technology
applications
(specifically the
use of Web 2.0
Tools) to enhance
understanding of
the sensitive
issues.
Provides sound
opportunities for
Includes some
stage appropriate
literacy strategies
and technological
applications to
enhance
understanding of
the sensitive
issues.
Includes
minimal/no stage
appropriate
literacy strategies
and technological
applications to
enhance
understanding of
the sensitive
issues.
Provides
some opportunity
Provides
minimal/no
inadequate
understanding of
how to prepare an
integrated
learning resource,
showing
minimal/no
evidence of the
three required
KLAs
Insufficiently uses
Web 2.0 Tools as a
focus for three
inadequate
teaching and
learning
experiences.
Marking Criteria (ten criterion each worth a maximum of 5 marks)
students to
engage higher
order thinking
skills, and to
adopt a wide
variety of
independent and
cooperative
learning roles.
opportunities for
students to
engage higher
order thinking
skills, and to
adopt a variety of
independent and
cooperative
learning roles.
students to
engage higher
order thinking
skills, and to
adopt a range of
independent and
cooperative
learning roles.
for students to
engage higher
order thinking
skills, and to
adopt
independent and
cooperative
learning roles.
Resource
demonstrates an
extensive
knowledge of the
need for inclusion,
challenge and
significance.
Is professionally
prepared with a
highly appealing
layout and highly
engaging
supportive visuals.
Resource
demonstrates a
thorough
knowledge of the
need for inclusion,
challenge and
significance.
Is professionally
prepared with an
appealing layout
and engaging
supportive visuals.
Resource
demonstrates a
sound knowledge
of the need for
inclusion,
challenge and
significance.
Is predominantly
professionally
prepared with an
appropriate layout
and a range of
supportive visuals.
Has no spelling,
punctuation or
grammar errors,
consistently
adheres to APA
referencing
guidelines.
Has no spelling,
punctuation or
grammar errors,
consistently
adheres to APA
referencing
guidelines.
Has some minor

spelling,
punctuation or
grammatical
errors,
predominantly
adheres to APA
referencing
Resource
demonstrates a
basic knowledge
of the need for
inclusion,
challenge and
significance.
Shows some
evidence of being
professionally
prepared, has a
basic layout that
offers a limited
range of
supportive visuals.
Has some spelling,
punctuation or
grammatical
errors, requires
further accuracy
to comply with the
APA referencing
guidelines.
opportunity for
students to
engage higher
order thinking
skills, and to
adopt a wide
variety of
independent and
cooperative
learning roles.
Resource
demonstrates
inadequate
knowledge of the
need for inclusion,
challenge and
significance.
Shows little/no
evidence of being
professionally
prepared, poor
quality layout with
minimal/no
supportive visuals.
Multiple spelling,
punctuation and
grammatical
errors, does
not adhere to APA
referencing
guidelines.
guidelines.
Assessment Item 1: Sensitive Issues Portfolio

Value: 50%
Due date: 23-Dec-2013
Return date: 14-Jan-2014
Length: As needed
Submission method options
EASTS (online)
Task: Rationale for teaching sensitive issues in the K-6 context (500-750 words).
Teaching sensitive issues to K-6 students makes an important contribution to their
learning of PDHPE as well as students overall learning and development. The PDHPE
syllabus is directly concerned with supporting the development of the student as a
whole person, making it unique in the six key learning areas, taught in NSW primary
schools. (Board of Studies NSW, 2007, p. 5)
The aim of this [PDHPE] syllabus is to develop in each student the knowledge and
understanding, skills and values and attitudes needed to lead healthy, active and
fulfilling lives. (Board of Studies NSW, 2007, p. 8) Students should be aware of and
have a strong understanding in the sensitive issues surrounding their growth and
development, including physical, social, cognitive and emotional growth and
development patterns, the development and maintenance of positive interpersonal
relationships, the factors influencing personal health choices, living and learning in a
safe secure environment. (Board of Studies NSW, 2007, pp. 7-8) Without an
understanding of these issues and their affect, adolescents may be unprepared if one
or more arise and will struggle to adopt a responsible and productive role in society.
To comprehensively educate all students, especially in PDHPE, students should be
taught about sensitive issues, thereby assisting and supporting them into their
adolescent life. The inclusion of content such as interpersonal relationships, personal
health choices, safe living, decision making and growth and development in the K-6
syllabus will help to better equip students for the changes they will soon be, or have
begun to experience as well as the transition into high school for stage three
learners.
The objectives outlined in the K-6 Syllabus are to develop students appreciation of
and a commitment to a healthy and socially just way of living, to develop students
skills in making, communicating and acting upon health decisions, moving with
competence and confidence and forming and maintaining positive relationships and
to develop students knowledge and understanding about ways to enhance personal
and community health and wellbeing and the composition, performance and
appraisal of movement. (Board of Studies NSW, 2007, p. 8) It is important that
students can learn about these issues, in a safe and supportive classroom
environment (Board of Studies NSW, 1999), where they can be free from
embarrassment and negativity, and not worry about judgement or criticism.

The wider issues covered in the syllabus can be pin pointed to some very important
key learning areas, these include valuing self and others, as well as understanding
the effects of drugs and alcohol on the human body, learning to make positive and
informed decisions and the importance of physical activity and nutrition.
The discussion and teaching of all of these areas is important to the overall education
of students, but for both teachers and students the teaching of sensitive issues can
be the most important and difficult of all. The management and understanding of the
sensitivity around issues like puberty, sexuality, relationships and drug and alcohol
use can mean the difference in a lifetime of safe and happy development or a very
downward spiral for students, this being said teachers may feel a lot of pressure
surrounding the teaching of these issues.
Though it may seem difficult, it is so important to teach students as thoroughly and
supportively as possible about issues including family structures and relationships,
sexuality and development, child safety and abuse, as students need to be aware of
what these issues mean, and how to avoid them or be safe while they occur. Teachers
need to be educated and prepared to teach students about these issues, as well as
being able to recognize and deal with the issues if they arise in the classroom
unexpectedly. (Lynagh, Gilligan, & Handley, 2010)
There is a lot of controversy surrounding the teaching of sensitive issues to children
and adolescents, for example the differences in beliefs between the Muslim and
Catholic communities, as outlined in an article in the Australian Journal of Education.
Many Muslim students may find they have conflicted feelings about whether they
wish to participate in PDHPE activities, for reasons including dress, public display
and mixed-sex activities. (Mcinerney, Davidson, & Suliman, 2000) These
differences, in not only the Muslim and Catholic communities, but many and any
other groups cause difficulties in teaching and learning PDHPE, specifically sensitive
issues, rather than the health and activity side of the subject.
Task: Compile a comprehensive list of sensitive issues evident in the K-6 PDHPE
syllabus.
Sensitive Issue
Syllabus Outcomes
Content
Growth & Development
Physical, cognitive,
social & emotional
changes changes
Self value & worth
Puberty & sexual
development
Gender & body
image
Feelings & emotions
Values
Interpersonal
Relationships
Developing &
maintaining healthy
relationships
Bullying,
harassment, abuse &
discrimination
Families
Personal Health Choices
Decision making
Drugs & alcohol

1. GDES1.9: Identifies
how people grow and
change
2. GDS1.9: Describes
the characteristics
that make them both
similar to others and
unique
3. GDS2.9: Describes
life changes and
associated feelings
4. GDS3.9: Explains and
demonstrates
strategies for dealing
with life changes
Interpersonal
Relationships
1. IRES1.11: Identifies
how individuals care
for each other
2. IRS1.11: Identifies
the ways in which
they communicate,
cooperate and care
for others
3. ERS2.11: Describes
how relationships
with a range of
people enhance
wellbeing
4. IRES3.11: Describes
roles and
responsibilities in
developing and
maintaining positive
relationships
1. PHES1.12 Displays
basic positive health
practices
2. PHS1.12: Recognises
that positive health
can promote
wellbeing
3. PHS2.12: Discusses

Physical, cognitive, social
& emotional changes
Methods of coping
with change
Change in
appearance &
abilities
Physical body
changes
Relationship changes
Self value & worth
Positive self talk
Developing and
maintaining a
positive self-concept
Influences on self
esteem & behavior
Puberty & sexual
development
Rates & stages of
growth &
development
Puberty
Reproductive process
Responsibility in
sexual relationships
Gender & body image
Similarities &
differences
Uniqueness of self
Attributes of self &
others
Strengths &
limitations
Gender images and
expectations
Body parts
Body systems
Heredity
Male/female
the factors
influencing personal
health choices
4. PHS3.12: Explains
the consequences of
personal lifestyle
choices
characteristics
Feelings & emotions
Experiences
Confronting problems
Setting goals
Grief & loss
Values
Influence of media &
culture
Likes & dislikes
Values & their
importance
Developing a code of
behaviour
Challenging
discrimination
Interpersonal
Relationships
Developing & maintaining
healthy relationships
Caring & trust
Positive relationships
Liking & loving
Special people/things
Rules in relationships
Privacy
Recognising &
expressing feelings
appropriately
Identifying &
understanding
feelings of others
Expressing, showing
& acting on concern
for others
Assertiveness &
persistence
Managing conflict
Peer influence
Bullying, harassment,
abuse & discrimination
Fairness
Types & effects of
abuse
Recognising and
accepting differences
Forms of
discrimination
Anti discrimination
legislation
Families & friendships

Verbal & nonverbal
Giving & receiving
messages
Communication in
groups
Types & changes
Family activities
Parenting
Roles, rights and
responsibilities in
families and amongst
peers
Interacting with
adults
Decision making
Analysing problems
Decision making
process
Influences on
decision making &
safety choices
Taking responsibility
for decisions
Supporting others in
decision making
Evaluating decisions
Awareness of choices
Making choices
Possible solutions to
a problem
Effects of actions
Drugs & alcohol
Identifying drugs &
medicines
Labeling of drugs &
medicines
Drugs in everyday
lives
Safe use of
medicines
Administration &
storing of drugs &
medicines
Caffeine
Tobacco
Alcohol
Media and drugs
Passive smoking
Task: Design a teaching resource using Web 2.0 tools as the focus of each learning
experience that is centered on that sensitive issue.
Web Tool URLs:
Teacher Web 2.0 Tool(s):
Learner Web 2.0 Tools (minimum 3):
http://tagul.com/login?redirect_to=/cloud/1 (Lesson 1)
http://www.bitstripsforschools.com (Lesson 2)
http://animoto.com (Lesson 3)
Task: Justify (in 250-300 words) the inclusion of the sensitive issues in the K-6 PDHPE
Syllabus per se (NSW, 2007).
PUBERTY
Puberty is a sensitive issue, especially to primary school aged children as it is
something they will soon, or have started to experience. It is a time when many
changes occur, and students may find it difficult to understand what and why these
changes are happening.
Often young adolescents are embarrassed to talk about puberty, and they changes
that come with it, as it is not something that is widely discussed. The stigma around
puberty is that it is a topic to be kept private, making students feel as though they
need to deal with their body and the changes they are experiencing themselves,
without help or guidance.
Students may also find it difficult to talk about puberty, as they may not have any
understanding of it means, that it is completely normal, and that it occurs for
everyone differently, at different times and rates.
Puberty effects everyone, though for boys and girls it is different, making education
even more important, to assist students in understanding themselves and their peers.
Puberty usually begins between the ages of eight and 12 in girls and between the
ages of 10 and 14 in boys. (Swierzewski, 2008) This wide age group means that
students may feel they are the only person they know experiencing puberty, if they
are one of the first in their peer group to begin, to allow students to feel comfortable,
and not embarrassed of their changes, early and thorough.
Obesity can also effect the arrival of puperty in adolescents, higher BMI is known to
contribute to early puberty in girls and delayed puberty in boys, this only makes
students feel worse and more uncomfortable about themselves. (North, 2010)
Puberty should undoubtedly be taught to primary school students, as learning about
puberty after entering highschool, for many will be too late. Most will have begun
puberty, up to years earlier, and those who havent would feel worried or left out,
without being taught that everybody is different, and not to be hung up on their
friends and peers developing differently to them.
Task: Write three learning experiences (lesson plans) that use the resource. These
need to be creative, learner-centered and encourage higher order thinking. They must
also require learners to work both independently and in cooperative learning groups.
Learning Experience 1:
Unit/Lesson
Puberty Word
Title:
Cloud
Rationale
The aim of this lesson is to identify
what students already know about
puberty, including their own
development and what they know
may happen to themselves or others.
Students will create a list of key
words surrounding puberty, and make
these words into a cloud using
Wordle
Lesson
durat
ion:
80 mins
Stage:
Syllabus Content
Puberty
Sexual development
Physical, cognitive, social and

emotional changes
Year:
Class/Gro
up:
IH5/6
Syllabus Outcomes
EN3-1A: Communicates effectively for a
variety of audiences and purposes using
increasingly challenging topics, ideas,
issues and language forms and features
EN3-2A: composes, edits and presents wellstructured and coherent texts
ST3-1VA: Shows interest in and enthusiasm
for science and technology, responding to
their curiosity, questions and perceived
wants, needs and opportunities
GDS3.9: Explains and demonstrates
strategies for dealing with life changes
Prior Knowledge
Students should have covered the
following syllabus outcomes:
GDES1.9: Identifies how people grow
and change
GDS1.9: Describes the characteristics
that make them both similar to others
and unique
Risk Assessment
Ensure classroom is clear and
students are able to move easily
around the room when needed
Ensure students understand clearly
the rules and rights of their peers
when working with sensitive issues
(respect for others etc.)
Resources
SmartBoard
Computers/iPads for students
Students workbooks
Writing utensils
GDS2.9: Describes life changes and

associated feelings
Students have also watched the
video Inside Puberty: What Are the
Stages of Puberty? prior to
beginning the lesson.
Integration/cross-curricular
content
(3 KLAs minimum specified)
PDHPE
English
Science & Technology
Type of Learner Activity

(cater for needs of 2 types of
learner)
Indicators
Assessmen
t&
Recording
Strategies
(what will
you use to
assess
Time
Guid
e
Students with low literacy skills

Students with low literacy skills will
be able to use any words they
know, without having to write
structured sentences
Additional Info: (Literacy and

technology links)
Web 2.0 Tools:
http://tagul.com/login?redirect_to=/cloud/1
Students with a hearing impairment

Students will be able to view
instructions on the SmartBoard, and
will not need any auditory
instruction or tools to complete the
activity
Content/Learning Experience
LearningTeaching
Strategies
Class Organisation
Grouping &
classroom
environment
their
learning)
Recognises
that many
changes occur
in a
predictable
sequence
Recognises a
wide range of
influences on
personal
identity
Identifies
some language
or actions that
may constitute
harassment
Describes
aspects of
social and
emotional
growth and
development
* Engage with
texts
* Develop &
apply
Observe and
listen to
students
during class
discussion.
Are students
engaged and
willing to ask
questions?
Observe
students: Do
they have
many words
to include in
their
15
mins
Teacher
Introduction (Engagement)
Introduce the students to the lesson using instruction/directi
on.
the Prezi teaching resource on the
SmartBoard.
Use
demonstration
Discuss with students that the focus of
the lesson is puberty, which is a sensitive word cloud as a
issue to many students. Remind students prompt for
students, and
of the rules and expectations held of
display the
them during these lessons.
instructions
Show the students the Tagul word cloud
clearly for the
that is displayed in the Prezi, and allow
lesson to allow
students to view some of the key words,
all students are
and ask questions if they need.
able to easily
check that they
Instruct students to move to their desks.
are on track
Body
(Exploration/Transformation/Pres
entation)
Instruct students to begin creating a
collection of words that they relate to
puberty.
20
mins
Students should write down all words that
Observe students
work while
they are
creating their
collection.
Use questions to
prompt
deeper and
Whole class on floor

using SmartBoard
Students working
individually at their
desks
knowledge
* Experiment
and use
aspects of
composing
that enhance
learning and
enjoyment
develop
interest and
positive,
informed
values and
attitudes
towards
science and
technology
* Recognise
the importance
and relevance
of science and
technology in
their lives now
and for their
future
collection?
Are they
working
independentl
y? Are they
completing
their own
work or using
others words
in their
5
cloud? Do
students use mins
computers
easily and
well?
20
mins
they think relate to puberty, whether they

know what the words mean or not. The
idea behind this task is to develop a
starting point for what students know and
what they need to know regarding
puberty and development.
more
advanced
thoughts.
Allow students to write down as many

words as possible, using the word cloud
displayed on the Prezi for inspiration.
When students have completed their
word collection instruct students to move
to a computer and watch the SmartBoard
for further instruction.
On the SmartBoard demonstrate to
students how to login to Tagul, and how
to create a word cloud, using the words
they collected during the earlier part of
the lesson.
Students may also choose to select a
different picture to those provided by
Tagul. If desired, demonstrate to students
how to select an appropriate background
image for their word cloud.
Students create their word cloud, print
and paste into their workbooks.
Teacher
demonstrating
requirements for
the remainder of
the lesson.
Outline
expectations
again, particular
regarding use of
computers and
respect for other
peoples work.
Students listening and

watching a
demonstration, while
sitting at individual
computers
Students working
individually on
computers
Student
presentation
of their word,
and review of
students
cloud from
20
the collection
mins
of their
workbooks.
Conclusion (Presentation/Reflection)
Ask students to bring their workbooks to
the floor and sit in a circle.
Each student should choose one word
from their cloud, and share it with the
group. The student to the left of the
student who has shared may either
choose to ask a question regarding the
word, or share with the group their
thoughts on what this word means.
Once all students have shared, collect
student workbooks and review student
work, looking for similarities and common
words and ideas presented in the clouds.
Discuss and
review students
work, take note
of important
topics to focus on
in following
lessons.
Students sitting in a
sharing circle,
discussing their word
cloud
Unit/Lesson
Cool Comics
Title:
Rationale
The aim of this lesson is to allow
students to create a comic that can
ask a question or discuss a feeling
about puberty, while remaining
engaged in the learning and
comfortable in the classroom and
with their peers, selves and teacher.
Lesson
duration
:
55 mins Stage:
Syllabus Content
Puberty
Sexual development

emotional changes
Year:
Class/Gro
up:
IH5/6
Syllabus Outcomes
EN3-3A: uses an integrated range of skills,
strategies and knowledge to read, view and
comprehend a wide range of texts in
different media and technologies
VAS3-2: Makes artworks for different
audiences assembling materials in a variety
of ways.
VAS3-4: Communicates about the ways in
which subject matter is represented in
artworks.
Prior Knowledge
and change

that make them both similar to
others and unique
Risk Assessment

Resources
SmartBoard
Students workbooks
Writing utensils

associated feelings
Stages of Puberty? and have created
a word cloud about puberty during
previous lesson
content
PDHPE
English
Creative Arts

learner)
Visual Learners Creating a comic

strip will allow visual learners to
create an image representing their
feelings, thoughts or questions
about puberty

technology links)
http://www.bitstripsforschools.com
Indicators
* Understand
how texts vary
in purpose,
structure and
topic as well as
the degree of
formality
* Explain and
justify the
responsible
use of digital
technologies
* Compare
texts including
Assessmen
t&
Recording
Strategies
(what will
you use to
assess
their
learning)
While
students are
writing their
question,
comment,
feeling or
thought
about
puberty,
observe and
take not of
their chosen
Time
Guid
e
10
mins
Students with a hearing impairment

Students will be able to view
instructions on the SmartBoard,
and will not need any auditory
instruction or tools to complete the
activity
Introduce students to the lesson using
SmartBoard. Show students the Bitstrips
comic strip that is displayed in the Prezi.
Ask students to think about any
questions, feelings, comments or
thoughts they have about puberty.
15
mins
Have students move to their desks, and

write down either;
A question they have about

puberty. If students have a question
LearningTeaching
Strategies
Teacher
instruction/directi
on.
Use
demonstration
comic strip as a
prompt for
students, and
display the
instructions
clearly for the
lesson to allow all
students are able
Class Organisation
Grouping &
classroom
environment
Whole class on floor,

using SmartBoard.
Students working
independently at their
desks.
media texts
that represent
ideas and
events in
different ways,
explaining the
effects of the
different
approaches
Recognises
how an
audience has
an influence
on the kinds of
works they
make, and
seeks to clarify
the purpose of
their works,
and suggests
alternatives
about how
they may
proceed
Discusses
the conditions
and
requirements
focus.
give them an answer to complete

their comic strip. Instruct students
that they should lay out their strip
with both the question and answer
included.
Reflect on
whether
students
work
independentl
y and well
while writing
their focal
point, do
students
willingly ask
questions
regarding
their focal
point?
Observe
students
during their
work on the
computers:
Do students
20
mins
A feeling they have about puberty.

If students have a feeling about
puberty that is negative instruct
them to complete their strip with a
strategy to allow them to feel
better, assist where needed.
A thought/comment about puberty.
If students have a thought or
comment instruct them to lay out
their comic strip any way they
choose, but give suggestions such
as a discussion or the way they
found their information.
Body
(Exploration/Transformation/Present
ation)
Ask students to move back to the floor,
demonstrate to them how to use Bitstrips
to create a comic on the SmartBoard.
Have students move to a computer and
to easily check
that they are on
track
Observe students
work while they
are creating their
collection.
Assist students
where needed by
providing
answers and
suggestions for
their focal point
and comic strip.
Teacher
demonstrating
requirements for
the remainder of
the lesson.
Outline
expectations
again, particular
regarding use of
Whole class on floor

using SmartBoard.
Students working
independently at
computers.
of artworks
that are made
for particular
purposes, sites
or events and
how those
conditions and
requirements
can affect how
they might go
about their
own
artmaking.
Suggests
how subject
matter can
mean different
things in
artworks and
seeks to
explain
meanings by
developing
reasoned
accounts that
take into
account such
things as the
artist, work,
understand
that the
purpose of
their work
makes a
difference to
their design.
(Eg nonformal
structure)
Observe
students
while
discussing
with their
partner,
listen to their
discussing as
a form of self
assessment
regarding
whether they
have gained
something
from the
lesson.
create their comic strip.

Students should then print their comic
strip and clue it into their PDHPE book.
computers and
respect for other
peoples work.
Observe students
using computers,
assist again
where needed.
Students should share their comic with
the person next to them.
10
mins
Instruct students to discuss why they

chose the focus on their strip, and
whether they think working on their
comic has helped them to feel better or
given them more knowledge regarding
their focal point.
Once all students have shared and
discussed with their partner, collect
student workbooks and review student
work.
Observe student
discussion in
pairs as part of
self-assessment.
Students working in
pairs to discuss their
work.
world and
audience
Unit/Lesson
Dealing With
Title:
Changes
Rationale
The aim of this lesson is for students
to be able to effectively explain and
demonstrate one strategy for dealing
with life changes during puberty. This
is the final lesson in completing the
syllabus point, and should allow
students to be entirely able to meet
their requirements for GDS3.9.
Lesson
duration
:
80 mins Stage:
Syllabus Content
Puberty
Sexual development

emotional changes
Year:
Class/Gro
up:
IH5/6
Syllabus Outcomes
EN3-3A: uses an integrated range of skills,
strategies and knowledge to read, view and
comprehend a wide range of texts in
different media and technologies
EN3-7C: thinks imaginatively, creatively,
interpretively and critically about
information and ideas and identifies
connections between texts when
responding to and composing texts

Prior Knowledge
and change

that make them both similar to
others and unique
Risk Assessment

Resources
SmartBoard
Students workbooks
Writing utensils

associated feelings
Stages of Puberty? and have created
a word cloud and comic strip
regarding puberty during previous
lessons.
content
PDHPE

learner)
Extroverted learners/Students who

technology links)

English
work well in groups students will

be able to work with a group of
their peers in creating their video.
Indicators
* Understand
how texts vary
in purpose,
structure and
topic as well as
the degree of
formality
* Explain own
Assessmen
t&
Recording
Strategies
(what will
you use to
assess
their
learning)
Time
Guid
e
Observe
students, are
they focused
on
instruction?
5
Do they
have
http://animoto.com
Students with a physical disability

students will be using computers to
create a video, and will be working
in groups, allowing them to do what
they can, while other members of
their group can assist with parts of
the creation that may be difficult to
perform.
Introduce students to the lesson using
SmartBoard. Show students the Animoto
video that is displayed in the Prezi.
Tell students that they will be creating a
video focusing on one strategy that can
be used to deal with life changes during
LearningTeaching
Strategies
Teacher
instruction/directi
on.
Use
demonstration
Animoto video as
a prompt for
students, and
Class Organisation
Grouping &
classroom
environment
Whole class using

SmartBoard.
preferences for
a particular
interpretation
of a text,
referring to
text details
and own
knowledge and
experience
* Think
critically about
aspects of
texts such as
ideas and
events
* Explain and
justify the
responsible
use of digital
technologies
* Compare
texts including
media texts
that represent
ideas and
events in
different ways,
explaining the
questions
regarding
lesson?
Observe
students
during their
group work?
Do they
understand
what they
are required
to do to
complete the
task? Do
they
cooperate
with their
peers? Are
they able to
use
computers
effectively?
mins
puberty.
Place students in groups of 3-5 and
instruct them to move to a computer.
5
mins
Body
(Exploration/Transformation/Present
ation)
Students will work in groups of 3-5 and
will use the computer to first research
some issues they may face during
puberty if they do not have one they wish
to focus on from their own experience.
They will then research a strategy to deal
with their chosen issue.
25
mins
Students should try to find tips, pictures

that represent their issue and changes,
and any other material they feel will
assist and add to their video.
While researching their issue students
should compile their ideas in a word
document or in their books.
display the
instructions
clearly for the
lesson to allow all
students are able
to easily check
that they are on
track
Observe students
while they are
working in
small groups
to research
their ideas.
Students move into

groups of 3-5.
Students working in
groups of 3-5 on
computers.
Use questions to
prompt
deeper and
more
advanced
thoughts if
students are
struggling to
develop an
idea.
Teacher
demonstrating
requirements for
Students sitting in
groups (if acting
effects of the
different
approaches
mins
10
mins
Watch and
take notes
during
student
presentation 30
mins
. Do
students
clearly
outline their
strategy for
dealing with
life changes?
Has their
knowledge
improved
from the first
lesson?
Demonstrate to students how to use

Animoto to create a video on the
SmartBoard.
When students have completed their
research they will use Animoto to create
a short video that outlines their strategy
for dealing with life changes during
puberty.
Bring students to the floor, and ask each
group to individually share their video
using the SmartBoard.
Students should be asked to explain their
chosen issue/strategy, and should allow
other students to ask questions.
Assist students where needed in
answering questions, and take any
opportunity to answer their questions, as
often during discussion of sensitive issues
students may only ask once.
References
Board of Studies NSW. (2006). Creative Arts K-6 Syllabus. Sydney: NSWBoS.
the remainder of
the lesson.
Outline
expectations
again, particular
regarding use of
computers and
respect for other
peoples work.
Discuss and
review students
work while
watching their
presentations.
responsibly, otherwise
bring to floor) and
listening and watching
SmartBoard.
Whole class group,

smaller groups
presenting at front to
peers.
Board of Studies NSW. (2012). English K-10 Syllabus. From NSW Syllabuses for the Australian Curriculum:
http://syllabus.bos.nsw.edu.au/english/english-k10/
Board of Studies NSW. (2007). Personal Development, Health & Physical Education K-6 Syllabus. Sydney: NSWBoS.
Board of Studies NSW. (1999). Personal development, health and physical education K-6: Modules. Sydney: NSWBoS.
Board of Studies NSW. (2012). Science K-10 Syllabus. From: NSW Syllabuses for the Australian Curriculum:
http://syllabus.bos.nsw.edu.au/science/science-k10/
Brown, Nancy. (2013). Puberty: Changes for Males. Paleo Alto Medical Foundation. From:
http://www.pamf.org/teen/health/puberty/physicalchanges.html#Timing%20of%20Puberty
Ellis-Christiansen, Tricia. (2013). Why Do So Many People Have Bad Memories of Middle School? From WiseGeek:
http://www.wisegeek.com/why-do-so-many-people-have-bad-memories-of-middle-school.htm
Lynagh, M., Gilligan, C., & Handley, T. (2010). Teaching about, and dealing with, sensitive issues in schools: How confident are
pre-service teachers? Asia-Pacific Journal of Health, Sport and Physical Education .
Mcinerney, D., Davidson, N., & Suliman, R. (2000). Personal Development, Health and Physical Education in context: Muslim
and Catholic perspectives. Australian Journal of Education .
North, A. (2010). Early, Late Puberty Makes Overweight Kids Feel Even More Stigmatized. From Jezabel:
http://jezebel.com/5469765/early-late-puberty-makes-overweight-kids-feel-even-more-stigmatized
Robbins, Carolyn. (2013). Childrens Growth Rates. From Live Strong: http://www.livestrong.com/article/1003301-childrensgrowth-rates/
Swierzewski, S. (2008). Sexual Development & Puberty (Adolescence). From Health Communities:
http://www.healthcommunities.com/sexual-development/puberty.shtml

EMR302 PDHPE Curriculum Assignment Criteria and Mark Sheet Subject Coordinator: Kelly Parry Assignment 1

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EMR302 PDHPE Curriculum Assignment Criteria and Mark Sheet Subject Coordinator: Kelly Parry Assignment 1

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EMR302 PDHPE Curriculum