EDU5LDP AT2a Differentiated Unit

Nina Hamilton-Grundy
17751727
YEAR 8
Differentiated Health Unit

RESEILIENCE

TABLE OF CONTENTS
Class Overview
Personalized Student Profiles
Unit Overview
Lesson Plans
Differentiated Assessment
References/Resources
Appendix: AUSvels Curriculum

CLASS OVERVIEW
The school type is government secondary school located in the south western region of
Victoria. This semi-major area has a population of less than 20,800 people (Department of
Health, n.d, p. 3). This region services to their surroundings through their network with over
1200 businesses and 800 farms (Community Indicators Victoria, n.d). This includes timber,
dairy and butchers. The families of the students are workers for these businesses and farms.
The average weekly household income in the area in 2011 was $608 in comparison to the
average in the state of Victoria being $749 (Community Indicators Victoria, n.d).
In the school area there is quite a divide between the aspects of having public housing
commissions, low to middle socio-economic classes and upper class housing. The
population of this town was 10,862 in 2011 (DPCD, 2011, p. 25). There were 532 enrolled
students in this school in 2015. This school, a coastal P-12 school and a private school are
the only secondary schools located in the local shire. The numbers of enrolments at this
school have been declining since 2008 (MySchool, n.d). There is a 1% population of
students that of an Aboriginal or Torres Strait Islander descent and students who speak
languages other than English (MySchool, n.d).
The Index of Community Socio-Educational Advantage (ICSEA) of the school is below
average with a score of 935, this was consolidated from parent information.
The student background distribution of ICSEA includes the below percentages:
Bottom quarter
School Distribution

59%

Middle quarters

Top quarter

28% 10%

2%
(Obtained from MySchool, n.d)

In 2015, in term 1 40% of all students attended school 90% or more of the time and by term
3 this number increased to 58% for all students (MySchool, n.d).

Class details:
This year 8 class consists of 23 students, there are 12 boys and 11 girls in this class. The
students range in ages from 12 to 15. This class does all the classes together, they had a lot
of issues around behavioural management and have been arranged into a particular seating
plan for all classes except drama and food technology this semester. There are six students
that have diverse additional learning needs that need be addressed in both theory and
practical lessons.
Students in year 8 all have Acer Laptops and VGA and HDMI cables for computer
connection over a projector on the whiteboard with the inclusion of speakers. The school has
2 computer rooms that teachers can book. The schools major theme is dream big, aim high.
Moreover, MySchool (n.d) included the data that indicated 91% of students currently in year
8 sat the NAPLAN tests in year 7 (last year in 2015), with the remaining 9% absent from the
test and no one was recorded as being exempt.

The class have about 50% at the average AUSvels progression point of 7.5. There is a 10%
of students that are above this level including anything up to level 10. The last 40% are lower
than the average level. There are 20% between levels 6 and 7 and another 10% are
between levels 4.5 and 6. The remaining 10% are between levels 4.5 and 1.5. These relate
to both literacy and numeracy levels, some students are better in literacy and worse in
numeracy and vice versa. Majority of students learn best in a kinaesthetic or visual learning
styles, with a minor number of students that prefer auditory learning.

BELOW ARE THE PERSONALISED PROFILE DETAILS OF THE DIVERSE

STUDENTS WITH THE ADDITIONAL LEARNING NEEDS.

PATRICK - student with a physical disability

Personally, Patrick is still dealing with the recent car accident that involved his whole family
on the major highway where they suffered with minor injuries and Patrick had to have his
right arm amputated. Limb4kids (n.d) explain that it can quite stressful and a transition to get
used to, they also suggest aspects that will have to be communicated to the school such as
classes needing modification and Patrick may need breaks. Emotionally, Patrick is currently
suffering from post-traumatic stress and is becoming rather anxious than normal in stressful
situations. Patricks determination is evidently improving as he doesnt like to give up.
Physically, Patrick has an acquired physical disability and he is learning to write with his left
hand and adapting to many daily life tasks that now more difficult to complete than he is
used to. Socially, Patrick is currently re-learning to play basketball one handed with his
friends. His peers dont treat him any differently but new people often stare at him.
Intellectually, Patrick has a normal IQ and he is exceptional in HPE.
Goal for the term: To try be not get so frustrated with his limitations and talking to welfare at
least once a week.

ALLY - student with Autism Spectrum Disorder (ASD)

Woolfolk and Margetts (2013) explain that ASD impacts developmental aspects including
verbal and nonverbal communication, social interaction and behaviour causing to impact
educational performances (p. 205). Personally, Ally really struggles with engaging with
new theory and changes in her life due to her being severe on the Autism Spectrum
(Woolfolk and Margetts, 2013, p. 206). Physically, Ally is still learning to develop her fine and
gross motor skills, she is pretty good with writing and great with typing, she has no problems
with running and walking. She is even involved in the State School Spectacular this year as
she an exceptional dancer, which McDevitt and Ormrod (2010) explain is quite remarkable
and being exceptional at a specific activity is a capability for many with ASD (p. 473). Ally
lacks social and emotional awareness, this causes her to find it hard to detect others
emotions and not react well in social situations, she doesnt how other students or people

are feeling or know what they always want from her in a social aspect. In addition, Woolfolk
and Margetts (2013) reiterate that children with ASD cannot really connect with others and
they often cannot show correct emotions (p. 206). Intellectually, Ally has low levels of IQ and
EQ but these both are constantly improving bit by bit. Ally really likes tasks that are done on
One-Note.
Goal for the term: Be more accepting of new ideas that are slowly being introduced to her.

DEXTER - student who is profoundly deaf

Personally, Dexter and his family uses AUSLAN and some speaking as a form of
communication. Dexter would love to attend a hearing impairment school however living on
a farm in the country he cannot access it. Emotionally, Dexter cannot really show tone and
emotion in his speaking but his body language is exceptional. His body language does help
the whole class being able to detect his emotions. Physically, Dexter is profoundly deaf and
unfortunately hearing aids were found to not be effective and Dexter got a cochlear implant
and this helps him immensely. Aussie Deaf Kids (2016) discuss the severity of profound
deafness explaining that most have cochlear implants and the difference in communication
between those who either speak and listen or just sign depends on the student.
Furthermore, Aussie Deaf Kids (2016) explain how being profoundly deaf can affect learning
particularly that students need visual cues so that they dont miss important instructions or
discussions. Socially, Dexter has no problem lip-reading and utilising his AUSLAN with
Ghedi and they like playing basketball and football during breaks at school. Intellectually,
Dexter has trouble explaining his ideas but he has a normal IQ and he is a really good
reader. Dexters mum, Angela, comes to school twice a week to teach AUSLAN to his peers
at lunchtime and this includes nearly all his teachers.
Goal for the term: Dexter is trying to work on expressing ideas this term, it will be great to try
to get him to do so in class discussions.

DELILAH - student with serious developmental delay (who has an aide)

Personally, Delilah comes from a low income family. She is responsible of bringing her own
lunch and snacks to school. Her younger brother has also got an intellectual disability.
Emotionally, Delilah is a positive and happy girl, she however will get frustrated with herself
when she does not understand new concepts and isnt allowed to do the same work as
everyone else. Physically, Delilah loves to participate in sport but will often can need
instructions repeated. Socially, Delilah doesnt have many friends and she is unaware of
social boundaries. Woolfolk and Margetts (2013) discuss that a student will only be properly
diagnosed if they do not only have an intellectual disability but also have issues with
adaptive behaviour, day-to-day independent living and social functioning (p. 197). In
addition, this may be why Woolfolk and Margetts (2013) make it evident that in secondary
school that teachers need to make learning more about skills that will assist someone like
Delilah to be able to live more independently and efficiently when they leave school (p. 198).
Intellectually, Delilah has extremely low IQ of below 65, her intellectual disability is quite
severe and it impacts Delilahs language expression and this also can impact her emotions
and behaviour. Woolfolk and Margetts (2013) explain that someone with an intellectual
disability often has a teaching program that is based on how they specifically learn
themselves (p. 196-7).
Goal for the term: Accepting the modified tasks that are set for her.
Delilahs aide, Pam acts as a vital support in the classroom and often will also help every
student in the room when Delilah was able to complete the rest of a task by herself.

ALEXANDER - student who has ADHD and is medicated for his condition
Personally, Alex is really talkative and when he was in primary school he saw a Paediatrician
and he was put a short-term stimulant medication, Dexamphetamine which helps him
concentrate and have more impulse control (RCH, n.d) (Woolfolk and Margetts, 2013, p.
204). Alex also struggles sometimes to remember everything, but with some scaffolding he
usually gets back on track (Woolfolk and Margetts, 2013, p. 203).

Emotionally, Alex is going through mood swings as he is hitting puberty and he is overly
energetic in sports. Woolfolk and Margetts (2013) explain that adolescence is often a tough
time for a student with ADHD (p. 204). Sometimes Alexs medication causes him to become
a bit withdrawn, which is why he isnt taking the longer-term stronger medication anymore
(RCH, n.d). Physically, Alex is always moving around the classroom and playing sports in all
the breaks and he highly competitive in PE. Socially, Alex is a pretty popular kid in class
because he is so talkative to everyone, he also tries to take his medication quickly because
he can be a bit embarrassing for him during lunch (he has one tablet before school).
Intellectually, Alex is easily distracted and he prefers to complete a range of small tasks in a
lesson, but he is constantly improving throughout the domains now that all teachers know
more about his strengths from trialling different teaching and learning strategies (p. Woolfolk
and Margetts, 2013, p. 204).
Goal for the term: To try harder to stay on the task at hand but let the teacher when it is
getting too much and that further assistance is needed.

GHEDI - student who is a gifted, EAL learner, recently arrived from a non-English
speaking African country.
Woolfolk and Margetts (2013) explain that giftedness involves having characteristics such as
superior memory, ability to observe, curiosity, creativity, and efficient academic learning (p.
207). Personally, Ghedi is quite shy and he is still trying to find his way around town.
Emotionally, Ghedi is suffering from homesickness and he is quite emotionally immature,
which Woolfolk and Margetts (2013) confirm that it isnt uncommon for the gifted to have
uneven rates of development (p. 209). Physically, Ghedi is great soccer player and also
can surf because he was Cape Town in South Africa. Socially, Ghedi hangs out with Dexter
at lunch and play sports. Ghedi is also learning how to use AUSLAN from Dexters mum.
Intellectually, Ghedi has a high IQ, he is classified as highly gifted with an IQ of 150,
however, he still learning to speak English as he is an EAL learner but he is a highly
motivated student and an absolute pleasure to have in the classroom. Woolfolk and Margetts

(2013) discuss about how a gifted student will have a faster processing of information and be
able to be more curious and come up conclusions from a number of ways (p. 207). In
regards to Ghedis EAL standard he is currently sitting at S1 Standard (S1.3) which means
that Ghedi is beginning in writing and speaking and listening is able to write small journal
entries and can sustain a conversation quite well (DET Vic, 2014).
Goal for the term: To try and socialise with the class more and not be afraid to ask questions
and contribute to class discussions.

UNIT OVERVIEW

ReachOut, (n.d) defines Resilience as:

Resilience is the ability to bounce back from adversity.

Rationale:
This differentiated Health unit for years 8 will occur in term 3. Gaining the skills and
understandings of Resilience is an important aspect to develop throughout life and this also
a vital part of AUSvels in the areas of Physical, Personal and Social Learning and in Health
and Physical Education (HPE).

AUSvels Curriculum: (Appendix A).

This unit refers to key understandings from AUSvels HPE at a year 8 level, the aspects that
are addressed include: the breadth and depth, the learning focus and year 8 standards
aspects.
Breadth and depth includes emotional and social development, am I normal, problem solving
strategies, peer and social influence, and the factors that affect their own and others ability
to access health information and services.
Learning focus includes what changes particularly socially and emotionally they may
experience, work their own values to improve their health and identify the influences of
individuals and groups and work out ways to deal with change, especially the social and
emotional aspects.
Year 8 Standards includes learning to describe the emotional and social changes that occur,
identify the health concerns of young people and the strategies that are designed to improve
their health and describe the health resources, products and services available for young
people and consider how they could be used to improve health.
Many students will have achieved the progression points of 7.5 already and are well on their
way on working towards achieving level 8 for the end of the year. The remaining are either
below of above this progression and modifications will be made to challenge and meet their

needs.

Achievements:
By the end of the unit, students should be able to start incorporate Resilience in their day-today life and apply the appropriate coping strategies to help them bounce back from aspects
that influence to their level of resilience, particularly, the influence of others, what their wants,
needs and interests are and problem solving.
They will also be able to answer the following essential learning questions:
How does resilience help young people?
What can affect our resilience?
What will help us bounce back?
What emotional responses should be aiming to have more of? Why?

Sensitivity:
VCAA (n.d) explains that teachers also need to be aware of the sensitive issues that can
show up in a unit like this and they need to handled accordingly.

Connections to/transfer of learning:

This unit allows the ability to link and transfer aspects from previous topics from earlier on in
the year and last year in year 7. These include bullying including being safe online (term 1),
first aid (term 2) and from year 7: smoking, values, how my body works and nutrition (basic).
This unit will also be followed up with a unit on Sexual Health and Alcohol and other Drugs
and certain aspects of this unit linked towards this.
Suitability for diverse learners:
Demos and Foshay (2009) discuss how assessment needs a balance, how it should help
improve your teaching and learning practices and most importantly assessment and
instruction work well together so thats why teachers should utilise a continuous assessment

[that involves] everyones strengths and weaknesses (p. 26). This is why this unit includes
informal assessment throughout to assist both teaching and learning. Notes from each
lesson can made on One-Note in many different forms including audio recordings, images,
mind maps, videos, web links and many more as this involves the students to try think
cognitively about how they will remember the information best through its representation. A
number of the tasks are mini tasks within a lesson because this is more engaging for all
students and also is one of the whole class strengths with learning, they cannot handle
massive lectures (Woolfolk and Margetts, 2013, p. 204-5). As previously mentioned all
students have a laptop so any notes for this unit will be made onto the students shared class
One-Note excluding the Formative Assessment Task and collaborative classroom tasks that
may be either in a hard or electronic copy. Whenever necessary a number of the discussions
and activities in this unit are achievable at a moderate pace and everyone in the class are
highly capable of completing them. Tasks have a plenty of opportunities for modification or
differentiation. Tomlinson and Moon (2013) inform in their book that people often see
differentiation as a simple instructional decision making ideal, however this is not true in
fact that isolates teaching (p. 1). Furthermore, Tomlinson and Moon (2013) explain that
teachers are better off ensuring differentiation of the learning environment that supports
learning, having a quality curriculum, utilising an informative assessment, having
instruction that reflects student variance and leading students and managing routines (p.
2)

TERMS USED IN THE UNIT: on a OneNote shared page

- analyse
- array
- awareness
- balance
- challenge
- compare and
contrast
- connections
- control
- cope
- deal
- development
- empathy
- endorphins

- environment
- evaluate
- expression
- flexible
- impulse
- journal
- minimise
- normal
- notice
- optimism
- overcome
- peer pressure
- realistic
- response

- regulation
(emotional and self)
- risk taking
- self-talk
- situation
- skill
- strategy
- stress
- support
- thinking
- tough
- understanding
- wellbeing

Overview table including phrases of Blooms Taxonomy.

WEEK
WK 1

HEALTH (Single Lessons for the 10-week Unit) PHYSICAL EDUCATION

Lesson 1: DIAGNOSTIC ASSESSMENT TASK Double Lesson
Knowledge
WK 2
Lesson 2
Double Lesson
Comprehension
WK 3
Lesson 3
Double Lesson
Comprehension and Application
WK 4
Lesson 4
Double Lesson
Application and Analysis
WK 5/6
Lesson 5 & 6: FORMATIVE ASSESSMENT
Double Lesson
TASK
Analysis
WK 7
Lesson 7
Double Lesson
Analysis
WK 8
Lesson 8
Double Lesson
Analysis
WK 9/10 Lesson 9 & 10: SUMMATIVE ASSESSMENT
Double Lesson
TASK
Evaluation
*NB: If the term is really busy the formative and summative assessment task weeks may be
altered through the Health being swapped to a double lesson and the PE will become a
single lesson, causing the unit to be decreased to 8 weeks.
Therefore, it is also imperative that if this is to occur the teacher gives necessary notice to all
students, Pam (Delilahs aide) and also to parents if applicable.

DIFFERENTIATED ASSESSMENT
This unit provides many opportunities for regular informal assessment and feedback for each
and every student. Brady and Kennedy (2012) explain that feedback and assessments that
are irregular are less likely to enhance leaning, students benefit from more regular feedback
and assessment, even it is only informal (p. 17). Furthermore, Brady and Kennedy (2012)
elaborate that informal modes of assessments are a part of everyday teaching and learning
(p. 16).

FIRST LESSON (1/8): DIAGNOSTIC ASSESSMENT TASK

Entry Card

The decision was to begin the unit with a diagnostic assessment task is to see where
students initial understandings of the topic sit, do you they know a lot of information already
or will the rest of the unit need additional modifications for students to be able successfully
the unit with limited confusions and appropriate amounts of challenge. After this task is
completed students will go through a resilience introduction. The assessment task is
expected to take the students about 15 minutes to complete. Woolfolk and Margetts (2013)
discuss that secondary schools are more likely to take aptitude tests than diagnostic tests
because they allow teachers to predict future performance and how well a student will go,
e.g. with a unit for like this or over a couple of years (p. 488).

This task will involve an entry card test with a series of short answer (SA) and multi-choice
(MC) questions for students to complete on their One-Note. This task will also include a
series of pictures with each question to help with students learning style and thinking
cognitively.

Directions:

The questions are:

1a. Which one of these best represents positive self-talk? (MC picture questions A: I can do
this, B: I am no good at this, C: I will be better next time)
1b. Why do you choose that particular answer?
2a. When you see someone is upset, stressed or struggling, what do you do?
(MC question with 4 options: A: Leave them alone, B: Ask if they are okay, C: Talk to
someone at school)
2b. Why do you choose that particular answer?
3. What are the qualities that most people believe you have?
e.g. you are; caring, outgoing, funny etc.
4a. What are some aspects of life you may need to bounce back from?
4b. Do you find this be difficult or easy?

Differentiation:
Differentiation for this task will include making the learning environment supportive and safe
therefore this task will not be a complete-silence test as it will help students to not feel too
distressed. The differences made in the instruction is that the teacher will allow any student
to put pictures into their answers and try to explain them. It was mentioned into the overview
this class prefers are number of mini lessons in a lesson so that is why this task is only 15
minutes. If its not working for some students that may be able to take another form of the
test with more multi-choice questions and pictures or the teacher will allow a voice recording
dictation of the original test. Woolfolk and Margetts (2012) list a number of accommodations
for testing, particularly the way it is presented, directions and setting and these could be
possible changes the teacher could make to this test (p. 494).

FIFTH LESSON (5/8): FORMATIVE ASSESSMENT TASK

Resilience Advertisement

This second form of assessment is formative. Brady and Kennedy (2012) state that
formative assessment is where the purpose is to acquire information on which to base
further teaching (p. 16).
This particular task undertakes a more authentic form in nature. Brady and Kennedy (2012)
explain that authentic assessment can allow more real-world skill and learning applications
(p. 18). This task is where the students will create any form of advertising about resilience as
if they were handing out to a peer or that it would be in a welfare office somewhere. The task
allows the students be creative, they can use combination of ICT and creation by hand. This
task will also allow students to work aspects of health advertising.
Directions:
- Plan out your possible advertisements
- Are you going to this a partnership or by yourself?
- What are you going to include;
e.g. coping strategies, list of who can help, how to improve resilience etc.
- Are you going to include any multimedia (or your advertisement may be a multimedia (e.g.
video)).
- Ask questions you have throughout
- remember you will have a week to finish it off in your own time over a week than it must be
back at school for the peer-assessment.

Differentiation:
This task was originally only going to be a brochure but the form was changed to creating an
advertisement therefore allowing it to take a form in any way the students would like to

creatively present the benefits of being resilient. They could do a Powerpoint or Sway
presentation, a Weebly website, film themselves, poetry and lastly, they can present in more
than one way if they wish. The learning environment will be creative one with students allow
to play quiet music with the teacher and the aide moving around to assist anyone. The whole
class will be instructed in how they could plan out the advertisement, so that they also learn
the importance of planning an assignment to give you more direction. Students will also be
working trying to analyse the topic so far and why there are benefits of resilient.
The teacher must moderate the rubric and particular expectations for a number of diverse
learners They also must comment on all 23 students strengths and what they work on next
time as a part of assessment. The teacher will give all students a planning sheet for the
advertisement. Woolfolk and Margetts (2013) explains in accommodations in testing that you
may make scheduling accommodations, this assessment is split over two lessons over two
weeks in order to give students an opportunity to think it over for a week rather finish it off
and think about other things they could have included (p. 494). Students are also allowed to
work on it after the final lesson and it has to be in the following week for a peer-assessment.
This peer assessment will involve students to make a couple of comments about what it
includes and what aspects could have a couple of adjustments/improvements made to it.
Brady and Kennedy (2012) advise that the students can engage in deeper learning from
peer assessment and helps students interpersonal skills and collaboration (p. 79).

LAST LESSON (8/8): SUMMATIVE ASSESSMENT TASK

Resilience Reflection

This is the final assessment and lessons of the Resilience Unit. It involves an evaluation of
Resilience as part of the final parts of Blooms Taxonomy. Brady and Kennedy (2012) explain
that summative assessments are what is used to finalise the end of a unit or school term.
With term 4 being involved in the semester report the mark for this task, all tasks of term 3
including PE along with all tasks in term 4 will goes towards the overall mark at the of year 8.
This task is a Case Study Reflection about Resilience which put all of a students learning
together. This task is assessed by a rubric and an electronic copy will need submitted be
onto One-Note, even its just a link to a website or a picture of their work etc.
Directions:
- Look at the rubric, what kind of aspects are being you marked on?
- This assessment will be marked by your teacher and Pam the aide.
- You will have two lessons to complete this.
- What are you going to include to try to meet the rubric?
e.g. influence of others, coping strategies, wants, needs and interests and how will you
evaluate them?
- Ask for any assistance needed

Differentiation:
This assessment involves an evaluation so it would imperative that the teacher gave a
simple model of evaluation for students that dont know what it is to work with. The
evaluation will involve explanation of disadvantages and advantages, how resilience will
work best e.g. pick suitable coping strategies and asking for help, this may help deepen
student learning about what an evaluation entitles. Just like the formative assessment, this
task will also have a moderated rubric, specific expectations for a number of diverse learners
and each assessment will be commented on in regards to strengths and weaknesses. It also
spread over two lessons over two weeks to assist students thinking it over. Students should
be made aware that this assignment is theirs and as long they evaluate Resilience, they can

include multimedia and present in a different form than just written work.
Comments will be made that assist students in improving and what was achieved by the
student by both the teacher and the aide. Woolfolk and Margetts (2013) explored the effects
of feedback with stating comments on work are more beneficial when they are personalised
and provide constructive criticism (p. 522). Cross-marking or double marking, as discussed
by Cannings et al. (2005) that if double marking is worthwhile because of the beliefs that is
more reliable and fair and truly reflects the quality of the students work (p. 299).
Furthermore, Cannings et al. (2005) came to the conclusion that is good for peer review and
that another piece of assessment should be assessed (p. 307). It may also benefit students
to possibly self-assess this task or write down about how they think they went and what mark
you may get. Brady and Kennedy (2012) explain by doing a self-assessment students can
establish better knowledge of their strengths and weaknesses and may give the teacher
better perceptions of each student learns (p. 78).

LESSON PLANS
RESILIENCE LESSON PLAN 1
LESSON: 1 of 10
DURATION: 10-week Unit
LESSON TIMING: 50 minutes
TITLE: What is resilience and why do we need it in our lives?
ASSESSMENT: Diagnostic Assessment Task
AUSvels Curriculum Links:
B&D: Emotional and social development.
8S: Identify the health concerns of young people.
Lesson Intentions: To understand the importance of building up your resilience.
This lesson about building up on Knowledge for Blooms Taxonomy.
Objectives:
- To complete Diagnostic Assessment
- To have a basic understanding of Resilience and why it is important for young people.
INTRO
DIAGNOSTIC ASSESSMENT TASK: Entry Card

15 mins

To begin the lesson everyone will fill out an entry card to see what everyone
knows about new unit we are starting today.
There are a series of questions that are short answer and multi-choice.
Questions are:
1a. Which one of these best represents positive self-talk? (MC picture
questions A: I can do this, B: I am no good at this, C: I will be better next time)
1b. Why do you choose that particular answer?
2a. When you see someone is upset, stressed or struggling, what do you do?
(MC question with 4 options: A: Leave them alone, B: Ask if they are okay, C:
Talk to someone at school)
2b. Why do you choose that particular answer?
3. What are the qualities that most people believe you have?
e.g. you are; caring, outgoing, funny etc.
4a. What are some aspects of life you may need to bounce back from?
4b. Do you find this be difficult or easy?
UNIT DETAILS
- 8 lessons over 10 weeks
- 3 assessments
- different of tasks included
- It is looking at resilience
- Look over the list of terms for the unit on One-Note
RESILIENCE INTRODUCTION
This is in a form of a Powerpoint that includes pictures and summary of main
points.
1. Resilience is important part of our daily lives.
- Who can explain what resilience is for the class.
2. So what we need to work out is what you need to do to be able to bounce
back from things in life that get thrown your way.
3. Just think about the way your body can recover after it has been injured or

2 mins

7 mins

sick. Even if you dont know how it does it, your body knows how to fix itself.
All living things have the inbuilt ability to bounce back in this way.
After a bushfire, nothing much is left except ash, charcoal and the black
stumps of trees. If you saw this burnt out landscape, youd be sure that
nothing could possibly grow here again, yet only a few years later, the bush
almost looks normal again. You can only tell from the blackened trunks of the
trees that a bushfire had ever happened there at all.
- show a video of bushfire regeneration as a visual to go along with it from the
Powerpoint.
3. Now I want to write your own definition of resilience into your One-Note.
BODY

1. This is what it looks like

- Show the BTN video
http://www.abc.net.au/btn/story/s4067152.htm
- So what did this video show us?
: Recap on some of things that you saw on the board.
Everyone get this down on One-Note.

5 mins

5 mins

2. DISCUSSION:
a) How is it relevant to all of you?
- who plays a sport here
- who reads books or watches TV shows or movies
- we make decisions every day and sometimes we have cope with the
decisions we have made.
breaking up with somebody
telling someone the truth
b) In the past week has there been situations where you felt you had find
ways to cope with it?
What kind of steps did you take to cope and deal with it?
If you found you hadnt had anything big you have had to deal with or that you
dont want to share, consider a situation from a show, a book or a previous
experience you encountered and what coping strategies occurred??
- Write down some of your answers in a mind map on Paint.
3 mins

CONCLUSIO
N

3. CLOSE YOUR EYES: Stay as quiet as possible

Rarely, Sometimes, Mostly, Always

7 mins

I can name my emotions

I can identify triggers for my emotions
I can use coping strategies to manage emotions
I can use positive self-talk
I can show empathy for others
I can ask for help for myself and others
I can use a problem-solving model to think through options
I can stay on task
I can work cooperatively in a group
I can negotiate with group members
I can listen attentively
Have students complete a KWL on todays lesson

5 mins

Catering for Inclusion/Differentiation

- With the Entry Card diagnostic assessment explain to the diverse learners to just do what
they can and that you can make modifications.
- Delilah and Ally may want to find pictures to represent the question rather than write.
Delilahs aide, Pam will have meeting with the teacher in the morning so that she knows
exactly what this lesson is trying to achieve.
- Ghedi will have problems with reading and writing the tasks set in this class, however he
has an African to English that he is very good at utilising, you may just want to check up on
him. It would be beneficial to encourage him to be a part of the discussions to practice his
speaking. Ghedi may also be able to help Dexter with his work and so that Ghedi work on
AUSLAN which he has been learning.
- Patrick may take a bit longer to type things down, so its important to regularly check how
he is travelling in this lesson. He could also just find pictures he is getting fatigued.
- Dexter will need written and pictures instructions to guide him with his lip-reading and
understanding what is happening in each of the tasks in todays lesson.
The BTN video has a transcript, so Dexter and Ghedi will be able read along.
- Make sure Patrick isnt getting fatigue and overly stressed.
- The time allocated for the diagnostic task is long enough that should enable Alex to get too
fidgety, he doesnt cope with tasks that go over 15 minutes.
- Also clarify that Alex, Dexter, Ally and Delilah understands what we are currently doing and
repeat instructions if needed.
Close your eyes activity:
For the close your eyes activity Alex will get quite excited and hyperactive about, so the
teacher may want him to ask questions whilst looking away from the group so that he can
answer them too, however, it would also be good if he can read them first so he knows what
his own answer may possibly be beforehand.
- Make sure Ally does not get distressed.
- Ghedi could need some help with understanding the task, make he gets plenty of
scaffolding. Ally and Delilah could also need some extra scaffolding.
- Ensure for the activity that Dexter will have a teacher to assist him.

RESILIENCE LESSON PLAN 4

LESSON: 4 of 10
DURATION: 10-week Unit
LESSON TIMING: 50 minutes
TITLE: Flexible Thinking and Problem Solving
ASSESSMENT: Informal (ongoing)
AUSvels Curriculum Links:
B&D: Problem solving strategies.
LF: Work out ways to deal with change, especially the social and emotional aspects.
8S: The strategies that are designed to improve their health and describe the health resources and consider how
they could be used to improve health.
Lesson Intentions: For students to understand that there is often more than one way to look at things in order to
solve them.
This lesson about working on Application and Analysis for Blooms Taxonomy.
Objectives:
- Solving problems using coping strategies
- Think of other ways to solve a problem
- Having back-up plans in case
- Making sure talk to someone about it
INTRO
What we are doing today -:
- coping strategies mind map
- flexible thinking and problem-solving
- peer pressure
BODY
1. COPING STRATEGIES MIND MAP
Students will mind map with me in the middle and starting joining other circles for:
- stress
- problems to be solved
- decisions to be made
- escape
- sadness
Any others we should include?
This is to encourage everyone to have more flexible thinking.

1 mins

10 mins

We are going to move onto Peer Pressure.

2. RESPONDING TO PEER PRESSURE
Answer the following questions by utilising the
http://www.thecoolspot.gov/pressures.aspx website to find information.
- What forms does peer pressure take?
- Why do people give in to peer pressure?
- What feelings can result from being pressured?
(Retrieved from CoolSpot, n.d)
- Have you experienced peer pressure before?
Have some students share their answers through asking students. Be also sure to

15 mins
(22 mins
in total)

check if anyone said anything different (to check they understood the task).

CONCLUSIO
N

Play the video from:

http://raisingchildren.net.au/articles/peer_pressure_teenagers.html
Discuss the teens included in the video, how do respond to peer pressure?

7 mins

3. T-CHARTS AND MIND MAPS

Add additional aspects to your T-chart and Mind map now you have learnt about peer
pressure.

7 mins

4. SWOT Analysis Homework Task

This a part of trying to work on Application and Analysis.
- This homework task will be on the last 4 lessons of the Resilience Unit.
- Students will have come with the Strengths, Weakness, Opportunities and Threats
about we have learnt so far.
- It will due at the start of the next lesson.
- This can be done by hand or on their laptops.
- A copy of the template is on One-Note.
- Any questions?

3 mins

Catering for Inclusion/Differentiation

ALL STUDENTS:
In order for everyone in the room to have an equitable opportunity is this lesson try to make
sure you have a couple of minutes with every student and ensure you choose different
students for discussions and contribute their answers.
Ensure the instructions are clearly on a PowerPoint slide over the whiteboard so that they
can be clearly seen by everyone or there is the other possibility of having them on OneNote
ready to go as well.
It is also good to download the video to minimise potential loading time.
- Ally and Delilah require simpler repeated instructions, this is a must.
- Ghedi could have some trouble with reading and writing, just ensure he knows to ask
questions or have someone else explain it to him.
- Patrick will probably not get too fatigued or stressed-out from these activities and there has
a been reasonable time allocations and the activities vary from writing, drawing and
researching through a website.
- Alex may need a couple of remainders to remain on tasks, but questioning will assist him if
hes getting stuck.
- The instructions will assist Dexter and he will go well with the reading the website and can
help Ghedi out. Unfortunately, the video is excellent but it doesnt seem to have subtitles.
The teacher could write a transcript for Dexter and Ghedi themselves, otherwise the class
should be grouped to try to focus on each teen and summarise what was said.

RESILIENCE LESSON PLAN 8

LESSON: 8 of 10
DURATION: 10-week Unit
LESSON TIMING: 50 minutes
TITLE: Influences of others: FLIPPED
ASSESSMENT: Informal (ongoing)
AUSvels Curriculum Links:
B&D: Peer and social influence
B&D: Problem solving strategies.
LF: Identify the influences of individuals and groups.
LF: Work out ways to deal with change, especially the social and emotional aspects.
8S: Describe the emotional and social changes that occur.
Lesson Intentions: Understand how the influence of others can impact yours and others health, decision making
and overall resilience.
This lesson about working on Analysis for Blooms Taxonomy.
Objectives:
- To relate it to Flipped through an analysis
- To understand how life can get complicated
- That experiences can make us stronger and more resilient.
This lesson will involve a Flipped Classroom (viewing the night before) Watch movie Flipped prior to class.
One-Note analysis of Flipped including; what themes were involved through a brainstorm. Working out which the
most important parts of the movie.
Repeat the close your eyes activity to see if any of the students responses are made any changes.
INTRO

BODY

Everyone already knows that we are doing a flipped classroom today.

So before this lesson you were to watch a movie called Flipped.
Did everyone enjoy it?
**(Have classroom set up as square tables)

2 mins

1. In regards to Flipped, we are looking at how you can be influenced by others

You are going to completing a poster task, where you think-pair-share ideas with your
table.
The POSTER will include:
How were Juli and Bryce influenced by others?
What kind of qualities did Juli and Bryce have?
What problems arouse and what did they cause?
How were these problems solved?
If you were put in a similar situation, what would you have done?
- Include a film synopsis with your rating of the film.
Teacher to monitor students behaviour and ask them about their work.

30
mins

2. CLOSE YOUR EYES:

Rarely, Sometimes, Mostly, Always

10
mins

I can name my emotions

I can identify triggers for my emotions
I can use coping strategies to manage emotions
I can use positive self-talk
I can show empathy for others
I can ask for help for myself and others

I can use a problem-solving model to think through options

I can stay on task
I can work cooperatively in a group
I can negotiate with group members
I can listen attentively
- Does anyone think they can tell me the purpose of this activity?
- Do you think your responses have changed this small amount of time:
Write a short journal entry to your future self.

CONCLUSIO
N

3. Revisit PEER PRESSURE:

Have the students take the quizzes and read about resisting peer pressure:
Know your Nos
and Pick your Nos.
On http://www.thecoolspot.gov/right4.aspx
Be sure to make a couple notes about the answers that may work and others that
wont.
Remainder that the next two lesson you will completing your Resilience Reflection.
Feel free to email me or stay back to ask me any questions you may have.

Catering for Inclusion/Differentiation

MODIFY: (go through with the 6 diverse learners before class morning, recess or lunch).

ALL STUDENTS:
The poster task allows the whole class to work at the own pace and by themselves. Students
are encouraged to think and share their ideas with their peers. The teacher will also have
plenty of opportunities to move around the room to assist and manage students.
Poster Activity:
- Alex may become a bit restless with this activity because of the duration, but allow the
whole class a break in between to break it up a bit.
- Delilah will need other instructions and monitoring for if shes becoming confused or needs
assistance.
- Ally may refuse to complete this task but try give to her favourite coloured poster, get her
sitting with a friend and make sure she has plenty of explanations to help get started. She
may have not wanted to the movie either, check in with her about this.
- As long as Patrick takes breaks when he needs to, he shouldnt struggle with this activity.
- Ensure there are plenty of visual cues and clear instructions for Dexter, he would have
been able to watch Flipped with subtitles so he should a pretty understanding of the film, but
just for instructions and expectations for the task.
- Ghedi may also need simple and clear instruction and expectations. He hopefully got to
practice his reading and listening skills by the recommendation that he watched the film with
English subtitles and gain some understanding of the film. Dexter and Ghedi will be able to
help each other out.
Close your Eyes Activity:
Same consideration as last time.
The difference is that Delilah is going to run it today.
- Dexter may still assistance but may remember what happened last time just in case though

5-7
mins

1 min

ensure that Dexter will have a teacher to assist him.

Again:
- Make sure Ally is not distressed from it.
Ghedi could need some help with understanding the task, make he gets plenty of
scaffolding. Ally and Delilah could also need some extra scaffolding.

LESSONS OVERVIEW
#

TITLE
What is
resilience and
why do we
need it in our
lives?
Knowledge
Emotional
Responses

Comprehensio
n
Learning to
Cope

Comprehensio
n and
Application

Flexible
Thinking and
Problem
Solving
4
Application
and
Analysis

5&6

Resilience
Advertisement
(Formative
Assessment)
Analysis
Wants, Needs
and Interests

Analysis

Influences of

AUSvels LINKS TO YR 7/8 HPE

(Appendix A)
Focus areas:
B&D: Emotional and social development.
8S: Identify the health concerns of young
people.

LEARNING INTENTIONS (I)

AND OBJECTIVES (O)
I: To understand the importance of
building up your resilience.
O: - To complete Diagnostic Assessment
To have a basic understanding of
Resilience and why it is important for
young people.

Focus areas: B&D: What changes

particularly socially and emotionally they
may experience.
8S: Describe the emotional and social
changes that occur.

I: For students to become attuned to and

gain awareness of emotions they
regularly feel.
O: - Common emotions
What emotions are negative and
positive
I: For students to begin to understand
how and what they can do to feel better in
stressful situations and to deal with
change.
O: - Thinking about coping strategies
When do you use them
What if you cant use them?

B&D: Problem solving strategies.

LF: Work out ways to deal with change,
especially the social and emotional
aspects.
8S: The strategies that are designed to
improve their health.
8S: Describe the emotional and social
changes that occur.
Focus areas:
B&D: Problem solving strategies.
LF: Work out ways to deal with change,
especially the social and emotional
aspects.
8S: The strategies that are designed to
improve their health and describe the
health resources and consider how they
could be used to improve health.
Focus areas:
B&D: Problem solving strategies.
LF: Work out ways to deal with change,
especially the social and emotional
aspects.
8S: Describe the emotional and social
changes that occur.
Focus areas:
B&D: Am I normal.
B&D: Problem solving strategies.
8S: Describe the emotional and social
changes that occur.

Focus areas:

I: For students to understand that there is

often more than one way to look at things
in order to solve them.
O: - Solving problems using coping
strategies.
Think of other ways to solve a problem.
Having back-up plans in case
- Making sure talk to someone about it
I: Students will utilise their understandings
to create a creative presentation to
advertise the benefits of being resilient.
O: - Where they go for help
- What form will your advertisement take
Planning out your advertisement
I: To be able to understand that we all
have many wants, needs and interests
and they have a number of impacts and
influences.
O: - You can always get what you want
- Putting yourself in others shoes
- This relates to the next topic for term 4
- The emotional and social changes that
occur.
I: understand how the influence of others

others:
FLIPPED
Analysis

Resilience
Reflection
(Summative
Assessment)
9 & 10
Evaluation

B&D: Peer and social influence

B&D: Problem solving strategies.
LF: Identify the influences of individuals
and groups.
LF: Work out ways to deal with change,
especially the social and emotional
aspects.
8S: Describe the emotional and social
changes that occur.
Focus areas:
B&D: Problem solving strategies
LF: Work out ways to deal with change,
especially the social and emotional
aspects. 8S: Describe the emotional and
social changes that occur.
8S: The strategies that are designed to
improve their health and describe the
health resources and consider how they
could be used to improve health.

can impact yours and others health,

decision making and overall resilience.
O: - to relate it to Flipped through an
analysis
to understand how life can get
complicated
that experiences can make us stronger
and more resilient.
I: To put all information and knowledge
learnt throughout this unit altogether.
O: - What you will be taking away from
this unit - Evaluate information about your
initial understandings
- What you know now

**NB: AUSvels Curriculum: Breadth and Depth = B&D, Learning Focus = LF and Year 8
Standards = 8S.

REFERENCES/RESOURCES
Aussie Deaf Kids. (2016). Describing the Severity of Hearing Loss. Retrieved from
http://www.aussiedeafkids.org.au/describing-the-severity-of-a-hearing-loss.html#profound
Cannings, R., Hawthrone, K., Hood K., & Houston, H. (2005). Putting double marking to the test: a
framework to assess if it is worth the trouble. Medical Education, 39(3), 299-308. Retrieved
from
http://onlinelibrary.wiley.com.ez.library.latrobe.edu.au/doi/10.1111/j.13652929.2005.02093.x/epdf
CoolSpot. (n.d). The Peer Pressure Bag of Tricks. Retrieved from
http://www.thecoolspot.gov/documents/2peerpressurebagoftricks%20final%20edits%2010-3107mg.pdf
Community Indicators Victoria. (n.d). Colac-Otway Wellbeing Report. Retrieved from
http://www.communityindicators.net.au/wellbeing_reports/colac_otway
Department of Health. (n.d). Colac-Otway (S). Retrieved from
https://www2.health.vic.gov.au/Api/downloadmedia/%7B01A62ACC-EE24-472F-A2388D7D6C695842%7D
DET Vic. (2014). Secondary Years 7-10 (EAL Continuum). Retrieved from
http://www.education.vic.gov.au/school/teachers/teachingresources/diversity/eal/continuum/pa
ges/secondary.aspx
Limbs4kids. (n.d). Returning to school after a limb amputation. Retrieved from
http://limbs4kids.org.au/education-employment/returning-to-school-after-a-limb-amputation/
McDevitt, T. M., & Ormrod, J. E. (2010). Child development and education [4th ed.]. Upper Saddle
River, NJ: Pearson.
MySchool. (n.d). School Profile, School Attendance and NAPLAN results. Retrieved from
https://www.myschool.edu.au/SchoolProfile/Index/102732/ColacSecondaryCollege/45593/201
5
https://www.myschool.edu.au/StudentAttendance/Index/102732/ColacSecondaryCollege/455
93/2015
*NB: These links will both go to https://www.myschool.edu.au/ when you use it.
Royal Childrens Hospital (RCH). (n.d). ADHD - Stimulant medication. Retrieved from
http://www.rch.org.au/kidsinfo/fact_sheets/ADHD_Stimulant_medication/
ReachOut. (n.d). What is Resilience? Retrieved from
http://au.professionals.reachout.com/what-is-resilience
Tomlinson, C.A., & Moon, T.R. (2013). Assessment and Student Success in a Differentiated
Classroom. Alexandria, VA: ASCD. [Retrieved from
http://ebookcentral.proquest.com.ez.library.latrobe.edu.au/]
VCAA. (n.d). Health and Physical Education Safety and Sensitive Issues. Retrieved from
http://ausvels.vcaa.vic.edu.au/Health-and-Physical-Education/Overview/Safety-and-sensitiveissues
Woolfolk, A., & Margetts, K. (2013). Educational Psychology [3rd ed.]. Frenchs Forest, NSW: Pearson
Australia.

Appendix: AUSvels Curriculum

STAGES OF LEARNING
- Years 5 to 8 Building breadth and depth
During this stage of learning, students begin to develop more complex thinking skills and can apply
more abstract thinking strategies to their learning.
Students in these years of schooling are experiencing rapid personal change, including physical
growth, emotional and social development, and sexual development associated with puberty. The
different rates at which individuals develop is also a major issue.
Students at this stage are experiencing significant physical, social and emotional changes associated
with puberty. The changes associated with puberty usually occur between the ages of 10 and 14
years. For a few, puberty may begin as early as 8 or 9 years of age, and for others it may be much
later. The Health knowledge and promotion dimension takes into consideration the intense
developmental changes that students may experience at this stage. As students increasingly
differentiate themselves from their peers, they reflect on the commonly asked question, Am I
normal?.
Students increasing recognition of belonging to a peer group parallels their developing sense of self.
They explore how they define their own identity and that of others, including looking at beliefs and
generalisations associated with characteristics such as gender, race and religion. They discuss the
validity of such classifications. At this stage, they use problem-solving strategies relevant to the health
interests and needs of young people, such as issues associated with sexual health and drug use.
They discuss and evaluate strategies to minimise harm and protect their own and others health.
They increasingly identify with groups and communities outside the family, which provides a context
for studying the range of peers and social influences on their health-related behaviours, learning
about establishing and maintaining relationships and considering views of what is right/wrong,
good/bad, acceptable/unacceptable. They begin to see themselves as members of larger
communities and to consider factors that affect their own and others ability to access and use health
information, products and services within their local area.

VCAA. (n.d). Health and Physical Stages of Learning. Retrieved from

http://ausvels.vcaa.vic.edu.au/Health-and-Physical-Education/Overview/Stages-of-learning

YEAR 8
LEARNING FOCUS:
Students continue their study of the changes associated with adolescence by identifying what
changes have already occurred and what changes (physical, social and emotional) they can expect to
experience. They describe the influence of the family on shaping personal identity and values. They
explain how community attitudes and laws influence the sense of right and wrong.
In developing strategies to minimise harm and to protect their own and others health, students
consider health resources, products and services, and the influences of the law, public health
programs, their conscience, community attitudes, and religious beliefs. They begin to clarify a
cohesive set of personal values and how they could be used to improve their health.
Students describe the health interests and needs of young people as a group, including those related
to sexual health (for example, safe sex, contraception, abstinence and prevention and cure of sexually
transmitted infections) and drug issues (for example, tobacco, alcohol, cannabis use). They explore
actions at personal, family and societal levels that help to meet these needs, and identify the
influences of individuals and groups. They explore ways of dealing with change, especially the social
and emotional aspects of transition from primary to secondary school. They learn how to access

reliable information about health issues affecting them and to identify barriers and enablers to
accessing health services.

STANDARDS
HEALTH KNOWLEDGE AND PROMOTION:
At Level 8, students describe the physical, emotional and social changes that occur as a result of the
adolescent stage of the lifespan and the factors that influence their own development. They describe
the effect of family and community expectations on the development of personal identity and values.
They identify outcomes of risk-taking behaviours and evaluate harm-minimisation strategies. They
identify the health concerns of young people and the strategies that are designed to improve their
health. They describe the health resources, products and services available for young people and
consider how they could be used to improve health. They analyse a range of influences on personal
and family food selection, and identify major nutritional needs for growth and activity.
VCAA. (n.d). Health and Physical Curriculum Level 8. Retrieved from
http://ausvels.vcaa.vic.edu.au/Health-and-Physical-Education/Curriculum#level=8

7.5 PROGRESSION POINTS

- reflection on current and possible future experiences of adolescence
- evaluation of the effectiveness of harm-minimisation strategies
- exploration and evaluation of strategies that target the health concerns of young people
VCAA. (2012). Standards and progression point examples Health and Physical Education.
Retrieved from
http://www.vcaa.vic.edu.au/documents/auscurric/progressionpoints/hpeprogressionpoints.pdf