Assessment 2 Final Finish

Assessment 2: Portfolio
Artefacts and Critical

Reflection
1
Table of Contents
Lesson Plan 1.……………………………………………………………..3
Lesson Plan 2……………………………………………………………...13
Lesson Plan 3.……………………………………………………………..20
Academic Justification …………………………………………………... 26
Appendix 1: Scope and Sequence………………………………………... 30
Appendix 2: Unit Outline………………………………………………… 34
Appendix 3: Concept Map…………………………………………………44
Appendix 4: Assessment schedule……………………………………....... 45
2
Lesson Plan 1
Topic area: Health Priorities Stage of Learner: 6 Syllabus Pages: 40
Date: Location Booked: Lesson Number: 1 / 3
Time: 60 minutes Total Number of students Printing/preparation

25
Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Informal  high levels of  research and analyse
assessment: preventable chronic CVD, cancer and
Feedback and disease, injury and ONE other condition
H1 describes the nature consistent mental health listed by
and justifies the choice questioning problems investigating:
of Australia’s health throughout the - cardiovascular disease  the nature of the
priorities (CVD) problem
lesson. - cancer (skin, breast,  extent of the
H2 analyses and explains lung) problem (trends)
the health status of - diabetes  risk factors and
- respiratory disease protective factors
Australians in terms of
current trends and
- injury  the sociocultural,
- mental health socioeconomic and
groups most at risk problems and illnesses environmental
determinants
H3 analyses the  groups at risk
determinants of health
and health inequities
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
ICT – The use of ‘Canva’ allows students to design creative Students will gain an understanding of the
informative posters that enhance learning preventative chronic diseases, injury and mental
Health problems by investigating the nature and
Critical and creative thinking – Students use their skills of extent of the problem, risk and protective factors, the
research and apply their knowledge to create educating
sociocultural, socioeconomic and environmental
posters
determinants and lastly the groups most at risk.
Intercultural understanding – Students will understand
the major health priority groups within Australia and look at
the different sociocultural and socioeconomic determinants
that may cause these priority issues
Aboriginal and Torres Strait Islander – Students will

compare how determinants affect the health Aboriginal and
Torres Strait Islander Australians.
3
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration
How the quality teaching elements you have identified are achieved within the lesson.
Teaching Indicators of presence in the lesson

element
High-Order Within the lesson, students will need to research data and synthesis information by creating
thinking a resourceful online poster. Students will then need to present the information they have
gathered to the class, encouraging a deeper knowledge.
The lesson is scaffolded so that students are introduced to a new online web tool increasing
Engagement the interest of students. Students are able to design a creative poster to display
information. The lesson encourages group and collaborative tasks.
The lesson encourages collaborative learning based on mixed ability groups gathered from
Social support pre-tests. This also encourages peer mentoring throughout the group activities.
4
Time Teaching and learning actions Organisation Centred
T/S
5 Learning intentions Teacher:
Explain the learning intentions for the next 3 lessons. Use PowerPoint to run through
Lesson 1 students will be: the lesson intentions of the
next three lessons.
 Exploring preventable chronic disease and mental health problems
 Collaboratively research and analyse one preventable chronic disease or
Student:
mental health illness by identifying the following:
 Nature and extent of the issue Look at what dot points of the
 Risk and protective factors syllabus they are learning.
 Sociocultural, socioeconomic and environmental determinants
 Groups most at risk Resources:
Lesson 2
PowerPoint
Stage 6 Syllabus
 Students will asses the impact of a growing and ageing population by
researching the following:
 healthy ageing
 increased population living with chronic disease and disability
 demand for health services and workforce shortages
 availability of carers and volunteers
Students will display their knowledge in the form of an IMovie or Google
slides presentation.
Lesson 3
Groups will be required to select one presentation they have created in the
last two lessons and present to a significant population within the
community. Students will be attending a local aged care facility where they
will present their media presentations to educate the elderly.
5 From the data collected on Google forms, students participated in a pre-test Teacher:
for homework, which analysed how much knowledge they knew on
preventative chronic diseases, illness and mental health issues. It was found Mind Map on white board
that students knew the most on Cardiovascular disease but had limited student’s knowledge on
knowledge on the other health issues. Focus the lesson on explicitly teaching preventative chronic health
the other health issues. issues, illness and mental
health problems.
Mind Map
Student:
Use this opportunity to mind map with the class the preventative chronic
health issues, illness and mental health problems. Identify the students pre- Write down key concepts of
knowledge on each of the issues. preventative chronic health
issues, illness and mental
Use the data collected from Google forms and students answers from the health problems.
class discussion to identify which students may have an advanced
understanding. Use this knowledge to place students in mixed ability groups Resources:
for the following activities of the lesson.
White board
Outcomes 2 Textbook
Students are to create an online poster on a graphic based web tool ‘Canva’. Teacher:
The poster will detail information about preventable chronic disease, injury Run through the example
and mental health problems. Use the scaffold already created for poster on CVD. Give students
Cardiovascular disease to explain what needs to be included in each poster. access to the link so they can
review the poster.
5
CVD Student:
risk
Environmental- People living in rural and remote areas are more a
unempolyed are more at risk
10 Socioeconmic- People with low socioeconomic status or are

ATSI
Access the CVD poster via the
ur e Sociocultural - People with a family history of CVD are more at risk
N at link given by the teacher. Take
Car di ov ascul ar di sease (CV D) i s
a col l ect i v e t er m f or di seases of
t h e h ear t an d bl ood v essel s. Th e
en v i r on m en t al det er m i n an t s
Th e soci ocul t ur al , soci oecon om i c an d
notes
t er m com m on l y i n cl udes
di seases such as cor on ar y h ear t
di sease, h ear t f ai l ur e, A dd subh eadi n g
car di om y opat h y , con gen i t al
Resources:
h ear t di sease, per i ph er al
v ascul ar di sease an d st r ok e.
Exercise
M an y of t h ese con di t i on s can be
l i f e- t h r eat en i n g Tex t Her e Healthy diet
Maintaing healthy weight
Protective Factors
Ex t en t of t h e Issue
CV D i s t h e l eadi n g cause of deat h i n
A sut r al i a
Obesity
Smoking
Ecessive alcohol consumption
Canvar Poster
Sm
- In 2014- 15, appr ox i m at el y 4.2 m i l l i on Place Text
Poor Diet Here
A ust r al i an adul t s (18.3%) r epor t ed h av i n g Insufficient Physical Activity
a di sease of t h e ci r cul at or y sy st em
- i n cl udi n g ar oun d 1.2 m i l l i on peopl e wi t h
Risk Factors
car di ov ascul ar con di t i on s such as st r ok e
an d h ear t di sease
Ri sk an d Pr ot ect i v e Fact or s
Laptops/Ipads
The poster elements must include:
- The nature of the health problem

- The extent of the health problem
- Risk and protective factors
- The sociocultural, socioeconomic and environmental determinants
- The groups most at risk
Explore the CVD poster as a class. Ask students to visit the link to open up the
scaffolded poster on their computer resources.
https://www.canva.com/design/DACRI3iwmpY/mAFE3tjd0RUJ5xRH42_n8A/view?utm_content=DA
CRI3iwmpY&utm_campaign=designshare&utm_medium=link&utm_source=sharebutton
Define key terms so students understand each of the concepts such as the
nature of the issue examines a description of the health issue. The extent
explores key trends of the health issue.
Spend another 5 minutes helping students to create an account on Canvar.

Explore the website as a class and demonstrate how to use the website to
create posters.
Research task Teacher:

Assist students learning in the
Place students into small groups of 3, and allow students to select a health research task. Place students
issue from the following skin cancer, diabetes, respiratory disease, injury and in mixed ability groups.
30 mental health problems. As the pre-test discovered students already had a
deeper understanding of cardiovascular disease, they do not need to research Student:
this topic. Be sure to check if groups are not all selecting the same health Research their chosen health
issue. issue. Design education
posters.
Students are to use their computer resources and the outcomes 2 textbooks
to research their health issue. Use the following websites to support student
research. Resources:
http://www.aihw.gov.au/ Canvar.com
Outcomes 2 Text book
Laptops/Ipads
http://www.abs.gov.au/
6
www.australianhealth.gov.au
Website sources for research
www.healthdirect.gov.au
www.cancercouncil.com.au http://www.aihw.gov.au/
www.cancercouncil.com.au
Students need to use the information they have gathered and apply their
knowledge to create an online poster on Canva about their health issue.
Reinstate that the poster elements need to include:
- The nature of the health problem

- The extent of the health problem
- Risk and protective factors
- The sociocultural, socioeconomic and environmental determinants
- The groups most at risk
Define key terms again so students understand the meaning of these

elements.
Students are then to present their posters in their groups. Ask students to Teacher: Give feedback after
send the link for their poster so the teacher can have access. Use the link to each group presents. Engage in
bring each poster on the main power board so each student can see the class discussion
posters.
Student: Present what they
have learnt in each of their
groups.
Resources:
15 Canvar.com
Laptiops/Ipads
7
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?
Upon reflection, the lesson was well sequenced. Students were well directed through
out the lesson. Students worked well within their cooperative and collaborate learning
groups sharing ideas. It was found students were very quiet when using the Canvar
website suggesting it was very engaging. Students were able to expand on their
creativity whilst designing educational posters. In future, walk around the classroom
to ensure students are spending time researching rather then just designing creative
posters. It may work better next time spending less time lecturing the example poster,
instead let students analyse the poster themselves.
How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording

H1 Informal assessment: questioning of students and evaluate answers in
presentations. Engage in class discussion.
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with
the standard.
Graduate Evidence within this lesson

Standards
2.2 Content The lesson is sequenced so that students use the scaffold created by
selection and the teacher and apply their knowledge to create their own poster. The
organisation lesson is designed so students can implement the information they
have gathered from research and distribute it in an engaging way.
2.6 Information The lesson encourages the use of an online web tool ‘Canvar’ to create
and a resourceful poster to educate students on the preventable chronic
Communication diseases. Students also use their multimedia devices to research the
Technology topic are of preventative chronic diseases, illness and mental health
(ICT) issues.
3.4 Select and The teacher gives students accredited government websites to help
use resources them with their research. The online web tool is a resource that makes
the lesson more engaging and encourages participation.
8
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated
in this lesson? Using your syllabus and support documents as well as other WHS
policy- Outline the key WHS considerations that are to be applied in this lesson?
There are minimal risks in this lesson as the lesson is indoors. However, students that
are using laptops and Ipads may cause a tripping hazard whilst charging. Eliminate
tripping hazard by placing groups near power points located around the room.
References (In APA)

You must list all references that you have used for the content and resources of this
lesson in this space.
https://www.canva.com/design/DACRI3iwmpY/mAFE3tjd0RUJ5xRH42_n8A/view?utm_content=DA
Australian Institute of Health and Welfare. (2017). Aihw.gov.au. Retrieved 20 April 2017, from
http://www.aihw.gov.au/
Australian Bureau of Statistics, Australian Government. (2017). Abs.gov.au. Retrieved 20 April 2017, from
Cancer Prevention, Facts & Support - Cancer Council NSW. (2017). Cancer Council NSW. Retrieved 20 April
2017, from http://www.cancercouncil.com.au
9
Resources Attached:
You must list all the resources that you have created or found in this space.
CVD
u re
N at
Car di ov ascul ar di sease (CV D) i s
a col l ect i v e t er m f or di seases of
t h e h ear t an d bl ood v essel s. Th e
t er m com m on l y i n cl udes
di seases such as cor on ar y h ear t
di sease, h ear t f ai l ur e,
car di om y opat h y , con gen i t al
h ear t di sease, per i ph er al
v ascul ar di sease an d st r ok e.
M an y of t h ese con di t i on s can be
l i f e- t h r eat en i n g Tex t Her e
Ex t en t of t h e Issue
CV D i s t h e l eadi n g cause of deat h i n
A sut r al i a
- In 2014- 15, appr ox i m at el y 4.2 m i l l i on
A ust r al i an adul t s (18.3%) r epor t ed h av i n g
a di sease of t h e ci r cul at or y sy st em
- i n cl udi n g ar oun d 1.2 m i l l i on peopl e wi t h
car di ov ascul ar con di t i on s such as st r ok e
an d h ear t di sease
10
Ri sk an d Pr ot ect i v e Fact or s
Risk Factors
Insufficient Physical Activity
Place Text
Poor Diet Here
Sm
Ecessive alcohol consumption
Smoking
Obesity
Protective Factors
Maintaing healthy weight
Healthy diet
Exercise
A dd subh eadi n g
Th e soci ocul t ur al , soci oecon om i c an d
en v i r on m en t al det er m i n an t s
Sociocultural - People with a family history of CVD are more at risk

ATSI
Socioeconmic- People with low socioeconomic status or are
unempolyed are more at risk
Environmental- People living in rural and remote areas are more a
risk
11
Gr oups M ost at Ri sk
Cigerette Smokers
People with a family history of
CVD
People with high blood pressure
People with high fat diets
people aged of 65 years
Males
Socioeconomically
disadvantaged groups
12
Lesson Plan 2
Date: Location Booked: Lesson Number: 2 /3

25

Syllabus outcomes  a growing and  assess the impact of a
Informal ageing population growing and ageing
assessment:  healthy ageing population on:
H1 describes the nature  the health system
Feedback and  increased
and justifies the choice consistent population living and services
of Australia’s health questioning with chronic  health service
priorities throughout the disease and workforce
lesson. disability  carers of the
H3 analyses the  demand for elderly
determinants of health health services  volunteer
and health inequities and workforce organisations.
shortages
H5 explains the different  availability of
roles and carers and
responsibilities of volunteers.
individuals,
communities and
governments in
addressing Australia’s
health priorities
ICT – Students use ICT resources such as laptops to Students will gain a deeper understanding of the
research key concepts about the ageing population. They impact of the ageing population in Australia.
will then use these ideas to create an IMovie or Google Students will investigate the increased population
Slides Presentation. living with chronic disease and how this may add a
greater demand for healthcare services and carers for
Critical and Creative thinking – Students will broaden
there understanding of the ageing population. Students will the elderly.
have the opportunity to gain evidence and develop an
argument for how well the ageing population are being
cared for in Australia.
Ethical Understanding - Students will gain an

understanding of ethical issues surrounding the ageing
population such as costs involved, demand for health
services, workforce shortages and the availability of carers
and volunteers.
13
and among students.
How the quality teaching elements you have identified are achieved within the lesson.

element
Problematic Students will need to analyse different perspectives of the issues surrounding the aging
knowledge population and consider comparable judgements to the solution of the problem.
Student The ASSESS worksheet creates a scaffold for children to best display information FOR or
Direction AGAINST an argument. Creates the opportunity for students to use the information they
have gathered and create an engaging multimedia presentation.
Deep Throughout the lesson, the group collaborative tasks encourage students to develop high-
Understanding order thinking skills when comparing key concepts related to the ageing population.
Students are also encouraged to formulate different solutions to the topic.
14
T/S
5 Learning Intentions Teacher:
 Students will be ASSESSING the impact of the Run through the learning intentions of
growing and ageing population on the following: the lesson.
 the health system and services
 health service workforce Student:
 carers of the elderly
 volunteer organisations Look at what section of the syllabus
they are learning.
 Students will learn how to assess and make
comparable judgments by looking at the assess Resources:
scaffold given by the teacher.
Stage 6 PDHPE syllabus
 Students will be creating an IMOVIE or Google Laptops/Ipads
slides presentation that they will present to a PowerPoint
local nursing home.
10 Assess Scaffold Worksheet Teacher:

Hand out the assess scaffold to each
Hand out the assess scaffold work sheet. Explore the key student. Run the key terms of the
terms within the scaffold and ask students to take notes. scaffold.
Explain the meaning of assess. Assess – Make a judgement Student:

of value, quality, outcomes, results or size.
Read the assess worksheet.
Students will need to make judgements for both for and
against by elaborating on advantages and disadvantages for Resources:
the point of view. Continue to link the worksheet to the
task where students will assess the impact of the growing Assess worksheet
and aging population. Laptops/Ipads
Explain that a final judgement will be needed. This will be

based on either FOR or AGAINST the argument.
Assess worksheet will be found in the lesson plan resources.

20 Research Task Teacher:
Place students in small groups are to
Students in small groups will research the following from research the impact of the ageing
either textbooks or accredited websites handed by the population. They place key ideas onto
teacher. the assess worksheet.
 the health system and services Student:

 health service workforce In small groups research issues of the
 carers of the elderly ageing population. Fill out the assess
 volunteer organisations worksheet.
Direct that students need to assess the impact of these Resources:

topics by relating it to the following: Give students this
scaffold on a PowerPoint. Outcomes 2 textbook
 Increased population living with chronic disease Laptops/Ipads
and disability Assess worksheet
PowerPoint Presentation
Is there sufficient health system and services for the elderly
living with chronic diseases and disabilities? Website sources to give students
 Demand for health services and workforce http://www.aihw.gov.au/

shortages http://www.abs.gov.au/
Is there a workforce shortage in age care? What is the cost to www.healthdirect.gov.au
the government? The demand for skills and services.
15
 Availability of carers and volunteers.
How accessible is care/volunteers for the elderly? What are

the costs involved? What is available to the elderly?
Explain that students will need to collaborate their ideas

and arguments and place it into each of the appropriate
sections of the ASSESS worksheet.
Students will need to come up with a final judgment about

the impact of the ageing population.
The main focus will be:
Is the ageing population being sufficiently cared for

by the Australian government?
25 IMovie or Google Slides Presentation Teacher: Direct that students need to

create a presentation displaying the
Students will then need to implement the ideas that they information they have learnt.
have drawn from the ASSESS worksheet and either create Students are to use IMovie or Google
an IMOVIE or Google slides Presentation that they will slides.
present to the elderly in a local nursing home.
Student:
In small groups create presentations

using IMovie or Google slides
assessing the impact of the ageing
population.
Resources:
IMovie/Google Slides
Laptops/Ipads
Homework
Students will need to finish their presentations before the

next class, which they will be heading to a local nursing
home to present their ideas to a relevant audience.
Next Lesson Preparation Teacher:
Before students leave, they will need to write down what Hand out consent forms. Write down
they will be presenting at the nursing home. Students have what students will be presenting next
the option to present their posters from the first lesson or lesson.
the IMovie and Google slides presentation they have
created in the second lesson. Student:
Take home consent forms. Choose
Hand out consent forms for students to be able to travel to what presentation they will present in
the nursing home. the nursing home visit.
Resources:
Consent forms for the aged care

facility
16
Reflection
lesson?
Upon reflection, the assess scaffold work well to demonstrate how students
appropriately assess a topic area. It helped scaffold students research, which
assisted with the design of students IMovie/Google slides presentations. It was
essential to give students website resources to support them with their learning,
however more time was needed for students to finish their IMovie/Google Slides
presentation. In saying this, students enjoyed the idea of incorporating choice in
their learning. This increased the participation and engagement of the activities
within the lesson.

the standard.

Standards
17
2.6 Information Students will present the information they have gathered using ICT
and resources such as IMovie and Google slides. Students will also need to
Communication use ICT to research the ageing population and make comparable
Technology judgments.
(ICT)
3.4 Select and The lesson includes resources given by the teacher such as the ASSESS
use resources work sheet, which helps scaffold students learning. Students are also
given specific website links to help students research information about
the ageing population. Students are required to present information
using engaging web tool resources such as IMovie and Google slides.
2.1 Content and The lesson uses teaching strategies such as structuring students
teaching learning. Examples include the ASSESS worksheet, which helps with
strategies of the encouraging students to make comparable judgements for both FOR
teaching area and AGAINST an issue. This also provides the basis for students to use
the information they have found and display it in an engaging way such
as IMOVIE and Google slides.
3.1 Establish The teacher consistently reminds students that in the third lesson, they
challenging will be presenting to a significant audience in the community. High
learning goals quality presentations will be expected.
WHS
There are minimal risks in this lesson as the lesson is indoors. However, students that
are using laptops and Ipads may cause a tripping hazard whilst charging. Eliminate
tripping hazard by placing groups near power points located around the room.
References (In APA)

Australian Institute of Health and Welfare. (2017). Aihw.gov.au. Retrieved 20 April 2017, from http://www.aihw.gov.au/
Australian Bureau of Statistics, Australian Government. (2017). Abs.gov.au. Retrieved 20 April 2017, from
Cancer Prevention, Facts & Support - Cancer Council NSW. (2017). Cancer Council NSW. Retrieved 20 April 2017, from
http://www.cancercouncil.com.au
18
Scaffold for assess
Assess – Make a judgement of value, quality, outcomes, results or size.
Issue to be assessed:
Points to note:
Statement of topic to be
assessed which reflects
your view point or
judgement.
Preview of points for

and against and
concluding judgement.
Either: Topic sentence at the

Point for (advantages): beginning of each
Elaboration and support: paragraph followed by
explanation and
examples to illustrate
Point for (advantages): point.
Elaboration and support:
Elaboration and support
needs to include
Point for (advantages): information about the
Elaboration and support: value, quality or
outcomes of the point
Or: being discussed. This
Point against (disadvantages): can also refer to
Elaboration and support: negative criticism about
the point.
Point against (disadvantages): Use linking words such

Elaboration and support: as: therefore, because,
however, for instance,
for example, as a result.
Point against (disadvantages): Information used to

Elaboration and support: make a judgement
needs to be explained
in your elaboration and
then examples given to
support it.
Conclusion and judgement: Must make a judgement

at the end either for OR
against the argument
based on the value,
quality or outcomes of
the topic.
19
Lesson Plan 3
Date: Location Booked: Lesson Number: 3/3

25

Syllabus outcomes Informal  high levels of  research and analyse
assessment: preventable chronic CVD, cancer and ONE
H1 describes the nature Feedback and disease, injury and other condition listed by
and justifies the choice consistent
mental health investigating:
of Australia’s health problems  the nature of the
questioning - cardiovascular disease problem
priorities throughout the (CVD)  extent of the problem
lesson. - cancer (skin, breast, lung) (trends)
H2 analyses and explains - diabetes  risk factors and
the health status of - respiratory disease protective factors
Australians in terms of - injury  the sociocultural,
- mental health problems socioeconomic and
current trends and and illnesses environmental
groups most at risk
determinants
 a growing and ageing  groups at risk
population
H3 analyses the  healthy ageing  assess the impact of a
determinants of health  increased growing and ageing
and health inequities population living population on:
with chronic  the health system and
H5 explains the different disease and services
roles and
disability  health service
 demand for health workforce
responsibilities of services and  carers of the elderly
individuals,
communities and
workforce
shortages
 volunteer
organisations.
governments in  availability of
addressing Australia’s carers and
volunteers.
health priorities
Ethical Understanding - Students will gain an Students will use the knowledge they have
understanding of ethical issues surrounding the ageing gathered from previous lessons on preventable
population such as costs involved, demand for health
services, workforce shortages and the availability of carers
chronic diseases and the ageing population to
and volunteers. This will be done in a real life context. deliver presentations to a significant audience
where these problems mostly occur. By
Critical and creative thinking – Students use their skills delivering content to an aged care facility,
that they have learnt from previous lessons and apply their empowers the knowledge of the broader
knowledge to deliver presentations. Students’ educating the community on issues surrounding health
20
broader community demonstrates that they have a deeper priorities in Australia, as well as allowing
understanding of the topic. students to develop a deep understanding of the
content they have learned.

and among students.
How the quality teaching elements you have identified are achieved within the
lesson.

element
Deep The lesson encourages students to use the information they have gathered from previous
understanding classes and present to significant audience. Students’ using what they have learned in
previous lesson to educate others demonstrates a deep understanding of the topic.
High There are high expectations regarding behaviour of students. It is also expected that all
Expectations students within the lesson, will present at least one topic. Goals were set in the previous
lessons, informing students that they will be presenting to a significant group such as an
aged care facility.
Students are applying school knowledge in a real life context. Students are sharing their
Connectedness work to a significant audience such as the elderly, which is the ageing population.
Inclusivity Tasks require all students to participate in the lesson by presenting the work they have
created in class to a targeted audience. Each student has a role within the lesson. The
lesson encourages students to communicate with local communities such as the ageing
population.
21
T/S
5 Meet all students in the normal classroom and prepare Teacher:
appropriate resources to bring to the nursing home. As a
class walk down to the meeting area for transport. Mark the role. Gather students and
prepare them to the transport area
Student:
Grab all resources needed for

presentations.
Resources:
Laptops/Ipads
10 Once arrived at the local nursing home, walk students to a Teacher:
common meeting area. Discuss student’s behavioural Discuss behavioural and presentation
expectations as well as the expectations for each expectations
presentation. Each student within the lesson is required to
participate in at least one presentation. Student:
Resources:
10 Meet with nursing home coordinator. Prepare students in Teacher:

the common area of the nursing home. Set students up for
their presentations. Create different stations around the Set students up for their
room so students can display their presentations. presentations. Organise what groups
are presenting where. Help students
Reinstate the expected behaviour and presentation set up their ICT resources
standards
Student:
Set up their presentations. Help
teacher set up each station
Resources:
Laptops/Ipads
25 Greet with the elderly, introduce the year and the school. Teacher:
Ask the students to be placed at their stations and prepare Greet the elderly. Ask to watch each
to present. of the stations. Run through and
examine some groups presentations
The room will be set out so each student has a station that
they will be placed at for the whole lesson. Students will
present their posters/video presentations to the elderly. Student:
There will be an opportunity for the elderly to provide
feedback at each station by filling out a presentation Present to the elderly.
feedback form.
Resources:
Students who are presenting IMovie/Google slides
presentation on the impact of the ageing population have Laptops/Ipads
the opportunity to survey if the ageing population is being
sufficiently cared for by the Australian government.
Students should be prepared to write down if the elderly
participants opinions correlate with their presentation and
also the suggestions made by the elderly of how the
government can improve the health of the ageing
population.
Ask the elderly to walk around the room and watch the
presentations at each station.
22
10 Thank the nursing home coordinator and the elderly
participants for watching their presentations and having the
school visit.
Pack up each station and ask students to meet back at the

common meeting area. Once all students are at the meeting
area, mark the role and head to the transport location
where students will get the bus back to school.
23
Reflection
lesson?
Upon reflection, it was great to see students connecting with the local community. I
found students were looking forward in present their posters and videos as this was
a set goal posted in previous lessons, I found that students put effort increased
effort into their presentations compared to their peer presentations. It illustrated
that students developed a deep understand and deep knowledge on the topics they
have covered from the syllabus. This was as equally educational for the elderly, as
they learnt about important health issues they currently may face.

presentations. Feedback cards
the standard.
24
Standards
3.1 Establish High quality presentations are expected through out the lesson. Students
challenging have been working towards this learning goal within the past two lessons.
learning All students are expected to participate within the lesson.
goals
3.2 Plan, Students use the knowledge from prior lessons to present to a significant
structure and audience. This was strategically planed so that students were working
sequence towards a final production.
learning
programs
7.4 Engage The lesson encourages the broader community such as involving a local
with nursing home to educate the ageing population on significant and relevant
professional information. Students enhance their learning by presenting information to
teaching a targeted audience beyond the schooling community, which also allows
networks and students to develop skills such as high-order think, deep understanding and
broader deep knowledge.
communities
WHS
As the lesson is out of the school community, ensure a head count is completed prior
to leaving the school grounds as well as arriving at the nursing home. Complete
another head count before students need to head back to school. Ensure the teacher
is updated with first aid and anaphylactic training. Teachers must obtain parents
permission for students to leave the school. Teacher needs to be reflexive in the
organisation of transport too and from the desired location.
References (In APA)

Resources Attached:
You must list all the resources that you have created or found in this space.
25
Academic Justification
In the current era, Australia’s educational system is consistently being reviewed to

ensure that young people are developing fundamental skills for todays changing
society. The way students learn is rapidly changing due to the major influences and
availability of technology (Law, Lee and Chow, 2012). There is an increased demand
for students to develop 21st century learning skills that are required in the current eras
of the workforce, such as problem solving, critical thinking, creativity,
communication and collaboration (Law, Lee and Chow, 2012). However, there is a
responsibility for teachers to also be consistently active in reflexivity and update their
pedagogical knowledge, to ensure that there are opportunities for 21st century learning
in their classrooms. The three lesson plans were designed to support 21st century
learning activities such as Canvar, IMovie and Google slides, to engage students
while learning the topic area of Health Priorities in Australia in the stage 6 syllabus of
PDHPE.
The introductory activity in the first lesson was designed so that the teacher could
introduce the learning intentions for the next three lessons. It outlined that the next
three lessons were sequenced together and stated the targeted objectives for each of
these lessons. This will be extremely beneficial to students, as it enables students to
recognise the relationship between what they are learning and how this relates to the
activities they will be completing (Kato, 2009). Studies by Moeller and Theiler (2011)
elaborates on this further by stating teachers who direct learning intentions, create
opportunities to establish learning goals, which gives students further direction of the
learning outcomes and increases the relevance of the topic. This was evident within
the lessons where students were given instructions that they will be designing
presentations, which they will present to a significant audience such as a local aged
cared facility in the last lesson. This also correlates with the Australian Professional
Standards of Teaching (APST) 3.1 establish challenging learning goals, directed at
challenging students with a variation of different abilities.
26
Lesson one and lesson two were designed so the teacher could introduce a research-
based tasks on the preventable chronic diseases, injury and mental health problems
and the impact of the ageing population. The teacher instructed that the students
would be placed into small collaborative and cooperative groups in both of the
research tasks. The integration of small collaborative and cooperative groups was
specifically set so students could develop skills that would be needed in their future
working career, such as communication, creative thinking and collaboration (Stahl
and Hesse, 2006). Studies by Smith-Stoner and Molle (2010) states that cooperative
learning provides students with the ability to reflect on a wide range of different
perspectives, which students can then build on ideas and progress to a final
production, simulating real life working contexts. These groups were chosen to
encourage mixed ability groups, which were developed by collecting data from
Google Forms, a pre-test students had to complete prior to lesson one. This allowed
the teacher to place students into groups that would not normally mix together and
encourage peer support. Encouraging students to work with a diverse range of
learners will enable students to develop essential lifelong learning skills (Smith-
Stoner and Molle, 2010).
Both lessons were designed so that the teacher could scaffold students learning.
Lesson one introduced an online web tool ‘Canva’ where students had to use the
information they had gathered from research and create an education poster for all
students to access. To demonstrate how to appropriately use ‘Canva’, the teacher
prepared a finished poster on cardiovascular disease; this was provided to help
scaffold the components of what needed to be included in each poster. The following
lesson students were required to assess the impact of the ageing population. The
assess worksheet was handed to all students, which aimed to help students understand
how a topic is assessed, looking at arguments for both for and against and using
evidence to produce a final judgement. Students had to research the topic of the
ageing population and place their arguments into the assess worksheet components,
which helps scaffold information students need to use to create engaging video
presentations using IMovie or Google Slides. The ability to support and scaffold
student learning also complies with 2.2 and 4.1 of the APST. The concept of
scaffolding is based on the work by Vygotsky, where the theory describes support is
given until students can apply new skills strategies independently (Ferholt, 2011).
27
Support and assistance is decreased gradually in order to shift the responsibility from
the teacher to more of a student centred approach (Ferholt, 2011).
The use of a student centred approach is highly evident in the web based tool
programs Canvar, Imovie and Google slides, where students had to work
collaboratively to create engaging presentations. These web-based tools were
specifically selected to encourage the student centred approach, so that learning is
self-directed and students learn innovative skills, such as creativity, critical thinking,
problem solving and high-order thinking. Furthermore, the use of the student centred
approach and 21st century learning enables students to work collaboratively and
cooperatively in team working environments and also utilise technology to advance
learning (Seng, 2014).
Lastly, both lessons plans required students to present their presentations back to the
class but strategically the third lesson plan requires students to present to a significant
audience such as the elderly community. This was included so students could educate
an audience that specifically relates to the topic they are learning, such as chronic
diseases, injury and the ageing population. Students applying there knowledge in
presentation format, demonstrates that they have a deep understanding and deep
knowledge, which specifically relates to the NSW quality teaching model. Research
by Rosile (2008) states that this is a reflection of the learning pyramid, which is a
guide that demonstrates how learners retain information, at the base of the pyramid
75% of learners retain information when they are practicing what they are learning
and 90% students retain information when they are teaching others. Furthermore,
research by Vrugt and Oort (2008) highlights how great teachers encourage
metacognitive activities, which have increased in 21st century learning. Metacognitive
activities are highly evident throughout the three lesson plans, where students reflect
on what they have learnt and teach others.
28
References
Ferholt, B. (2011). Performing Vygotsky to Change the World. Mind, Culture, And Activity, 18(3),
293-296
Kato, F. (2009). Student preferences: Goal-setting and self-assessment activities in a tertiary education
environment. Language Teaching Research, 13(2), 177-199
Law, N., Lee, Y., & Chow, A. (2012). Practice characteristics that lead to 21st century learning
outcomes. Journal Of Computer Assisted Learning, 18(4), 415-426
Moeller, A., & Theiler, J. (2011). Goal Setting and Student Achievement: A Longitudinal Study. The
Modern Language Journal, 96(2), 153-169
Rosile, G. (2008). Commentary on "Management Education and the Base of the Pyramid". Journal Of
Management Education, 1(3), 138-145
Seng, E. (2014). Investigating Teachers’ Views of Student-Centred Learning Approach. International

Education Studies, 7(7), 67-81
Smith-Stoner, M., & Molle, M. (2010). Collaborative Action Research: Implementation of Cooperative
Learning. Journal Of Nursing Education, 49(6), 312-318. http://dx.doi.org/10.3928/01484834-
20100224-06
Stahl, G., & Hesse, F. (2006). Social practices of computer-supported collaborative learning.
International Journal Of Computer-Supported Collaborative Learning, 1(4), 409-412
Vrugt, A., & Oort, F. (2008). Metacognition, achievement goals, study strategies and academic
achievement: pathways to achievement. Metacognition And Learning, 3(2), 123-146
29
Course Term 1 Term 2 Term 3 Term 4
Preliminary Topic: Topic: Topic: Students start the HSC course
 Better Health for  Fitness Choices (20%)  The Body in Motion in this term.
Individuals (30%) (30%)
Syllabus outcomes:
Syllabus outcomes: P5 describes factors that Syllabus outcomes:
P1 identifies and contribute to effective P7 explains how body
examines why health promotion systems influence the
individuals give P6 proposes actions that way the body moves
different meanings to can improve and P8 describes the
health maintain an components of
individual’s health physical fitness and
P2 explains how a range
P10 plans for participation explains how they are
of health behaviours
in physical activity to monitored
affect an individual’s
satisfy a range of P9 describes
health
individual needs biomechanical factors
P3 describes how an
P15 forms opinions about that influence the
individual’s health is
health-promoting efficiency of the body
determined by a range
actions based on a in motion
of factors
critical examination of P10 plans for participation
P4 evaluates aspects of
relevant information in physical activity to
health over which
P16 uses a range of satisfy a range of
individuals can exert
sources to draw individual needs
some control
conclusions about P11 assesses and monitors
P5 describes factors that
health and physical physical fitness levels
contribute to effective
activity concepts and physical activity
health promotion
P17 analyses factors patterns
P6 proposes actions that
influencing movement P16 uses a range of
can improve and
and patterns of sources to draw
maintain an
participation. conclusions about
individual’s health
health and physical
P15 forms opinions about
activity concepts
health-promoting
Duration in weeks and hours: P17 analyses factors
actions based on a
influencing movement
critical examination of
4 Weeks and patterns of
relevant information
30
P16 uses a range of participation.
sources to draw Topic:
conclusions about
health and physical The Body in Motion
activity concepts.
Syllabus Outcomes:
Duration in weeks and hours:
Duration in weeks and hours: 2 weeks
6 weeks
Topic:
Duration in weeks and hours:  First Aid (20%)
8 Weeks
Syllabus Outcomes:
Topic: P6 proposes actions that
 Fitness Choices (20%) can improve and
maintain an
Duration in weeks and hours: individual’s health
2 Weeks P12 demonstrates
strategies for the
assessment,
management and
prevention of injuries
in first aid settings
P15 forms opinions about
health-promoting
actions based on a
critical examination of
relevant information
P16 uses a range of
sources to draw
conclusions about
health and physical
activity concepts.
31
6 weeks
Course Term 4 (year 11) Term 1 Term 2 Term 3

HSC Topic: Topic: Topic: Topic:
 Sports Medicine (20%) Factors Affecting Improving Performance (20%)  Health Priorities in
Performance (30%) Australia (30%)
Syllabus outcomes: Syllabus outcomes:

Syllabus outcomes: Syllabus outcomes:
H8 explains how a variety of H7 explains the relationship
training approaches and H7 explains the relationship between physiology and H1 describes the nature and
other interventions between physiology and movement potential justifies the choice of
enhance performance movement potential H8 explains how a variety of Australia’s health
and safety in physical H8 explains how a variety of training approaches and priorities
activity training approaches and other interventions H2 analyses and explains the
H13 selects and applies other interventions enhance performance health status of
strategies for the enhance performance and safety in physical Australians in terms of
management of injuries and safety in physical activity current trends and groups
and the promotion of activity H9 explains how movement most at risk
safety in sport and H9 explains how movement skill is acquired and H3 analyses the
physical activity skill is acquired and appraised determinants of health
H16 devises methods of appraised H10 designs and implements and health inequities
gathering, interpreting H10 designs and implements training plans to improve H4 argues the case for health
and communicating training plans to improve performance promotion based on the
information about health performance H16 devises methods of Ottawa Charter
and physical activity H11 designs psychological gathering, interpreting H5 explains the different
concepts strategies and nutritional and communicating roles and responsibilities
H17 selects appropriate plans in response to information about health of individuals,
options and formulates individual performance and physical activity communities and
strategies based on a needs concepts governments in
critical analysis of the H16 devises methods of H17 selects appropriate addressing Australia’s
factors that affect gathering, interpreting options and formulates health priorities
performance and safe and communicating strategies based on a H14 argues the benefits of
participation information about health critical analysis of the health-promoting actions
32
and physical activity factors that affect and choices that promote
Duration in weeks and hours: concepts performance and safe social justice
8 weeks H17 selects appropriate participation. H15 critically analyses key
options and formulates issues affecting the
Topic: strategies based on a health of Australians and
Factors Affecting critical analysis of the proposes ways of
Performance (30%) factors that affect working towards better
performance and safe health for all
Syllabus outcomes: participation. H16 devises methods of
gathering, interpreting
Duration in weeks and hours: Duration in weeks and hours:
and communicating
8 weeks 6 weeks
Duration in weeks and information about health
Hours: 2 Weeks and physical activity
Topic: Topic
concepts.
Improving Performance Health Priorities in Australia
(20%) (30%)
Syllabus Outcomes: Syllabus Outcomes:

Duration in weeks and hours: Duration in weeks and hours:
8 Weeks
2 weeks 4 weeks
Revision 2 weeks
33
Unit outline
UNIT OUTLINE
Subject: PDHPE Course: Stage 6 Number of Weeks: 8
Unit title: Health
Priorities in Australian
Key Concepts/ Big Ideas The importance of this learning
 How are priority issues for Australia’s health This compulsory module examines the health status of Australians and investigates, in
identified? depth, the current health priority issues in Australia. Students identify and justify the choice
 What are the priority issues for improving of priority issues and examine the roles that the health system and health promotion play in
Australia’s health? achieving better health for all Australians.
 What role do health care facilities and services
play in achieving better health for all
Australians?
 What actions are needed to address Australia’s
health priorities?
Unit context within Scope and Sequence Syllabus Outcomes

H1 describes the nature and justifies the choice of Australia’s health priorities
This unit relates to option 5 Equity and Health H2 analyses and explains the health status of Australians in terms of current trends and
groups most at risk
H3 analyses the determinants of health and health inequities
34
H4 argues the case for health promotion based on the Ottawa Charter
H5 explains the different roles and responsibilities of individuals, communities and
governments in addressing Australia’s health priorities
H14 argues the benefits of health-promoting actions and choices that promote social justice
H15 critically analyses key issues affecting the health of Australians and proposes ways of
working towards better health for all
H16 devises methods of gathering, interpreting and communicating information about
health and physical activity concepts.
Literacy Focus Numeracy Focus ICT Focus Differentiation

Students will learn key Students will compare and Use a variety ICT devises. Use differentiation techniques to collaborate the gifted
terminology when dealing analyse graphs to Increase the use of and talented students with other students who need
with the health priority interpret data. Ipads/Laptops support. Increase the significance to Aboriginal and
issues such as Torres Strait Islander Australians. Include instructions
epidemiology and Web tool resources such as on PowerPoint slides to avoid extraneous load on ESL
mortality and infant Canvar, IMovie and students.
mortality. Students will Google Slides
research major health
Research based activities
issues that effect
population groups in
Australia.
35
Week/ Syllabus Content Teaching and Learning Strategies including Resources
Sequenc assessment for learning.
e
 measuring health status Class Discussion
 role of epidemiology
measures of epidemiology Mind map with the class why it is important to measure White board
(mortality, infant mortality, the health status of individuals. How does it identify Outcomes 2 Textbook
morbidity, life expectancy) priority health issues? What can we do to revaluate
health problems?
 identifying priority health Students work in small groups and research the
issues following issues: Laptops/Ipads
 social justice What can epidemiology tell us?
principles - Who uses these measures? PowerPoint Presentation
 priority population - Do the measure everything about health status?
groups - how do we identify priority issues for Australia’s http://www.aihw.gov.au/
 prevalence of health?
condition
- what role do the principles of social justice play? http://www.abs.gov.au/
 potential for - why is it important to prioritise?
prevention and early
intervention www.australianhealth.gov.au
 costs to the individual Groups Report back to the teacher, each group discusses
and community one topic. www.healthdirect.gov.au
36
 groups experiencing Set Debate task to suggest that not all population groups
health inequities in Australians enjoy good health? Yes/No answers in
 Aboriginal and different areas of the room. Get students to argue what
Torres Strait actions can be done to address these issues.
Islander peoples
 socioeconomically Students watch YouTube video on the health inequities
disadvantaged in Australia.
people
https://www.youtube.com/watch?v=6UQyeH1d
 people in rural and https://www.youtube.com/watch?v=6UQyeH1d0_0 0_0
remote areas
 overseas-born
people Students Answer worksheet on groups experiencing
 the elderly health inequities in Australia. Health inequities worksheet
 people with  Aboriginal and Torres Strait Islander peoples
disabilities  socioeconomically disadvantaged people Laptops/Ipads
 people in rural and remote areas
 overseas-born people PowerPoint Presentation
 the elderly
 people with disabilities
 high levels of Mind map with the class their knowledge on the
preventable chronic preventable chronic diseases, injury and mental health
disease, injury and problems.
mental health problems White board
 cardiovascular
disease (CVD) Students research the following preventable chronic Powerpoint Presentation
 cancer (skin, breast, disease, injury and mental health problems:
lung)
Laptops/Ipads
 diabetes  mental health problems
 respiratory disease  cardiovascular disease (CVD) Outcomes 2 Textbook
 injury
37
 mental health  cancer (skin, breast, lung)
problems and  diabetes www.canvar.com
illnesses  respiratory disease
 injury
 mental health problems and
illnesses
The then apply their knowledge to create an education

poster online using ‘Canvar’.
Show students the example poster on CVD.

https://www.canva.com/design/DACRI3iwmpY/mAFE3tjd0RUJ5xRH42_n8A/view?utm_conte
nt=DA
Students summarise in their posters

- the nature of the problem
- extent of the problem (trends)
- risk factors and protective factors
- the sociocultural, socioeconomic and environmental
determinants
- groups at risk
 a growing and ageing Assess Scaffold

population
 healthy ageing Hand out the assess scaffold work sheet. Explore the key Assess worksheet scaffold
 increased population terms within the scaffold and ask students to take notes.
living with chronic Lapops/Ipads
disease and disability Explain the meaning of assess. Assess – Make a judgement of
 demand for health value, quality, outcomes, results or size.
services and
38
workforce shortages Students will need to make judgements for both for and
 availability of carers against by elaborating on advantages and disadvantages for http://www.abs.gov.au/
and volunteers. the point of view. Continue to link the worksheet to the task
where students will assess the impact of the growing and www.australianhealth.gov.au
aging population.
Explain that a final judgement will be needed. This will be www.healthdirect.gov.au

based on either FOR or AGAINST the argument.
Assess worksheet will be found in the lesson plan resources.
Students will need to research the following from either

textbooks or accredited government websites handed by the
teacher.
 the health system and services

 health service workforce
 carers of the elderly
 volunteer organisations
 health care in Australia Class discussion

 range and types of
health facilities and Discuss as a class the institutional and non-institutional
services facilities and services that exist within your own community. White board
 responsibility for Review questions such as Who do they cater for and are they
health facilities and easily accessible?
Outcomes 2 Textbook
services
 equity of access to Debate Topic
Laptops/Ipads
health facilities and
services Debate as a class: ‘Will the current government health
 health care expenditure reduce the burden of morbidity and mortality
rates over the next 20 years.’
39
expenditure versus
expenditure on early Students stand on either side of the room, debating the topic.
intervention and ‘Yes/No’ Ask students to explain their answers
prevention
 impact of emerging Students review the Outcomes 2 textbook on healthcare
new treatments and expenditure versus early intervention and
technologies on Prevention expenditure.
health care, eg cost Students determine how intervention and prevention
and access, benefits expenditure could be
of early detection effectively used to reduce the incidence of chronic disease,
 health insurance: cancers and injuries.
Medicare and private
Students research alternative forms of healthcare. Students list
the pros and cons.
 complementary and Students are to research a range of healthcare products and

alternative health care services (legal and illegal) for consumers within Australia. Outcomes 2 Textbook
approaches
 reasons for growth of Students are to list 5 different types of healthcare products Laptops/Ipads
complementary and and assess their credibility. Encourage class debate about
alternative health making informed choices about alternative healthcare
products and services practices.
 range of products and
services available
 how to make informed
consumer choices www.australianhealth.gov.au
 health promotion based Mind map with the class how different agencies collaborate in
on the five action areas health promotion strategies at your school or in the local Laptops/Ipads
40
of the Ottawa Charter community.
 levels of http://www.aihw.gov.au/
responsibility for Students are to list the responsibility for health promotion at
health promotion each different level http://www.abs.gov.au/
 the benefits of Federal, state and territory governments, private sector, local
partnerships in communities and individuals. Describe some examples of
health promotion actions at each of these levels.
health promotion,
eg government
sector, non- Students investigate the principles of social and the
government responsibilities of individuals, communities and governments
agencies and the under the action areas of the Ottawa Charter Assess worksheet
local community
 how health
promotion based on Students use the ASSESS worksheet to argue the benefits of
the Ottawa Charter health promotion based on:
promotes social - individuals, communities and governments working in
justice partnership
- the five action areas of the Ottawa Charter
 the Ottawa Charter
in action
Assessment Details Outcomes
H1 describes the nature and justifies the choice of Australia’s health priorities
Health Priorities in Austrakua H2 analyses and explains the health status of Australians in terms of current trends and groups most at
assessment: 30% risk
H3 analyses the determinants of health and health inequities
 30 Marks H4 argues the case for health promotion based on the Ottawa Charter
 Week handed out: week 3 H5 explains the different roles and responsibilities of individuals, communities and governments in
 Week Due: Week 7 addressing Australia’s health priorities
H14 argues the benefits of health-promoting actions and choices that promote social justice
H15 critically analyses key issues affecting the health of Australians and proposes ways of working
41
towards better health for all
H16 devises methods of gathering, interpreting and communicating information about health and physical
activity concepts.
Evaluation of the Learning and Indicators of Learning

Teaching
Informal assessment: completion of
worksheet activities, questioning  Group projects
through out lessons and peer feedback  Completion of worksheets
tasks  Students able to define terms
 Students responses to teacher questioning
Summative assessment: Post topic  Formative assessment task results
quizes  Pre test quiz results
 Group presentations
 Responses in class discussion activities
42
43
Concept Map for Health Priorities in Australia
44
Assessment Schedule
Task 1 Task 2 Task 3 Task 4 Task 5
Assessment Health Priorities in Factors Affecting The Health of Young Sports Medicine Trial
Australia (30%) Performance (30%) People (10%) (10%)
Examination
(20%)
Due Date: Term Due Date: Term Due Date: Late Due Date: Term
1 2 Term 2 3
Late Term 3
45

Assessment 2 Final Finish

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Assessment 2: Portfolio

Artefacts and Critical

Topic area: Health Priorities Stage of Learner: 6 Syllabus Pages: 40

Date: Location Booked: Lesson Number: 1 / 3

Time: 60 minutes Total Number of students Printing/preparation

Outcomes Assessment Students learn about Students learn to

Aboriginal and Torres Strait Islander – Students will

Teaching Indicators of presence in the lesson

10 Socioeconmic- People with low socioeconomic status or are

The poster elements must include:

- The nature of the health problem

Spend another 5 minutes helping students to create an account on Canvar.

Research task Teacher:

Reinstate that the poster elements need to include:

- The nature of the health problem

Define key terms again so students understand the meaning of these

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Graduate Evidence within this lesson

References (In APA)

Sociocultural - People with a family history of CVD are more at risk

Topic area: Health Priorities Stage of Learner: 6 Syllabus Pages: 40

Date: Location Booked: Lesson Number: 2 /3

Time: 60 minutes Total Number of students Printing/preparation

Outcomes Assessment Students learn about Students learn to

Ethical Understanding - Students will gain an

Teaching Indicators of presence in the lesson

10 Assess Scaffold Worksheet Teacher:

Explain the meaning of assess. Assess – Make a judgement Student:

Explain that a final judgement will be needed. This will be

Assess worksheet will be found in the lesson plan resources.

 the health system and services Student:

Direct that students need to assess the impact of these Resources:

 Demand for health services and workforce http://www.aihw.gov.au/

How accessible is care/volunteers for the elderly? What are

Explain that students will need to collaborate their ideas

Students will need to come up with a final judgment about

The main focus will be:

Is the ageing population being sufficiently cared for

25 IMovie or Google Slides Presentation Teacher: Direct that students need to

In small groups create presentations

Students will need to finish their presentations before the

Consent forms for the aged care

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Graduate Evidence within this lesson

References (In APA)

Preview of points for

Either: Topic sentence at the

Point against (disadvantages): Use linking words such

Point against (disadvantages): Information used to

Conclusion and judgement: Must make a judgement

Topic area: Health Priorities Stage of Learner: 6 Syllabus Pages: 40

Date: Location Booked: Lesson Number: 3/3

Time: 60 minutes Total Number of students Printing/preparation

Outcomes Assessment Students learn about Students learn to

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Teaching Indicators of presence in the lesson

Grab all resources needed for

10 Meet with nursing home coordinator. Prepare students in Teacher:

Pack up each station and ask students to meet back at the

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording