Assessment 1 – CTL Brett Davidson - 17793911
BRETT DAVIDSON17793911
Assignment: Professional Task 1Western Sydney University
Contemporary Teacher LeadershipUnit 102098
Lifestyle Disease – Stage 4, Year 8
Abstract
This report focuses upon a Stage 4 unit of work, ‘Lifestyle Disease’. This particular unit
was originally designed as a broad spectrum for a range of abilities which were not
highlighted by Arthur Phillip High School. Throughout this report a number of
recommendations are suggested in a means to improve the unit’s suitability and success
for a comprehensive class at Arthur Phillip High School. By utilising the Understanding
by Design framework in reconstructing this unit of work various elements of literacy
and numeracy, Information and Communication Technologies, Assessment and
feedback as well as personal and social capabilities have been reviewed and developed.
Table of Contents
1
Assessment 1 – CTL Brett Davidson - 17793911
Background Information p. 3
Original Unit p. 4
Reconstructed Unit p. 29
Comparative Table p. 62
Professional report of recommendations p. 65
References p. 72
Background Information
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Assessment 1 – CTL Brett Davidson - 17793911
This unit has been created for and taught at Arthur Phillip High School in Parramatta. Arthur Phillip High School is a public and co-education school which comprises of over 60 different cultures within the school suggesting it is a very multicultural school with a variety of languages. This includes many students who express English as a second language, which in some situations requires additional learning needs and educators to assist in the learning needs within the classroom. In addition to this various means of differentiation must be used in the lessons by educators, this is also a factor due to the wide range of economic status’ of the students as some may have laptops and others without. In addition to this a larger percentage of the school enrollment was boys with 90% of students having a language background other than English.
The Stage 4 ‘Lifestyle Disease’ unit was originally taught to a Year 8 class with a wide range of abilities and economic status and some languages other than English which did not result in the need of a teacher’s aid of any sort, therefore suggesting a wide range of academic levels within this classroom. This class, similar to statistics of the whole school had a larger proportion of male students compared to female students.
The unit guidelines in the recommendations and reconstructed unit outline following in this report suggest a range of teaching strategies and pedagogies which look to utilize student’s own strengths to assist in the learning of themselves and their peers. This also includes embedding elements of literacy, numeracy, Information and Communication Technologies. In a relatively typical Arthur Phillip High School classroom there will be a range of students with English as a second language, students who may require additional learning needs as well as students with a low socio-economic status therefore requiring educators and recommendations towards differentiation and a means of improving literacy and collaborative style learning in the classroom.
* Statistics from MySchool website. Retrieved https://www.myschool.edu.au/school/41848/profile/2017
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Assessment 1 – CTL Brett Davidson - 17793911ORIGINAL UNIT OF WORK
Scope and Sequence:Term 1 Term 2 Term 3 Term 4
Unit and Outcomes
A Diverse Harmony
4.1- Sense of self- Changes and challenges4.2- Connectedness- Interpersonal communication
Lifestyle Diseases
4.6- Nature of health- Factors that affect health4.9- Benefits of participation in
physical activity
Lean Machine
4.9- Components of a balanced lifestyle- Physical activity levels- Health related fitness- Skill related fitness
The Long and Short of It
4.2- Seeking help4.6- Mental health- Drug use- Road safety
Practical and Outcomes
Fitness testing 1-2
Net games 3-11- Badminton- Volleyball- Table tennis
4.4- Types of movement skills- Aspects of movement skill
development- Influences on skill development
and performance- Context for specialised
movement skills4.5
- Features of movement composition
4.10- Lifelong physical activity- Health related components of
fitness- Skill related components of
fitness
Athletics 1-4Stick Games 5 - 8
- Softball- Cricket- Lacrosse
Capture the Flag 9-10
4.4- Types of movement skills- Aspects of movement skill development- Influences on skill development and performance- Context for specialised movement skills (athletics)4.5
- Features of movement composition
- The elements of composition4.10
- Lifelong physical activity
Gymnastics and dance 1-6King ball 7-8Fitness testing 9-10
4.4- Types of movement skills- Aspects of movement skill development- Influences on skill development and performance- Context for specialised movement skills (dance and gymnastics)4.5- The features of movement composition- The elements of composition4.10- Lifelong physical activities
Field games 1-6- AFL- Gaelic football- Ultimate frisbee
Futsal/forecourt 7-11
4.4- Types of movement skills- Aspects of movement skill development- Influences on skill development and performance- Context for specialised movement skills4.5- Features of movement composition4.10
- Lifelong physical activity
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Assessment 1 – CTL Brett Davidson - 17793911Unit Outline:
Parramatta High School Faculty: English UNIT TITLE: Struggle to Survive Stage 4
Students learn about Students learn to Teaching strategies Resources Completed
4.6 The nature of health-
The benefits of a healthy
lifestyle
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
Identifies signs,
symptoms and risk
factors for health
conditions common in
young people
Review the dietary
habits of young people
in relation to
recommend dietry
guidelines for children.
Appreciate that lifestyle
behaviours which
LESSON 1Home page- Go through the information on
the home page prior to completing lessons
one page.
Discuss Lifestyle Diseases
What does the term LIFESTYLE mean?
Lifestyle is the way you live your life. This
includes the food you eat, your activities and
the people you spend time with. Your lifestyle
can have a positive or negative impact on
your health.
Go through the nature of diseases:
There are many kinds of diseases and a
great variety of causes. A Disease is defined
as: “an unhealthy ailment of the whole body
and organ or some part of the body”.
Diseases may be a result of:
- An infection from bacteria or virus
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Assessment 1 – CTL Brett Davidson - 17793911impact on health can be
formed during childhood
and adolescence
Identifies signs,
symptoms and risk
factors for health
conditions common in
young people
Review the dietary
habits of young people
in relation to
recommend dietry
guidelines for children.
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
- A deficiency of vitamins or other nutrients
- Metabolic derangements, cells and tissues show abnormal activity
- Genetic or heredity factors
Also cover the Warning signs often
accompany a disease. These should not be
ignored as many diseases are easy to cure, if
they are treated in their early stages.
Have the students copy the disease graph
into their workbooks.
Move onto lesson one tab – If there is no
internet for the wiki to work, use the word
document provided which has all the wiki
information on it.
LIFESTYLE DISEASES
Go through each risk factor and discuss with
the class. Have the students write down
each.
Risk factors increase your chance of
developing a lifestyle disease.
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Assessment 1 – CTL Brett Davidson - 17793911
Identifies signs,
symptoms and risk
factors for health
conditions common in
young people
Review the dietary
habits of young people
in relation to
recommend dietry
guidelines for children.
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
Identifies signs,
symptoms and risk
factors for health
There are risk factors that we cannot prevent
such as;
Age
Generally the older you are the more likely
you are to develop a lifestyle disease,
especially heart disease and adult onset
diabetes. The risk factors can be present in
the early years, but the disease usually only
appears in adulthood.
Gender
Some diseases are more prevalent in males
than females. This may be because of the
different lifestyles they lead or because of
body structure and hormones.
Heredity
Genetic characteristics which are passed on
from parents to children can play an
important role. If there is a family history of a
certain condition, there is evidence to
suggest it can be passed on.
Race
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Assessment 1 – CTL Brett Davidson - 17793911conditions common in
young people
Review the dietary
habits of young people
in relation to
recommend dietry
guidelines for children.
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
Identifies signs,
symptoms and risk
factors for health
conditions common in
young people
Review the dietary
Race can be a contributing factor, especially
with some types of cancer. Skin cancer is
more prevalent among people of European
ancestry than Aboriginal people.
Environment
The environmental conditions where you live
can affect your health. People who live in the
city will breathe in polluted air compared to
those people who live in the country.
Complete the activities below.
1. With your partner beside you, list the many
different traits that you have inherited from
your parents. Include in this list the diseases
or illnesses that are in your family. Compare
with the class.
2. In groups, discuss how your cultural
background influences your health
behaviours. Provide examples.
3. Helping others make healthy choices is
part of being a responsible, productive citizen
and friend. List three ways to help others
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Assessment 1 – CTL Brett Davidson - 17793911habits of young people
in relation to
recommend dietry
guidelines for children.
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
Identifies signs,
symptoms and risk
factors for health
conditions common in
young people
Review the dietary
habits of young people
in relation to
recommend dietry
guidelines for children.
make healthy choices. Compare the list with
the rest of the class to establish a class list.
4. Fill in the table using a description of each
of the risk factors, then provide some
examples of particular diseases that are
associated with the risk factor. For example,
Age is related to heart disease.
HOMEWORK
Students are to: Ask your parents, family
members or carers whether any hereditary
(inherited) disease or medical condition has
affected members of your family. Identify
whether you could take steps to reduce your
risk of suffering from the disease or condition.
Exaplain the homework activity and give a
due date of your next theory lesson.
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Assessment 1 – CTL Brett Davidson - 17793911
4.6 The nature of health-
The benefits of a healthy
lifestyle
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
Identifies signs,
symptoms and risk
factors for health
conditions common in
young people
Review the dietary
habits of young people
in relation to
recommend dietry
guidelines for children.
LESSON 2Recap what you covered last lesson and
complete any missed work from lesson 1.
Ensure you have collected the homework
task which is due in this lesson.
Communicable Diseases
Cover ‘What is a COMMUNICABLE
DISEASE?’
Many diseases can be passed from one
person to another; that is, they are
communicable. A communicable disease is
contracted through bacteria, fungi or a virus
from another person, a plant, or a food
substance.
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Assessment 1 – CTL Brett Davidson - 17793911
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
Identifies signs,
symptoms and risk
factors for health
conditions common in
young people
Review the dietary
habits of young people
in relation to
recommend dietry
guidelines for children.
Appreciate that lifestyle
behaviours which
impact on health can be
Give some examples of communicable
diseases that commonly affect young people
are colds, glandular fever, chickenpox,
meningococcal, and hepatitis A and B.
Most of these diseases can be transmitted by
saliva (through kissing, close social contact,
sharing drinks, and eating utensils) or
through unprotected sexual activity.
How are the spread?
Communicable diseases are spread from
person to person, food or water and even
insects and animals.
How can it be prevented?
To help stop the spreading of communicable
diseases, we can follow some simple hygiene
procedures;
- Cover your mouth when coughing
- Wash hands after going to the toilet and
before preparing food
- Clean cuts with antiseptic and cover with
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Assessment 1 – CTL Brett Davidson - 17793911formed during childhood
and adolescence
Identifies signs,
symptoms and risk
factors for health
conditions common in
young people
Review the dietary
habits of young people
in relation to
recommend dietry
guidelines for children.
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
Identifies signs,
band aid
- Keep plates, cups and cutlery clean
Non- Communicable Diseases
Cover ‘What is a NON-COMMUNICABLE
DISEASE?’
Non-communicable (or lifestyle) diseases are
caused by the way we live our life. If we
choose to live an inactive or unhealthy
lifestyle, then we are increasing the risk
factors of developing a disease. Heredity can
also be a risk factor in developing a disease.
However, the good news is that we can
prevent lifestyle diseases by ensuring we
lead an active and healthy lifestyle.
Discuss as a class and then have them
complete helpful and hazardous graph
activity.
Immunisation
Cover ‘What is immunization?’ and discuss
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Assessment 1 – CTL Brett Davidson - 17793911symptoms and risk
factors for health
conditions common in
young people
Review the dietary
habits of young people
in relation to
recommend dietry
guidelines for children.
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
Identifies signs,
symptoms and risk
factors for health
conditions common in
young people
with class
Immunity is the body's natural resistance to
many pathogens. Your body remembers the
pathogens it has met before and can give
you long-term protection or immunity to many
diseases, including chicken pox, measles
and polio.
Some immunity will last a lifetime, while in
othercases it will last for only a short period
of time. Because there are so many different
types of viruses that cause the common cold,
your body will not become immune to cold
viruses.
Why do we need an immune system?
Your immune system is designed to protect
you against the millions of pathogens that
you are exposed to every day. Most of the
time it is successful and you will not become
sick.
How can we improve our immune system?
You can help your immune system work
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Assessment 1 – CTL Brett Davidson - 17793911
Review the dietary
habits of young people
in relation to
recommend dietry
guidelines for children.
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
Identifies signs,
symptoms and risk
factors for health
conditions common in
young people
Review the dietary
habits of young people
in relation to
properly by following a few simple guidelines.
- Bath or shower every day to keep your
hands, hair, skin and nails clean
- Avoid sharing eating and drinking utensils
- Prepare and store food in a safe way to
prevent food poisoning
- Wash hands after using the bathroom or
touching animals and before eating and
preparing food
- If you are well, stay away from people who
are sick
- If you are sick, seek medical help. Cover
your mouth when you cough and sneeze and
stay away from others to avoid giving them
the illness.
- Get vaccinated from an early age
At the end of the lesson go over the
information you have covered.
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Assessment 1 – CTL Brett Davidson - 17793911recommend dietry
guidelines for children.
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
Identifies signs,
symptoms and risk
factors for health
conditions common in
young people
Review the dietary
habits of young people
in relation to
recommend dietry
guidelines for children.
LESSON 3Recap what you covered last lesson and
complete any missed work from lesson 2.
Watch the clip “what measure will you take”
and have the students answer the following
questions.
1. Which group is targeted in this
commercial?
2. What effects has the author of the
commercial used to gain the attention of the
viewers?
3. How many Australians are overweight? Do
you think this is too much?
4. What waist measurements are considered
a "risk"
5. Do you think that this commercial is
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Assessment 1 – CTL Brett Davidson - 17793911
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
Review the dietary
habits of young people
in relation to
recommend dietry
guidelines for children.
Describe the short term and
long term effect of drug use
Identify behaviours that
assist in preventing
STI’s, BBV’s and
HIV/AIDS
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
effective? Why?
As a class discuss all answers and ask other
students for relevant input.
Unhealthy habits and there consequences.
Go through each unhealthy habit and discuss
it with the class. Have the students write
each one down into their workbooks.
Smoking
- Increase risk of cancer
- Lung problems including emphysema
- Premature death
Drinking alcohol
- Brain damage
- Live damage
- Fertility problems
- Change in behaviour
- Legal issues
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Assessment 1 – CTL Brett Davidson - 17793911and adolescence
Review the dietary
habits of young people
in relation to
recommend dietry
guidelines for children.
Describe the short term and
long term effect of drug use
Identify behaviours that
assist in preventing
STI’s, BBV’s and
HIV/AIDS
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
Identifies signs,
Addiction to drugs
- Legal problems
- Brain damage
- Heart failure
- Social/Emotional changes in behaviour
- Legal issues
Exposure to stress
- Mental health problems
- Increased anxiety
- Mood swings
- Emotional wellbeing
Poor diet
- Cardiovascular Disease (Heart Disease)
- Obesity and Diabetes
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Assessment 1 – CTL Brett Davidson - 17793911symptoms and risk
factors for health
conditions common in
young people
Review the dietary
habits of young people
in relation to
recommend dietry
guidelines for children.
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
Review the dietary
habits of young people
in relation to
recommend dietry
guidelines for children.
- Tooth decay
- Lower self esteem and self confidence
Lack of exercise- Cardiovascular disease
- Obesity and diabetes
- Weight gain
- Impact self esteem and self confidence
Overexposure to the sun
- Increased risk of skin cancer
- Pain
- Damage to the skin
- Melanoma
Unsafe Sexual practices
- Sexually Transmitted Infections (STI's)
- Unwanted pregnancy
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Assessment 1 – CTL Brett Davidson - 17793911Describe the short term and
long term effect of drug use
Identify behaviours that
assist in preventing
STI’s, BBV’s and
HIV/AIDS
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
Identifies signs,
symptoms and risk
factors for health
conditions common in
young people
Lack of sleep/ Rest
- Increased levels of stress
- Increased levels of anxiety
- Decreased concentration
Once discussed and written down have the
students complete the activity.
Students are to:
1. Design a pamphlet raising awareness
of some unhealthy habits and their
consequences. In your pamphlet you
should include some ways to
counteract these behaviours.
At the end of the lesson go over the
information you have covered.
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Assessment 1 – CTL Brett Davidson - 17793911
4.6 The nature of health-
The benefits of a healthy
lifestyle
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
Identifies signs,
symptoms and risk
factors for health
conditions common in
young people
LESSON 4
Recap what you covered last lesson and
complete any missed work from lesson 2.
Medical conditions
Discuss different types of medical conditions
that the kids can think of.
DiabetesWhat is it? Have the students copy the
information and discuss
Diabetes is a disease in which the body does
not make enough of, or does not effectively
use, the hormone insulin. Insulin regulates
the supply of energy giving sugar to the
body's cells. It is made in the pancreas and
released into the bloodstream in response to
the levels of blood sugar present in the body.
Insulin helps sugar enter the cells from the
blood. When insulin is absent or deficient the
sugar builds up in the blood and some of it
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Assessment 1 – CTL Brett Davidson - 17793911Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
Identifies signs,
symptoms and risk
factors for health
conditions common in
young people
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
can overflow into the urine. The sugar carries
extra water with it, with the result that the
untreated diabetic feels very thirsty.
There are two types of diabetes, and they are
known as Type 1 (insulin dependent) and
Type 2 (non-insulin dependent):
- Type 1 diabetes typically begins in
childhood or youth, and used to be called
juvenile onset diabetes. With Type 1
diabetics, the pancreas stops making insulin
altogether and those affected must have
insulin treatment for the rest of their lives,
usually as a daily, self-administered injection.
- Type 2 diabetes is much more common and
typically affects overweight people in middle
age (30 years and over). People with Type 2
diabetes produce less insulin than normal. It
used to be called mature onset and tends to
run in families. Type 2 diabetes can usually
stay healthy without taking insulin for many
years by maintaining a normal body weight,
following healthy eating patterns and getting
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Assessment 1 – CTL Brett Davidson - 17793911and adolescence
Identifies signs,
symptoms and risk
factors for health
conditions common in
young people
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
regular physical activity.
A person who has too much sugar in their
blood has hyperglycaemia.
A person with not enough sugar in their blood
has hypoglycaemia.
Asthma
Download the asthma sheet or have it printed
and ready for the students to use.
What is asthma have the students discuss
and write down the information from the
board.
Asthma is a reversible narrowing of the
airways in the lungs.Asthma symptoms
include wheezing, coughing (particularly at
night), chest tightness, difficulty in breathing
and shortness of breath.
Asthma is a treatable health condition.
Although at present there is no cure, with
good management, people with asthma can
lead normal, active lives.
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Assessment 1 – CTL Brett Davidson - 17793911
Identifies signs,
symptoms and risk
factors for health
conditions common in
young people
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
Identifies signs,
symptoms and risk
factors for health
conditions common in
Asthma Causes
The causes of asthma are not yet fully
understood, but many different things can be
involved in the triggering of an attack. These
include:
- Allergy (e.g. to the house dust mite, mould,
animals, weed or grass pollens, foods,
additives)
- Respiratory infection
- Inhalation of an irritating substance (e.g.
cigarette smoke)
- Emotional stress or tension
- Exercise or sudden severe exertion
- Changes in atmospheric temperature
- Atmospheric pollution
Asthma Facts - Over 2 million Australians
have currently diagnosed asthma.
- The prevalence of asthma in Australia is
relatively high, by international standards:
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Assessment 1 – CTL Brett Davidson - 17793911young people
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
Identifies signs,
symptoms and risk
factors for health
conditions common in
young people
- 11.3% of children aged 0 to 15 have asthma
- Between 9.9% and 15.1% of adults have
asthma
- More boys than girls have asthma.
However, after teenage years, asthma is
more common in women than in men.
- Asthma is more common among Indigenous
Australians, particularly adults, than among
other Australians.
- There is a strong link between asthma and
allergy: more than 80% of people with
asthma have evidence of allergic
sensitisation.
- Children are the group that most commonly
visits general practitioners or emergency
departments or is hospitalised for asthma.
EpilepsyWhat is epilepsy?
Epilepsy is a disruption of the normal
electrochemical activity of the brain that
results in seizures. Under certain
circumstances anyone can have a seizure. It
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Assessment 1 – CTL Brett Davidson - 17793911
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
Identifies signs,
symptoms and risk
factors for health
conditions common in
young people
is only when there is a tendency to have
recurrent seizures (more than one) that
epilepsy is diagnosed.
Seizure Types
There are 40 different types of seizures.
Seizures can be divided into two major
groups: partial seizures and generalised
seizures.
1 Partial seizures About 60% of people with
epilepsy have partial seizures, also known as
focal seizures. These seizures can often be
subtle or unusual, and may go unnoticed or
be mistaken for anything from intoxication to
daydreaming. Seizure activity starts in one
area of the brain and may spread to other
regions of the brain. Types of partial seizures
are:
- Simple Partial (no loss of awareness)-
Complex Partial (change in awareness and
behaviour)- Secondarily Generalised Tonic-
Clonic
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Assessment 1 – CTL Brett Davidson - 17793911
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
Identifies signs,
symptoms and risk
factors for health
conditions common in
young people
Appreciate that lifestyle
behaviours which
impact on health can be
2 Generalised seizures Generalised seizures
are the result of abnormal activity in the
whole brain simultaneously. Because of this,
consciousness is lost at the onset of the
seizure. There are many types of generalised
seizures.
- Generalised Tonic-Clonic- Absence-
Myoclonic- Tonic- Atonic
Epilepsy Facts and Statistics
- Approximately one in 120 people have
epilepsy.
- Anyone can be affected by seizures at any
age, but epilepsy is most frequently
diagnosed in infancy, childhood, adolescence
and old age.
- Up to 5% of the world’s population may
have a seizure at some time in their lives.
Epilepsy is diagnosed when the seizures are
unprovoked and recurrent – in other words
they happen more than once.
- It is estimated that around 50 million people
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Assessment 1 – CTL Brett Davidson - 17793911formed during childhood
and adolescence
Identifies signs,
symptoms and risk
factors for health
conditions common in
young people
in the world have epilepsy at any one time.
Incidence in developing countries is almost
double that of developed countries.
- Epilepsy is more than three times as
common as multiple sclerosis, Parkinson’s
disease and cerebral palsy.
After writing down the informations re-cap the
lesson and explain that the students will have
an examination in their next theory lesson.
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LESSON 5 – EXAMINATIONStudents are to sit the unit exam. The
exam will go for the entire 80mins and will
consist of questions relating to the material
covered throughout the unit.
The exam will be out of 50 marks.
Exam paper
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Assessment 1 – CTL Brett Davidson - 17793911
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Assessment 1 – CTL Brett Davidson - 17793911Reconstructed Unit of Work
Year 8 Scope and Sequence
Term 1 Term 2 Term 3 Term 4
Unit and Outcomes
A Diverse Harmony
4.1- Sense of self- Changes and challenges4.2- Connectedness- Interpersonal communication
Lifestyle Diseases
4.6- student describes the nature of
health and analyses how health issues may impact on young people.
4.9- Benefits of participation in
physical activity
Lean Machine
4.9- Components of a balanced lifestyle- Physical activity levels- Health related fitness- Skill related fitness
The Long and Short of It
4.2- Seeking help4.6- Mental health- Drug use- Road safety
Assessment - Booklet = /100 (15%)- Poster = /10 (5%)- Practical = /10 (10%)
- Exam = /50 (20%)- Stick Games = /10 (15%)
- Fitness task = /20 (20%)- Gymnastics and dance = /20
(15%)
Practical and Outcomes
Fitness testing 1-2
Net games 3-11- Badminton- Volleyball- Table tennis
4.4- Types of movement skills- Aspects of movement skill
development- Influences on skill development
and performance- Context for specialised
movement skills4.5
- Features of movement composition
4.10- Lifelong physical activity- Health related components of
fitness- Skill related components of
Athletics 1-4Stick Games 5 - 8
- Softball- Cricket- Lacrosse
Capture the Flag 9-10
4.4- Types of movement skills- Aspects of movement skill development- Influences on skill development and performance- Context for specialised movement skills (athletics)4.5
- Features of movement composition
- The elements of composition4.10
- Lifelong physical activity
Gymnastics and dance 1-6King ball 7-8Fitness testing 9-10
4.4- Types of movement skills- Aspects of movement skill development- Influences on skill development and performance- Context for specialised movement skills (dance and gymnastics)4.5- The features of movement composition- The elements of composition4.10- Lifelong physical activities
Field games 1-6- AFL- Gaelic football- Ultimate frisbee
Futsal/forecourt 7-11
4.4- Types of movement skills- Aspects of movement skill development- Influences on skill development and performance- Context for specialised movement skills4.5- Features of movement composition4.10
- Lifelong physical activity
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Assessment 1 – CTL Brett Davidson - 17793911fitness
Arthur Phillip High School Faculty: P.D.H.P.E. UNIT TITLE: Lifestyle Diseases Stage 4
Unit OverviewStudents will develop their knowledge and understanding of key concepts related to lifestyle diseases. During this unit students will look at a wide range of the types of lifestyle disease, the impacts it may have on an individual, the risk factors which may increase the chance of getting a lifestyle disease and a number of factors relating to communicable and non-communicable diseases.
Outcomes4.6- student describes the nature of health and analyses how health issues may impact on young people.4.9- Benefits of participation in physical activity
Key Concepts Understanding what a lifestyle disease is. Understand risk factors that may increase the chances of developing a
lifestyle disease. Students develop an understanding on communicable and non-
communicable diseases. Students explore the different lifestyle diseases and the effects they may have
on a persons quality of life or lifestyle.
Assessment Overview
ASSESSMENT ONE (CLASS TASK)- Stick Games – 15%Practical element of P.D.H.P.E. where students will be assessed on their understanding of a range of stick games. In addition to the practical element of the stick games being performed, students will be asked to assess themselves and each other by means of how to successfully reach a goal, earn a point or complete a part of the performance.
ASSESSMENT TWO (CLASS TASK)- Examination – 20%Students will sit a written examination. Those students who have expressed the requirement for assistance through language barriers or various other concerns are assisted in the correct manner as required.
Cross Curriculum PrioritiesAboriginal and Torres Strait Islander histories and cultures – Throughout the practical elements of this
Other AreasCivics and CitizenshipDifference and diversity – With a wide range of abilities and diversities within the classroom as
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Assessment 1 – CTL Brett Davidson - 17793911term students will be involved in a number of Traditional Aboriginal and Torres Strait Islander games.Asia and Australia’s engagement with AsiaSustainability
mentioned in the background information differentiation in the classroom is required.Work and Enterprise
Students learn about Students learn to Teaching strategies Resources Additional Teaching and learning strategies
4.6 The nature of health-
The benefits of a healthy
lifestyle
4.6 Factors that affect
health- Lifestyle and
Lifestyle diseases.
4.6 Healthy food habits-
The relationship of food
habits to health.
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
Identifies signs,
symptoms and risk
factors for health
conditions common in
young people
Review the dietary
habits of young people
in relation to
recommend dietry
guidelines for children.
Appreciate that lifestyle
LESSON 1Home page- Go through the information on
the home page prior to completing lessons
one page.
Discuss Lifestyle Diseases
What does the term LIFESTYLE mean?
Lifestyle is the way you live your life. This
includes the food you eat, your activities and
the people you spend time with. Your lifestyle
can have a positive or negative impact on
your health.
Go through the nature of diseases:
There are many kinds of diseases and a
great variety of causes. A Disease is defined
as: “an unhealthy ailment of the whole body
and organ or some part of the body”.
Diseases may be a result of:
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Students will work independently to utilise students centred approaches to learning. Students will conduct research and discover various statistics on their devices while searching the internet. They will then create a table, graphs and various means of data collection which highlights the rates of the risk factors associated with
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Assessment 1 – CTL Brett Davidson - 177939114.6 The nature of health-
The benefits of a healthy
lifestyle
4.6 Factors that affect
health- Lifestyle and
Lifestyle diseases.
4.6 Healthy food habits-
The relationship of food
habits to health.
4.6 The nature of health-
The benefits of a healthy
lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
Identifies signs,
symptoms and risk
factors for health
conditions common in
young people
Review the dietary
habits of young people
in relation to
recommend dietry
guidelines for children.
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
- An infection from bacteria or virus
- A deficiency of vitamins or other nutrients
- Metabolic derangements, cells and tissues show abnormal activity
- Genetic or heredity factors
Also cover the Warning signs often
accompany a disease. These should not be
ignored as many diseases are easy to cure, if
they are treated in their early stages.
Have the students copy the disease graph
into their workbooks.
Move onto lesson one tab – If there is no
internet for the wiki to work, use the word
document provided which has all the wiki
information on it.
LIFESTYLE DISEASES
Go through each risk factor and discuss with
the class. Have the students write down
each.
Risk factors increase your chance of
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lifestyle diseases. Students will work collaboratively to complete the worksheet documents which can be on their laptops or on a print out document. Though they will be working in pairs or table groups students will have their own completed document for future use in preparation for their examination.
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Assessment 1 – CTL Brett Davidson - 17793911
4.6 Factors that affect
health- Lifestyle and
Lifestyle diseases.
4.6 Healthy food habits-
The relationship of food
habits to health.
4.6 The nature of health-
The benefits of a healthy
lifestyle
4.6 Factors that affect
health- Lifestyle and
Lifestyle diseases.
Identifies signs,
symptoms and risk
factors for health
conditions common in
young people
Review the dietary
habits of young people
in relation to
recommend dietry
guidelines for children.
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
Identifies signs,
symptoms and risk
factors for health
developing a lifestyle disease.
There are risk factors that we cannot prevent
such as;
Age
Generally the older you are the more likely
you are to develop a lifestyle disease,
especially heart disease and adult onset
diabetes. The risk factors can be present in
the early years, but the disease usually only
appears in adulthood.
Gender
Some diseases are more prevalent in males
than females. This may be because of the
different lifestyles they lead or because of
body structure and hormones.
Heredity
Genetic characteristics which are passed on
from parents to children can play an
important role. If there is a family history of a
certain condition, there is evidence to
suggest it can be passed on.
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Assessment 1 – CTL Brett Davidson - 17793911
4.6 Healthy food habits-
The relationship of food
habits to health.
4.6 The nature of health-
The benefits of a healthy
lifestyle
4.6 Factors that affect
health- Lifestyle and
Lifestyle diseases.
conditions common in
young people
Review the dietary
habits of young people
in relation to
recommend dietry
guidelines for children.
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
Identifies signs,
symptoms and risk
factors for health
conditions common in
young people
Review the dietary
Race
Race can be a contributing factor, especially
with some types of cancer. Skin cancer is
more prevalent among people of European
ancestry than Aboriginal people.
Environment
The environmental conditions where you live
can affect your health. People who live in the
city will breathe in polluted air compared to
those people who live in the country.
Complete the activities below.
1. With your partner beside you, list the many
different traits that you have inherited from
your parents. Include in this list the diseases
or illnesses that are in your family. Compare
with the class.
2. In groups, discuss how your cultural
background influences your health
behaviours. Provide examples.
3. Helping others make healthy choices is
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Assessment 1 – CTL Brett Davidson - 177939114.6 Healthy food habits-
The relationship of food
habits to health.
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
Identifies signs,
symptoms and risk
factors for health
conditions common in
young people
Review the dietary
habits of young people
in relation to
recommend dietry
habits of young people
in relation to
recommend dietry
guidelines for children.
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
Identifies signs,
symptoms and risk
factors for health
conditions common in
young people
Review the dietary
habits of young people
in relation to
recommend dietry
guidelines for children.
part of being a responsible, productive citizen
and friend. List three ways to help others
make healthy choices. Compare the list with
the rest of the class to establish a class list.
4. Fill in the table using a description of each
of the risk factors, then provide some
examples of particular diseases that are
associated with the risk factor. For example,
Age is related to heart disease.
HOMEWORK
Students are to: Ask your parents, family
members or carers whether any hereditary
(inherited) disease or medical condition has
affected members of your family. Identify
whether you could take steps to reduce your
risk of suffering from the disease or condition.
Exaplain the homework activity and give a
due date of your next theory lesson.
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Assessment 1 – CTL Brett Davidson - 17793911guidelines for children.
4.6 The nature of health-
The benefits of a healthy
lifestyle
4.6 Factors that affect
health- Lifestyle and
Lifestyle diseases.
4.6 Healthy food habits-
The relationship of food
habits to health.
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
Identifies signs,
symptoms and risk
factors for health
conditions common in
young people
Review the dietary
habits of young people
in relation to
LESSON 2Recap what you covered last lesson and
complete any missed work from lesson 1.
Ensure you have collected the homework
task which is due in this lesson.
Communicable Diseases
Cover ‘What is a COMMUNICABLE
DISEASE?’
Many diseases can be passed from one
person to another; that is, they are
communicable. A communicable disease is
contracted through bacteria, fungi or a virus
from another person, a plant, or a food
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Students will conduct their own research on communicable and non-communicable diseases through teacher direction, which will lead to students or self directed learning by where students are asked to discover answers to a range of questions and seek out their own means of topics in this
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Assessment 1 – CTL Brett Davidson - 17793911
4.6 The nature of health-
The benefits of a healthy
lifestyle
4.6 Factors that affect
health- Lifestyle and
Lifestyle diseases.
4.6 Healthy food habits-
The relationship of food
habits to health.
recommend dietry
guidelines for children.
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
Identifies signs,
symptoms and risk
factors for health
conditions common in
young people
Review the dietary
habits of young people
in relation to
recommend dietry
guidelines for children.
Appreciate that lifestyle
substance.
Give some examples of communicable
diseases that commonly affect young people
are colds, glandular fever, chickenpox,
meningococcal, and hepatitis A and B.
Most of these diseases can be transmitted by
saliva (through kissing, close social contact,
sharing drinks, and eating utensils) or
through unprotected sexual activity.
How are the spread?
Communicable diseases are spread from
person to person, food or water and even
insects and animals.
How can it be prevented?
To help stop the spreading of communicable
diseases, we can follow some simple hygiene
procedures;
- Cover your mouth when coughing
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lessons. Teachers notes within the unit outline also suggest that as a whole class discussion can be made on an overall answer for each of the overarching topics. Students will work collaboratively to complete the worksheet documents which can be on their laptops or on a print out document. Though they will be working in pairs or table groups students will have their own completed document for future use in preparation for their examination.
37
Assessment 1 – CTL Brett Davidson - 177939114.6 The nature of health-
The benefits of a healthy
lifestyle
4.6 Factors that affect
health- Lifestyle and
Lifestyle diseases.
4.6 Healthy food habits-
The relationship of food
habits to health.
4.6 The nature of health-
The benefits of a healthy
lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
Identifies signs,
symptoms and risk
factors for health
conditions common in
young people
Review the dietary
habits of young people
in relation to
recommend dietry
guidelines for children.
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
- Wash hands after going to the toilet and
before preparing food
- Clean cuts with antiseptic and cover with
band aid
- Keep plates, cups and cutlery clean
Non- Communicable Diseases
Cover ‘What is a NON-COMMUNICABLE
DISEASE?’
Non-communicable (or lifestyle) diseases are
caused by the way we live our life. If we
choose to live an inactive or unhealthy
lifestyle, then we are increasing the risk
factors of developing a disease. Heredity can
also be a risk factor in developing a disease.
However, the good news is that we can
prevent lifestyle diseases by ensuring we
lead an active and healthy lifestyle.
Discuss as a class and then have them
complete helpful and hazardous graph
activity.
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Assessment 1 – CTL Brett Davidson - 17793911
4.6 Factors that affect
health- Lifestyle and
Lifestyle diseases.
4.6 Healthy food habits-
The relationship of food
habits to health.
4.6 The nature of health-
The benefits of a healthy
lifestyle
4.6 Factors that affect
health- Lifestyle and
Identifies signs,
symptoms and risk
factors for health
conditions common in
young people
Review the dietary
habits of young people
in relation to
recommend dietry
guidelines for children.
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
Identifies signs,
symptoms and risk
factors for health
Immunisation
Cover ‘What is immunization?’ and discuss
with class
Immunity is the body's natural resistance to
many pathogens. Your body remembers the
pathogens it has met before and can give
you long-term protection or immunity to many
diseases, including chicken pox, measles
and polio.
Some immunity will last a lifetime, while in
othercases it will last for only a short period
of time. Because there are so many different
types of viruses that cause the common cold,
your body will not become immune to cold
viruses.
Why do we need an immune system?
Your immune system is designed to protect
you against the millions of pathogens that
you are exposed to every day. Most of the
time it is successful and you will not become
sick.
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Assessment 1 – CTL Brett Davidson - 17793911Lifestyle diseases.
4.6 Healthy food habits-
The relationship of food
habits to health.
4.6 The nature of health-
The benefits of a healthy
lifestyle
4.6 Factors that affect
health- Lifestyle and
Lifestyle diseases.
conditions common in
young people
Review the dietary
habits of young people
in relation to
recommend dietry
guidelines for children.
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
Identifies signs,
symptoms and risk
factors for health
conditions common in
young people
Review the dietary
How can we improve our immune system?
You can help your immune system work
properly by following a few simple guidelines.
- Bath or shower every day to keep your
hands, hair, skin and nails clean
- Avoid sharing eating and drinking utensils
- Prepare and store food in a safe way to
prevent food poisoning
- Wash hands after using the bathroom or
touching animals and before eating and
preparing food
- If you are well, stay away from people who
are sick
- If you are sick, seek medical help. Cover
your mouth when you cough and sneeze and
stay away from others to avoid giving them
the illness.
- Get vaccinated from an early age
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Assessment 1 – CTL Brett Davidson - 177939114.6 Healthy food habits-
The relationship of food
habits to health.
4.6 The nature of health-
The benefits of a healthy
lifestyle
4.6 Factors that affect
health- Lifestyle and
Lifestyle diseases.
4.6 Healthy food habits-
The relationship of food
habits to health.
habits of young people
in relation to
recommend dietry
guidelines for children.
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
Identifies signs,
symptoms and risk
factors for health
conditions common in
young people
Review the dietary
habits of young people
in relation to
recommend dietry
guidelines for children.
At the end of the lesson go over the
information you have covered.
LESSON 3Recap what you covered last lesson and
complete any missed work from lesson 2.
Watch the clip “what measure will you take”
and have the students answer the following
questions.
1. Which group is targeted in this
commercial?
2. What effects has the author of the
commercial used to gain the attention of the
viewers?
3. How many Australians are overweight? Do
you think this is too much?
4. What waist measurements are considered
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Students are to completed these questions independently and once completed may work collaboratively to fully develop their answers prior to classroom discussion.Students will conduct research and discover various statistics on their devices while searching the internet. They will then create a table, graphs and various means of data collection which highlights the rates of the additional lifestyle risk factors associated with
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Assessment 1 – CTL Brett Davidson - 17793911
4.6 The nature of health-
The benefits of a healthy
lifestyle
4.6 Factors that affect
health- Lifestyle and
Lifestyle diseases.
4.6 Drug use – Short
term and long term
effect of drug use
4.6 Sexual Health –
Sexually transmitted
infections, blood-borne
viruses and HIV/AIDS
4.6 The nature of health-
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
Review the dietary
habits of young people
in relation to
recommend dietry
guidelines for children.
Describe the short term and
long term effect of drug use
Identify behaviours that
assist in preventing
STI’s, BBV’s and
HIV/AIDS
Appreciate that lifestyle
behaviours which
impact on health can be
a "risk"
5. Do you think that this commercial is
effective? Why?
As a class discuss all answers and ask other
students for relevant input.
Unhealthy habits and there consequences.
Go through each unhealthy habit and discuss
it with the class. Have the students write each
one down into their workbooks.
Smoking
- Increase risk of cancer
- Lung problems including emphysema
- Premature death
Drinking alcohol
- Brain damage
- Live damage
- Fertility problems
- Change in behaviour
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lifestyle diseases.Students will read the associated text which describes why each of these factors are risk factors and students will then write an extended response on the different types of risk factors and impacts each could have on a persons lifestyle.
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Assessment 1 – CTL Brett Davidson - 17793911The benefits of a healthy
lifestyle
4.6 Factors that affect
health- Lifestyle and
Lifestyle diseases.
4.6 Drug use – Short
term and long term
effect of drug use
4.6 Sexual Health –
Sexually transmitted
infections, blood-borne
viruses and HIV/AIDS
4.6 The nature of health-
The benefits of a healthy
lifestyle
formed during childhood
and adolescence
Review the dietary
habits of young people
in relation to
recommend dietry
guidelines for children.
Describe the short term and
long term effect of drug use
Identify behaviours that
assist in preventing
STI’s, BBV’s and
HIV/AIDS
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
- Legal issues
Addiction to drugs
- Legal problems
- Brain damage
- Heart failure
- Social/Emotional changes in behaviour
- Legal issues
Exposure to stress
- Mental health problems
- Increased anxiety
- Mood swings
- Emotional wellbeing
Poor diet
- Cardiovascular Disease (Heart Disease)
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Assessment 1 – CTL Brett Davidson - 17793911
4.6 Factors that affect
health- Lifestyle and
Lifestyle diseases.
4.6 Healthy food habits-
The relationship of food
habits to health.
4.6 The nature of health-
The benefits of a healthy
lifestyle
4.6 Factors that affect
health- Lifestyle and
Lifestyle diseases.
Identifies signs,
symptoms and risk
factors for health
conditions common in
young people
Review the dietary
habits of young people
in relation to
recommend dietry
guidelines for children.
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
Review the dietary
habits of young people
in relation to
recommend dietry
guidelines for children.
- Obesity and Diabetes
- Tooth decay
- Lower self esteem and self confidence
Lack of exercise- Cardiovascular disease
- Obesity and diabetes
- Weight gain
- Impact self esteem and self confidence
Overexposure to the sun
- Increased risk of skin cancer
- Pain
- Damage to the skin
- Melanoma
Unsafe Sexual practices
- Sexually Transmitted Infections (STI's)
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Assessment 1 – CTL Brett Davidson - 17793911
4.6 Drug use – Short
term and long term
effect of drug use
4.6 Sexual Health –
Sexually transmitted
infections, blood-borne
viruses and HIV/AIDS
4.6 The nature of health-
The benefits of a healthy
lifestyle
4.6 Factors that affect
health- Lifestyle and
Lifestyle diseases.
Describe the short term and
long term effect of drug use
Identify behaviours that
assist in preventing
STI’s, BBV’s and
HIV/AIDS
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
Identifies signs,
symptoms and risk
factors for health
conditions common in
young people
- Unwanted pregnancy
Lack of sleep/ Rest
- Increased levels of stress
- Increased levels of anxiety
- Decreased concentration
Once discussed and written down have the
students complete the activity.
Students are to:
2. Design a pamphlet raising awareness
of some unhealthy habits and their
consequences. In your pamphlet you
should include some ways to
counteract these behaviours.
At the end of the lesson go over the
information you have covered.
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Assessment 1 – CTL Brett Davidson - 17793911presentation
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4.6 The nature of health-
The benefits of a healthy
lifestyle
4.6 Factors that affect
health- Lifestyle and
Lifestyle diseases.
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
Identifies signs,
symptoms and risk
factors for health
conditions common in
young people
LESSON 4
Recap what you covered last lesson and
complete any missed work from lesson 2.
Medical conditions
Discuss different types of medical conditions
that the kids can think of.
DiabetesWhat is it? Have the students copy the
information and discuss
Diabetes is a disease in which the body does
not make enough of, or does not effectively
use, the hormone insulin. Insulin regulates
the supply of energy giving sugar to the
body's cells. It is made in the pancreas and
released into the bloodstream in response to
the levels of blood sugar present in the body.
Insulin helps sugar enter the cells from the
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Students will conduct research and discover various statistics on their devices while searching the internet. They will then create a table, graphs and various means of data collection which highlights the rates most prevalent lifestyle diseases particularly in Australia and why these are the most common lifestyle diseases.Students will work
46
Assessment 1 – CTL Brett Davidson - 17793911
4.6 The nature of health-
The benefits of a healthy
lifestyle
4.6 Factors that affect
health- Lifestyle and
Lifestyle diseases.
4.6 The nature of health-
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
Identifies signs,
symptoms and risk
factors for health
conditions common in
young people
Appreciate that lifestyle
behaviours which
blood. When insulin is absent or deficient the
sugar builds up in the blood and some of it
can overflow into the urine. The sugar carries
extra water with it, with the result that the
untreated diabetic feels very thirsty.
There are two types of diabetes, and they are
known as Type 1 (insulin dependent) and
Type 2 (non-insulin dependent):
- Type 1 diabetes typically begins in
childhood or youth, and used to be called
juvenile onset diabetes. With Type 1
diabetics, the pancreas stops making insulin
altogether and those affected must have
insulin treatment for the rest of their lives,
usually as a daily, self-administered injection.
- Type 2 diabetes is much more common and
typically affects overweight people in middle
age (30 years and over). People with Type 2
diabetes produce less insulin than normal. It
used to be called mature onset and tends to
run in families. Type 2 diabetes can usually
stay healthy without taking insulin for many
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collaboratively through teacher direction on an extended response based around a selected lifestyle disease, its specific risk factors and the ways of preventing, reducing the risk, curing and the burden/impacts it may have on an individual, an individuals family/friends and society.
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Assessment 1 – CTL Brett Davidson - 17793911The benefits of a healthy
lifestyle
4.6 Factors that affect
health- Lifestyle and
Lifestyle diseases.
4.6 The nature of health-
The benefits of a healthy
lifestyle
impact on health can be
formed during childhood
and adolescence
Identifies signs,
symptoms and risk
factors for health
conditions common in
young people
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
years by maintaining a normal body weight,
following healthy eating patterns and getting
regular physical activity.
A person who has too much sugar in their
blood has hyperglycaemia.
A person with not enough sugar in their blood
has hypoglycaemia.
Asthma
Download the asthma sheet or have it printed
and ready for the students to use.
What is asthma have the students discuss
and write down the information from the
board.
Asthma is a reversible narrowing of the
airways in the lungs.Asthma symptoms
include wheezing, coughing (particularly at
night), chest tightness, difficulty in breathing
and shortness of breath.
Asthma is a treatable health condition.
Although at present there is no cure, with
good management, people with asthma can
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Assessment 1 – CTL Brett Davidson - 17793911
4.6 Factors that affect
health- Lifestyle and
Lifestyle diseases.
4.6 The nature of health-
The benefits of a healthy
lifestyle
4.6 Factors that affect
health- Lifestyle and
and adolescence
Identifies signs,
symptoms and risk
factors for health
conditions common in
young people
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
Identifies signs,
symptoms and risk
factors for health
lead normal, active lives.
Asthma Causes
The causes of asthma are not yet fully
understood, but many different things can be
involved in the triggering of an attack. These
include:
- Allergy (e.g. to the house dust mite, mould,
animals, weed or grass pollens, foods,
additives)
- Respiratory infection
- Inhalation of an irritating substance (e.g.
cigarette smoke)
- Emotional stress or tension
- Exercise or sudden severe exertion
- Changes in atmospheric temperature
- Atmospheric pollution
Asthma Facts - Over 2 million Australians
have currently diagnosed asthma.
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Assessment 1 – CTL Brett Davidson - 17793911Lifestyle diseases.
4.6 The nature of health-
The benefits of a healthy
lifestyle
4.6 Factors that affect
health- Lifestyle and
Lifestyle diseases.
conditions common in
young people
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
Identifies signs,
symptoms and risk
factors for health
conditions common in
young people
- The prevalence of asthma in Australia is
relatively high, by international standards:
- 11.3% of children aged 0 to 15 have asthma
- Between 9.9% and 15.1% of adults have
asthma
- More boys than girls have asthma.
However, after teenage years, asthma is
more common in women than in men.
- Asthma is more common among Indigenous
Australians, particularly adults, than among
other Australians.
- There is a strong link between asthma and
allergy: more than 80% of people with
asthma have evidence of allergic
sensitisation.
- Children are the group that most commonly
visits general practitioners or emergency
departments or is hospitalised for asthma.
EpilepsyWhat is epilepsy?
Epilepsy is a disruption of the normal
electrochemical activity of the brain that
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Assessment 1 – CTL Brett Davidson - 17793911
4.6 The nature of health-
The benefits of a healthy
lifestyle
4.6 Factors that affect
health- Lifestyle and
Lifestyle diseases.
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
Identifies signs,
symptoms and risk
factors for health
conditions common in
young people
results in seizures. Under certain
circumstances anyone can have a seizure. It
is only when there is a tendency to have
recurrent seizures (more than one) that
epilepsy is diagnosed.
Seizure Types
There are 40 different types of seizures.
Seizures can be divided into two major
groups: partial seizures and generalised
seizures.
1 Partial seizures About 60% of people with
epilepsy have partial seizures, also known as
focal seizures. These seizures can often be
subtle or unusual, and may go unnoticed or
be mistaken for anything from intoxication to
daydreaming. Seizure activity starts in one
area of the brain and may spread to other
regions of the brain. Types of partial seizures
are:
- Simple Partial (no loss of awareness)-
Complex Partial (change in awareness and
behaviour)- Secondarily Generalised Tonic-
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Assessment 1 – CTL Brett Davidson - 17793911
4.6 The nature of health-
The benefits of a healthy
lifestyle
4.6 Factors that affect
health- Lifestyle and
Lifestyle diseases.
4.6 The nature of health-
The benefits of a healthy
lifestyle
Appreciate that lifestyle
behaviours which
impact on health can be
formed during childhood
and adolescence
Identifies signs,
symptoms and risk
factors for health
conditions common in
young people
Appreciate that lifestyle
behaviours which
Clonic
2 Generalised seizures Generalised seizures
are the result of abnormal activity in the
whole brain simultaneously. Because of this,
consciousness is lost at the onset of the
seizure. There are many types of generalised
seizures.
- Generalised Tonic-Clonic- Absence-
Myoclonic- Tonic- Atonic
Epilepsy Facts and Statistics
- Approximately one in 120 people have
epilepsy.
- Anyone can be affected by seizures at any
age, but epilepsy is most frequently
diagnosed in infancy, childhood, adolescence
and old age.
- Up to 5% of the world’s population may
have a seizure at some time in their lives.
Epilepsy is diagnosed when the seizures are
unprovoked and recurrent – in other words
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Assessment 1 – CTL Brett Davidson - 17793911
4.6 Factors that affect
health- Lifestyle and
Lifestyle diseases.
impact on health can be
formed during childhood
and adolescence
Identifies signs,
symptoms and risk
factors for health
conditions common in
young people
they happen more than once.
- It is estimated that around 50 million people
in the world have epilepsy at any one time.
Incidence in developing countries is almost
double that of developed countries.
- Epilepsy is more than three times as
common as multiple sclerosis, Parkinson’s
disease and cerebral palsy.
After writing down the informations re-cap the
lesson and explain that the students will have
an examination in their next theory lesson.
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LESSON 5 – EXAMINATIONStudents are to sit the unit exam. The
exam will go for the entire 80mins and will
consist of questions relating to the material
covered throughout the unit.
Exam paper
53
Assessment 1 – CTL Brett Davidson - 17793911The exam will be out of 50 marks.
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Assessment 1 – CTL Brett Davidson - 17793911
Formative Assessment
‘Lifestyle Diseases’
Examination
Arthur Phillip High School
Year 8 – Term 2
Section One – 10 Multiple choice – 10 marks
Section Two – Written responses – 40 marks
Outcomes: 4.6 - A student describes the nature of health and analyses how health issues may impact on young people.
Name: _________________________________
Class : __________________________________
Teacher : ____________________________________
Section One: ______/10
Section Two: ______/40
Total Grade : ______/50
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Assessment 1 – CTL Brett Davidson - 17793911
Lifestyle Diseases Name : ______________________Class : ______________________Year 8 Term 2, 2016
Section 1 – Multiple choiceCircle the correct answer
1. A ‘Lifestyle’ disease is:
(a) Something you are born with(b) A heredity factor that causes you to carry a disease(c) A disease caused through the way you live your life(d) Something you catch through blood contact
2. Diseases may be a result of:
(a) An infection from bacteria or virus(b) A deficiency of vitamins or other nutrients(c) Genetic or heredity factors(d) All of the above
3. Cardiovascular Disease is:
(a) A disease affecting the kidneys (b) A disease affecting the brain(c) A disease affecting the heart, blood vessels and blood.(d) A disease affecting the arms and legs
4. Some risk factors we can not prevent are:
(a) Age, Gender and Race(b) Smoking and Drug use(c) Drinking alcohol(d) Obesity, Cardiovascular disease and diabetes
5. The ‘chicken pox’ is classed as a:
(a) Non-communicable Disease(b) Communicable Disease(c) Skin disorder(d) Both A and B
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Assessment 1 – CTL Brett Davidson - 17793911
6. Diabetes is a condition where there is a limited supply of:
(a) Blood(b) Insulin(c) Iron(d) Protein
7. Allergies, Emotional stress or tension, Shortness of breath and changes in temperature are all triggers for:
(a) Cardiovascular disease(b) Epilepsy(c) Hay fever (d) Asthma
8. There are __ different type of seizures?
(a) 35(b) 40(c) 45(d) 50
9. The two major groups seizures can be divided into are:
(a) Frontal seizures and Temporal seizures(b) Semi seizures and Maximal Seizures(c) Partial seizures and Generalised seizures(d) Simple seizures and Advanced seizures
10. Approximately 1 in ___ people have epilepsy:
(a) 140(b) 100(c) 20(d) 120
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Assessment 1 – CTL Brett Davidson - 17793911
Lifestyle Diseases Name : ________________________
Class : ________________________Year 8 Term 2, 2016
Section 2
1 . What is a Lifestyle Disease? In your answer give two examples of Lifestyle Diseases /3
_______________________________________________________________________________
_____________________________________________________________________________
_______________________________________________________________________________
_____________________________________________________________________________
2 . What is a Communicable disease? In your answer give two examples of communicable diseases. /3
_______________________________________________________________________________
_____________________________________________________________________________
_______________________________________________________________________________
_____________________________________________________________________________
3 . What is a Non-communicable disease? In your answer give two examples of Non-communicable diseases. /3
_______________________________________________________________________________
_____________________________________________________________________________
_______________________________________________________________________________
_____________________________________________________________________________
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Assessment 1 – CTL Brett Davidson - 17793911
4. What are three risk factors that can increase your chances of developing a lifestyle disease? In the graph below list the three risk factors you chose and explain why they are a risk factor? /6
Risk Factor Why is it a Risk Factor?Risk Factor Why is it a Risk Factor?
5. Why is it so important to ensure people are up to date with their immunisation? /3
_______________________________________________________________________________
_____________________________________________________________________________
_______________________________________________________________________________
_____________________________________________________________________________
6. In the graph below list three of the unhealthy habits you have covered in this unit and then explain what could happen to someone if this was one of their habits? /6
Unhealthy Habit Consequences
7. What is Type 1 Diabetes? /2
_______________________________________________________________________________
_____________________________________________________________________________
_______________________________________________________________________________
_____________________________________________________________________________
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Assessment 1 – CTL Brett Davidson - 17793911
8. What is Type 2 Diabetes? /2
_______________________________________________________________________________
_____________________________________________________________________________
_______________________________________________________________________________
_____________________________________________________________________________
9. What is Epilepsy? /2
_______________________________________________________________________________
_____________________________________________________________________________
_______________________________________________________________________________
_____________________________________________________________________________
10. On this page create a poster that is supporting people to live a healthier lifestyle. Use information that you have covered throughout the unit and put it onto your poster.E.g. Statistics, Facts, Information etc. You can draw pictures, use words, numbers or what ever you like, just ensure you are promoting a healthy lifestyle. Also give tips on how one could avoid lifestyle Diseases. /10
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Assessment 1 – CTL Brett Davidson - 17793911
Concept Map:
61
Assessment 1 – CTL Brett Davidson - 17793911Comparative Table of Unit Recommendations
Area of Concern Suggested Alteration Research supporting suggested alteration
The original unit of work which I received from my practicum did contain a singular formative assessment as well as a number of informal assessments throughout each of the lessons through did not produce any suggestion as to the practical elements and means of assessment. Though this was the case the styles of assessment formal or informal did not present any alternative challenges for students where they were to find their own data or information.
To improve the overall consistent basis of assessment throughout this unit, an alteration was to introduce various measures and means of assessment. This was done as students were challenged to find information based on the topics of each lesson prior and post learning which was directed by the teacher.
Effective feedback for students has been suggested through research to have important impacts upon students learning and their needs (Hattie, 2009; CESE, 2014). By implementing various forms of assessment through each lesson as well as the set exam students are tested across a range of measures which includes that of Information and Communication Technologies. Tempelaar, Rienties and Giesbers (2015) suggest that there are particular ways in which students can learn and develop knowledge through different types of assessment which leads to feedback. In addition to producing feedback for students the various types of assessment can be seen as a tool for differentiation (Doubet, 2012). Differentiation is key in this classroom as students are of varied abilities and require different needs while developing their knowledge. When re-creating this unit of work, it was noted that it is the role of the educator to facilitate the learning needs of the students but that pre-planning can assist greatly in means of ensuring all students gain the knowledge required to complete this unit.
The unit originally created shows a serve lack of collaborative learning as a teaching and learning strategy.
Collaborative teaching and learning tasks and approaches have been implemented throughout as a recommendation in encouraging the growth of students not only in an educational sense but also a social aspect. Throughout each of the lessons reconstructed students are asked to complete tasks in a collaborative manner.
Wiggens & McTighe, (2005) suggest that for students to best understand the topics and further develop their learning, interactions with peers assist in successful learning outcomes. It is also explored that a collaborative introduction towards the learning of content, can allow for students to develop a means to transfer learning to new varieties of contexts (Wiggens & McTighe,
62
Assessment 1 – CTL Brett Davidson - 177939112005). Therefore, it should be encouraged for educators to involve the use of collaboration in learning for the students. This may also increase their social capabilities while collaborating with peers.Research suggest that collaborative learning can assist in improving and developing a social support network for learning, develops empathy and builds an understanding of the diverse range of peers within a year group or classroom (Laal & Ghodsi 2011). In addition, Ibrahim et al (2015) implies that collaborative learning is particularly beneficial in comprehensive classrooms that include students who have English as a second language. In these classrooms Ibrahim et al. (2015) examine that this type of teaching and learning strategy can be used as a means for differentiation in particular classroom and educational settings.
Though there was an indication of teacher instruction throughout the unit, it was not specifically directed to assist in students learning through a way in which student-centred learning could become influential.
During the course of this unit students will be encouraged through teacher instructions which enable students to work towards specific goals and outcomes. These goals are a direct consequence of the use of teacher instruction leading to student centred learning.
Direct instruction and teacher scaffolding may result in the increased development of students literacy skills for a wide range of students particularly those with a low level of literacy skills (Dooley & Thangapeumal 2011), and Olsen et al 2010) It has also been noted that not only do students with low levels of literacy skills develop their own but that of all students have shown an increase in literacy skills when direct instruction and teacher scaffolding has been used (CESE, 2014).
A scope and sequence was placed into the original unit of work though was without full knowledge of the lengths of time for each of the units with a mixture of practical being involved. In addition no Assessment or designated
A modified scope and sequence has been developed which demonstrates the sequence of units for Year 8. Additional assessments have been included with the weighting of each be suggested.
Wiggins & McTighe (2005) suggest that the inclusion of a scope and sequence with explicit directions can assist in creating a unit of work which encompasses a successful outcomes of goals and academic balance.
63
Assessment 1 – CTL Brett Davidson - 17793911weightings were acknowledged.
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Assessment 1 – CTL Brett Davidson - 17793911
Professional Report of Recommendations
The Stage 4 ‘Lifestyle Disease’ unit has been developed by Arthur Phillip High School
and used for the past few years successfully. This forthcoming report suggests various
implementations and recommendations which may be introduced into the unit as a
means to improve the unit towards an Understanding by Design framework. An
Understanding by Design framework ensures that units are reviewed and evaluated
frequently, as to keep the effectiveness of the unit in combination with the student’s
development of learning. As this unit has been previously evaluated, it had been several
years since significant evaluation or modification had been made. It was then made
evident that there were a number of changes that were required as throughout the unit
outline there was a serve lack of Information and Communication Technology use,
Literacy or Numeracy implemented throughout, nor were there any significantly
evident teaching and learning strategies to explore differentiation in the classroom. The
unit ‘Lifestyle Disease’ sequencing has been re-evaluated to encourage literacy
development, numeracy development as well as developments in the means of personal
and social capabilities.
Sequencing of Learning
The Understanding by Design framework explores ideas which highlight the importance
of effective teaching and learning which can be focused towards deep understanding
and the transfer of skills and learning (Wiggens & McTighe, 2005). The suggestion made
in this circumstance implies that the unit of work can be developed in reverse, where an
end goal is discovered and established initially while the means of teaching and learning
approaches and implemented throughout. Therefore, this creates the idea that results
and goals are set prior to the commencement of creating a unit of work therefore
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Assessment 1 – CTL Brett Davidson - 17793911
addressing students needs of what they want to achieve. Wiggens and McTighe (2005)
who developed the Understanding by Design framework suggests that units of work
within the student’s education should be sequenced therefore contributing to a
consistent and recognizable program. Research based around educational platforms
highlights that while teaching is sequences and systematic students levels of
achievements tended to increase as a reaction to the framework of Understanding by
Design in a means of developing concepts (CESE. 2014).
The initial means towards developing the unit ‘Lifestyle Disease’ for the Stage 4 timeline
involves the constructing a Scope and Sequence which can allow for the planning of the
year to be holistic and may assist in overall description of how the year may look for the
educators. An Understanding by Design framework approach highlights how each of the
units will be connected and therefore encourage the development of student’s
knowledge in the best possible manner. the Scope and Sequence had been selected, of
which the original was suitable for the circumstances and had been successful with the
previous year and seemed the best method for the current class. Once this had been
completed the unit outline was to be consulted which allowed for implementation of
specific teaching and learning approaches and strategies to allow for the best possible
development and knowledge gained by the students.
An aspects of units designed using the Understanding by Design framework is the
process of including literacy, numeracy as well as the use of Information and
Communication Technologies, while encouraging the use of Personal and Social
Capabilities. Through the inclusion of these, the ability to assign questions and directed
learning is set to assist in the setting of large ideas and knowledge which requires deep
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Assessment 1 – CTL Brett Davidson - 17793911
knowledge (Wiggens & McTighe, 2005). Hattie (2012) argue that while learning is
visible both the student and the teacher explore increase the development and success
of learning Data collected by PISA (2009) highlights that when learning outcomes and
knowledge is explicit for students they have an increased tendency to have overall
success in the development of skills and knowledge.
The intentions and essential question directed for learning suggest great importance
which reveals the need for students learning and development to be carefully
constructed. Though set guidelines have been created through sequencing it is essential
that teacher discretion is used when progressing throughout the lessons, confining in
what the students needs and requirements are whilst remembered the input of informal
assessment and feedback.
Feedback and Assessment
To improve the overall consistent basis of assessment throughout this unit, an
alteration was to introduce various measures and means of assessment. This was done
as students were challenged to find information based on the topics of each lesson prior
and post learning which was directed by the teacher. Effective feedback for students has
been suggested through research to have important impacts upon students learning and
their needs (Hattie, 2009; CESE, 2014). By implementing various forms of assessment
through each lesson as well as the set exam students are tested across a range of
measures which includes that of Information and Communication Technologies.
Tempelaar, Rienties and Giesbers (2015) suggest that there are particular ways in
which students can learn and develop knowledge through different types of assessment
which leads to feedback. In addition to producing feedback for students the various
67
Assessment 1 – CTL Brett Davidson - 17793911
types of assessment can be seen as a tool for differentiation (Doubet, 2012).
Differentiation is key in this classroom as students are of varied abilities and require
different needs while developing their knowledge. When re-creating this unit of work, it
was noted that it is the role of the educator to facilitate the learning needs of the
students but that pre-planning can assist greatly in means of ensuring all students gain
the knowledge required to complete this unit.
Frequency of feedback given results in a greater improvement of students development
of knowledge. (Hattie, 2009; CESE, 2014). The process of students learning is one key
area in which suggests a high level of success when producing feedback according to
research (CESE, 2014). Through formative and various other forms of feedback from
assessment it is clear that it may assist in the progression of students’ learning as it is an
effective means to gather data, while successfully increasing overall achievements of
students (Doubet, 2012).
Literacy and Numeracy Development
Arthur Phillip High School reveals that 90% of students which have English as their
second language or language backgrounds other than English. Due to this statistic it is of
vital importance that a great deal of focus is placed upon literacy within classroom
activities. In addition to this the importance of student’s literacy skills must be of note
as there are a number of key numeracy areas to be associated within this topic. Though
with the greater area of demand being that of literacy skills as there are a large number
of students with English being a second language.
Direct instruction and teacher scaffolding may result in the increased development of
students literacy skills for a wide range of students particularly those with a low level of
literacy skills (Dooley & Thangapeumal 2011), and Olsen et al 2010) It has also been
68
Assessment 1 – CTL Brett Davidson - 17793911
noted that not only do students with low levels of literacy skills develop their own but
that of all students have shown an increase in literacy skills when direct instruction and
teacher scaffolding has been used (CESE, 2014). Implementing teacher direction and
scaffolding into the unit was essential as the class was of a large variety of different
students and therefore differentiation was required through a number of elements.
As suggested by Chiswick, Yew and Miller, (2003) there is an increased importance for
the encouraged learning of literacy and numeracy within a classroom as research
suggests where direct instruction may be best utilised in developing these learning
elements for students Education Consumers Foundation (2011).
Personal and Social Capabilities
Personal and social capabilities is one such elements that the Australian curriculum
requires to be developed within the classroom. The original unit does not specify any
means of social capabilities as many of the tasks are said to be student-cantered and
based around personal capabilities. Through measures of Collaborative learning
students are able to increase their social capabilities.
Collaborative teaching and learning tasks and approaches have been implemented
throughout as a recommendation in encouraging the growth of students not only in an
educational sense but also a social aspect. Throughout each of the lessons reconstructed
students are asked to complete tasks in a collaborative manner.
Wiggens & McTighe, (2005) suggest that for students to best understand the topics and
further develop their learning, interactions with peers can assist in successful learning
outcomes. It is also explored that a collaborative introduction towards the learning of
69
Assessment 1 – CTL Brett Davidson - 17793911
content, can allow for students to develop a means to transfer learning to new varieties
of contexts (Wiggens & McTighe, 2005). Therefore, it should be encouraged for
educators to involve the use of collaboration in learning for the students. This may also
increase their social capabilities while collaborating with peers.
Research suggest that collaborative learning can assist in improving and developing a
social support network for learning, develops empathy and builds an understanding of
the diverse range of peers within a year group or classroom (Laal & Ghodsi 2011). In
addition, Ibrahim et al (2015) implies that collaborative learning is particularly
beneficial in comprehensive classrooms that include students who have English as a
second language. In these classrooms Ibrahim et al. (2015) examine that this type of
teaching and learning strategy can be used as a means for differentiation in particular
classroom and educational settings.
Conclusion
Though the unit of work created by Arthur Phillip High School has been successful for
the past few years it seems only a requirement to review and evaluate the themes,
concepts or teaching and learning elements which may be missing. In doing this it may
ensure that while students are learning the correct syllabus areas which align with the
curriculum the need for students development of skills may be encouraged through a
wide range of ideas and means. As suggested there are a number of teaching and
learning strategies and the use of the Understanding by Design framework reviews how
sustainable and therefore successful the current unit of work may be.
Using this Understanding by Design framework, recommendations towards teacher
directed learning, literacy and numeracy focus, Information and Communication
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Assessment 1 – CTL Brett Davidson - 17793911
Technology, assessment and feedback as well as collaborative learning and finally
personal and social capacities. Through these recommendations, it may be seen what
important reviews have been made in the assessment of the original unit of work.
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Assessment 1 – CTL Brett Davidson - 17793911
References
Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). Using student-centred learning
environments to stimulate deep approaches to learning: Factors encouraging or
discouraging their effectiveness. Educational Research Review, 5(3), 243-260.
Centre for Education Statistics and Evaluation (2014) What works best: evidence-based
practices to help improve NSW student performance. Sydney: NSW Department of
Education and Communities.
Chiswick, B. R., Yew, L. L., & Miller, P. W. (2003). Schooling, literacy, numeracy and
labour market success*. Economic Record, 79(245), 165. Retrieved from https://search-
proquest-com.ezproxy.uws.edu.au/docview/219663763?accountid=36155
Dooley, K. & Thangaperumal, P. (2011) Pedagogy and participation: literacy education
for low-literate refugee students of African origin in a western school system.
Language and Education 25(5), 385-397. Doi: 10.1080/09500782.2011.573075
Doubet, C. (2012). Formative assessment jump-starts a middle grades differentiation
initiate: A school focuses on formative assessment to support its efforts to
differentiate instruction. Middle school journal 43(3), 32-38. Retrieved from
http://www.jstor.org/stable/23074857.
Education Consumers Foundation (2011). Direct instruction: What the research says.
Retrieved from http://education-consumers.org/pdf/DI_Research.pdf
Hattie, J. (2009) Visible learning: a synthesis of over 800 meta-analyses relating to
achievement. New York: Taylor and Francis.
Ibrahim, N., Shak, M., Mohd, T., Ismail, N., Permumal, P., Saidi, A. & Yasin, S. (2015) The
importance of implementing collaborative learning in the English as a Second
Language (ESL) classroom. Procedia Economics and Finance 31, 346-353.
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Laal, M. & Ghodski, S. (2012) Benefits of collaborative learning. Procedia- Social and
Behavioural Sciences 31,486-490. Doi: 10.1016/j.sbspro.2011.12.091
Tempelaar, D. T., Rienties, B., & Giesbers, B. (2015). In search for the most informative data
for feedback generation: Learning Analytics in a data-rich context. Computers in
Human Behavior, 47, 157-167
Wiggins, G., & McTighe, J. (2005). Understanding By Design, USA: ASCD Publications.
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