Secondary

Curriculum unit outline - University of Western Sydney (PDHPE_2018)

Part A – Unit Outline

UNIT OUTLINE
Subject: PDHPE Course: PDHPE Number of Weeks
Unit title: 6 Weeks
Preliminary Core 1: Better
Health for Individuals?
Key Concepts/ Big Ideas The importance of this learning
1. What does health mean to individuals? Better health for individuals creates and consolidates the foundation concepts for students in
understanding and valuing knowledge on their individual health and the health of others around
3. What strategies help promote the health of them. Students will compare their perceptions on health with the knowledge learnt about a wide
individuals? range of factors that affect health, alongside factors that can be incorporated to influence better
health for individuals. This module will prepare students for their HSC learning in the module
Students will learn these big ideas and key concepts “Health Priorities in Australia”. Overall knowledge on health will undoubtedly always be
through the use of practical pedagogy, allowing them beneficial for an individual and will always be applicable to reality.
to work collaboratively in an inquiry based
environment in order to benefit their learning. The
key concepts will be taught in relation to Australian
health, specifically being targeted at the youth.
Unit context within Scope and Sequence/Purpose Syllabus Outcomes
A student:
Better health for individuals will be taught at the P1 Identifies and examines why individuals give different meanings to health
beginning of the course. This module will P2 Explains how a range of health behaviours affect an individual’s health 

immediately show students that the year 11 and 12
PDHPE course is not all physically based, and has a P3 Describes how an individual’s health is determined by a range of factors 

theoretical component to it. Students will be P5 Describes factors that contribute to effective health promotion 

introduced to the concept of health without PE and P6 Proposes actions that can improve and maintain an individual’s health 

the ways in which factors of health can influence
health. P15 Forms opinions about health-promoting actions based on a critical examination of relevant
information
P16 Uses a range of sources to draw conclusions about health and physical activity concepts 



Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

Literacy Focus Numeracy Focus ICT Focus Assessment Task Overview

Definitions: Students to write Health continuum: Making health Students create digital health Based on the module content and student
their interpretation on the continuum scale continuum understanding, in pairs students are to create a
definition of health health promotion based on a health issue that
Criteria: Peer-assessment on health PowerPoint presentation majorly affects the Australian youth. Students will be
Research: Case study on health continuum’s through use of criteria through google slides on
able to choose their mode of health promotion (may
dimensions dimensions on health
Case study: Pinned on health
be presented through an advertisement, video or
Class discussion: Different continuum scale based on severity Using laptops and iPads to poster). Students must include facts and figures of
perceptions of health of positive or negative health research case study on health modality and mortality affecting Australian youth,
dimensions alongside ways it can be approached, treated and
Research: Definition of “social Rating: Students “rate” peers on prevented. Health promotion must also include
construct” their individual health based on Pre-knowledge assessed social, economic and psychological reasons behind
infographics made on self- through Kahoot quiz why the youth are affected alongside its overall
Blurb: Factors that affect our perceptions of health effect it has on their families. Students are to also
perception on health Students create infographic on include the effect their treatments have on
Research: Statistics on health in individual perceptions of their
Australian government bodies. Health promotions
Research: Perceptions on health Australia’s youth heath in each dimension

should include ways of seeking help through
Interview: Perceptions on youth Time Keeper: Keeping time during Post blurb on google docs government organisations to assist in youth
health in Australia the class debate education on their health issue and assistance in
Students peer-assess rehabilitation.
Response: Write 200 words on classmate’s blurbs on google
research findings on perceptions docs
of health
Using laptops and iPads to
Present: Findings on health research on youth perceptions
sectors of health & health sectors

Debate: Opposing health Students create digital flow-
promotion strategies chart through Lucidchart

Debate: A.R.E Checkers &
moderators

Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

Acronyms: To help assist

remembrance

Spoken word: Write & perform
spoken word on health

Week/ Syllabus Content Teaching and Learning Strategies Resources

Sequence Students learn about…. Students learn to …. (learning experiences) including assessment FOR
learning and differentiation.
CRITICAL QUESTION: Introduce critical question “What does health mean to Posters:
individuals”. Students are given posters and texta’s to express - Cardboard
What does health mean to what health means to them. Each student is to stand up and - Texta’s
individuals?

explain what they have on their poster to the rest of the class.

1 This activity will show that individuals have different perceptions
Meanings of health Examine the dynamic nature of health by
exploring: of health.
• Definitions of health • The interactions between the
dimensions Teacher asks students to write their own definition of health in
• Dimensions of health • The concept of good health pairs. These definitions are then shared with the class. Teacher
• Relative and dynamic • The health continuum then compares student definitions to the World Health
• How health changes over time Organisation definition of health. Students to identify
nature of health • How an individual’s differences and similarities between their definitions and the
circumstances affect their
definition from the Word Health Organisation.
health

Think-Pair-Share activity discussing the dimensions of health and
their correlation between each other. Dimensions include,
mental, physical, emotional, social, spiritual and cognitive.

Students are asked to create their own physical or digital health Health continuum:
continuum. Once created, students are asked to mark where - Laptops for digital
they believe they are on the health continuum. health contiuums
NOTE: Teacher to take into account students individual - Posters
perception of their own wellbeing. - Texta’s
- Cardboard
Students then peer-assess each other with criteria based on - Playdough
their creativity, information and reliability. Teacher then collects - Tape
Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

peer-assessed criteria and reviews them for student feedback. - Scissors

The best health continuum made, will be stuck on the wall in the - Criteria for peer-
PDHPE classroom. Students are asked to pin their faces on assessment
where they believe they sit on the health continuum. - Printed image of
student faces

Students are asked to create a PowerPoint presentation through Google slides presentation:
google slides in groups regarding a dimension health and - Laptops
influences which contribute to being ‘healthy’ in that dimension - Smartboard
as well as aspects that may affect health. Students are asked to - Criteria for self-
research a case study of an individual that relates to their assessment
dimension, to include in their PowerPoint. Students may also
choose a personal experience, or can create a fictional scenario.

Low ability students provided with scaffold google slides

document, with questions and prompts of what they should add
in their presentations. Groups then present their PowerPoint
presentations to the class. After the presentation, class decides
as a cohort, where the individual from ‘case study / scenario’
will go on the health continuum. Students will self-assess
themselves in regards to their content, confidence/clarity and
the delivery of their presentation. Teacher will also assess
students through PowerPoint presentation and give feedback to
groups based on their research.
Pre-assessment: Students will sit a Kahoot quiz on the Kahoot quiz:
Perceptions of health Examine perceptions of health by
dimensions of health, health continuum and definition of health - Laptops
exploring questions such as: according to the World Health Organisation.
• Perceptions of their health
• How healthy am I? how

2 • Perceptions of the health healthy do other people think I
am?
Students are asked to re-assess where they have pinned their
of others. Eg parents, the • How healthy do I think other faces on the class health continuum and are given the ability to
people are? change their positioning based on their ‘health’ that day.
elderly, the homeless Students to identify that health is not concrete and is ever-
• Why would my perceptions of
changing.
• Implications of different health be similar or different
to others?
perceptions of health • How might an individual’s Students introduced to canva, through teacher example Infographics:
perception of health affect (scaffold). Students are to create an infographic through canva, - Laptops
• Perceptions of health as their behaviour and wellbeing?
reflecting on themselves in regards to all the dimensions of - Teacher scaffold

social constructs health. Infographics are then printed and passed around the example
Determine the degree to which
classroom. Students will read their peers infographic and ‘rate’
• Impact of the media, peers perceptions of health are socially
constructed their peers overall health and write it on the back. Students are
and family then to calculate their average health percentage, based on

Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

their peers perceptions (through combining peer health “rates”

and dividing them to find an average).

Students walk around the classroom and have brief Carousel debate:
conversations through a carousel debate format, with peers - Venn diagram
discussing perceptions on health. Students to note similarities worksheet
and differences through a Venn diagram. Class discussion, will
be based around why students have similar or different
thoughts to others and the implications that these differences
can have.

Students to research the definition of “social construct” and Research & blurbs:
apply it to the perception of health. Students are to write a - Laptops
blurb on the factors that affect our perception of health, how - Google docs link
they are shaped by society and how that will vary our
perceptions overtime. Teacher works with and provides ELAD
students with a scaffold worksheet to help structure their
blurbs. All individual student blurbs are to be posted on the class
google docs folder. Teacher to sight these blurbs and provide
feedback.

Homework: In order to determine the degree in which Homework:
perceptions are socially constructed, students are to research - Laptops
perceptions of health in young Australians using computers, - Class blog link
magazines, newspapers, TV and through interviewing their
family members. Students are then to write a 200-word
reflection, expressing if they believe that their view is socially
constructed, indicating why or why not based on their research.
Student blogs are to be posted online on a class blog. Peers must
read and comment on 3 class blogs.
Explore current research and information In groups, students are to create a means of explaining the Health status:
Health behaviours of young people to:
health status of youth in NSW, through government provided - Laptops
• The positive health status • Identify the prevalence of and information and statistics. Teacher sets out work stations in - Australia’s welfare
trends in the health behaviours
different sections of the classroom, with different health sectors 2017
of young people 
 of young people
3 including, physical activity, physical inactivity, body image, skin - AIHW
• Challenge the accuracy of
• Protective behaviours and cancer, teenage drinking & smoking, drug use and sexual health. - NSW Health
societal perceptions of health
risk
behaviours 
 behaviours of young people Students are able to choose the health sector they want to - Cancer Council
research in relation to youth and are to create a way to present NSW

Identify protective and risk behaviours for their findings. - Beyond Blue
health issues relevant to young people

Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

and predict how risk decreases or Students to present their creation in groups to the class. During
increases when multiple factors interact student presentations, individuals are to note down positive and
negative trends in youth health.




Homework: Students are to suggest ways they can approach
negative trends in youth health.

Think-Pair-Share activity. Students to share their homework
CRITICAL QUESTION: Describe the various health promotion findings on approaches in which they can help better negative
What strategies help promote the roles and responsibilities adopted by trends in youth health.
health of individuals? individuals, groups and governments

Students to brainstorm in groups “what is health promotion?”. Brainstorm:
What is health promotion

Student ideas are to be uploaded onto class google docs file in - Laptops
order to draw similarities and difference between responses. - Google docs link

Pictionary: Students asked to raise their hands silently if they Pictionary:
can identify different ways that health is promoted in Australia. - Whiteboard
Teacher asks student that has raised their hand to come to the - Whiteboard
whiteboard and draw their answer on the board. Students to marker

play by the rules of Pictionary (through drawings and no

speaking) in order for peers to guess their response. A minimum
of 5 different ways must be identified.

Students asked to make a digital flow-chart through Lucidchart Digital Flow-chart:
about the history regarding the changes of ways health is - Laptops
promoted (for example; newspaper à radio à television à - Link to Lucidchart
computers).


CRITICAL QUESTION: Describe the various health promotion Class split into 5 groups based on:
What strategies help promote the roles and responsibilities adopted by - Individuals (Eg. individual action and experience)
health of individuals? individuals, groups and governments
- Community groups/schools (Eg. Schools enforce health

4 education. Media/journalists provide health

Responsibility for health promotion information to the public)
• Individuals - Non-government organisation (Eg. Political advocacy,
• Community groups/schools services, research, cancer council)
- Government (Eg. local, state, federal)
• Non-government
organisations - International organisations (Eg. UN, EHO, UNICEF)
• Government
• International organisations,

eg. WHO, United Nations
Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

Groups are to research the roles and responsibilities adopted by Research:
their allocated group, alongside the advantages and - Laptops
disadvantages of promotion through various groups. - Links to
government
websites
- World health
organisation
- United nations
official site

PowerPoint Presentation:
Groups will present their findings through a PowerPoint - Laptops
presentation. Students to include a mode of promotion made by - Smartboard
their allocated group (video, advertisement, poster etc.) and are - Link to promotion
to speak about its effectiveness relating it back to their research. included in
presentation
Health promotion approaches and Determine the effectiveness of a range of Class split into the following 3 health promotion strategies:
strategies health promotion strategies relevant to - Lifestyle/behavioural approaches
• Lifestyle/behavioural young people, eg. Government - Preventative medical approaches
5 approaches, eg. Quit interventions relating to alcohol
- Public health approaches
smoking programs, health consumption and young drivers

education
• Preventative medical Students are given the opportunity to choose what health Research:
approaches, eg. Childhood promotion strategy they want to research. Students research - Laptops
immunisation, cancer their chosen strategy in groups, in order to determine its - Scaffold provided

screening effectiveness in relation to young people. Students to find - Website links
• Public health approaches, examples that are relevant to young people (for example, - Textbook pages
eg. Health-promoting alcohol consumption, drunk driving, drugs, smoking and healthy
schools and workplaces
lifestyle & obesity). Scaffold provided for low ability students

and ELAD students with suitable and reliable website links and

textbook pages.

Debate: Students will then have a debate against opposing Debate:
groups to argue which health promotion strategy is the best - Stopwatch
approach to promote health for young people. 3 debates will - Judges criteria
take place: - A.R.E checkers

1. Lifestyle/behavioural approaches Vs. Preventative checklist

medical approaches.
2. Lifestyle/behavioural approaches Vs. Public health
3. Preventative medical approaches Vs. Public health


Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

The group that is not in the debate, will have roles in facilitating
the debate. These roles include:
- Time keeper

- Judges (given criteria to peer assess and compare with


fellow judges for finalising debate winners).
- A.R.E checkers (making sure students have an
Assertion, Reason & Evidence in their argument)
- Moderators (instructs speakers when they can speak
and when they can rebut).



Extension homework: Students to analyse information learnt


through class debate and identify the limitations of these
strategies and different promotions and state their ideas on
modifications to be more effective.

Propose other actions that may improve Think-Pair-Share: Students to consider and propose other health Think-Pair-Share:
the health of young people promotion strategies that would be effective in helping the - Laptops
youth, by relating it to themselves as a teenager. Ideas to be - Google docs link
shared on class google docs link.
6 The Ottawa Charter as an effective Describe the historical significance of the Students to define and research (on WHO site) the history behind the Ottawa charter research:
health promotion framework Ottawa charter for Health Promotion Ottawa charter, its effectiveness as an international health promotion - Laptops
• Developing personal skills framework and list and give examples of the 5 strategies/action areas in - WHO official website
• Creating supportive the Ottawa charter. These 5 action areas include: link
environments - Developing personal skills
• Strengthening community - Creating supportive environments
action - Strengthening community action
• Reorienting health services Explain how health promotion based on - Reorienting health services
• Building healthy public the action areas of the Ottawa Charter - Building healthy public policy
policy have contributed to positive health
outcomes. For example: In pairs students to make an acronym for the Ottawa charter and its 5
• Reduction in road injuries action areas to help remember these.
• Reduction in tobacco use
Homework: Students to print, review and keep Ottawa charter in their
workbooks.

Students to watch/access health promotion campaigns aimed at the Health promotion campaigns:
youth (Sexual health, drink driving, anti-smoking, mental health, drug - Smartboard
use etc.) and discuss which action area it falls under in the Ottawa - Links to different
charter. Students to also critically analyse the effectiveness of the health health promotion
Principles of social justice promotion campaign, based on the criteria of the Ottawa charter. campaigns
• Equity
• Diversity Spoken word:
Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

• Supportive environments Identify strategies where the principles of Students watch you-tube clip of an example of spoken word. In pairs - You-tube example
social justice have been applied to students are to prepare a spoken word poem, that identifies a health - Australia’s welfare
promote the health of individuals issue related to young people, accentuated through facts and figures of 2017
related deaths and how these have been reduced through campaigns - AIHW
following the Ottawa charter action areas. Gifted and talented student - NSW Health
to be paired with ELAD or low ability student. Pairs to perform their - Beyond Blue
spoken word poems to the class. - Australian Bureau of
Statistics

Students to write down what the first thing that comes to their mind,
when the teacher says equity. Students then hold up their answers for
teacher review. This process is repeated for words “diversity” and
“supportive environments”.
Definition:
- Oxford dictionaries
Students are to define using an Oxford dictionary the following terms
and relate it to their initial thoughts:
- Equity
- Diversity
- Supportive environments Response:
- Hamburger
Students asked to write a paragraph using the ‘hamburger’ technique technique scaffold
relating the concepts of equity, diversity and supportive environments. example

Stations:
- Printed scenarios
Students walk around classroom to different ‘stations’, which have - Printed health issues
different scenarios. Students are provided with a table to identify the
social justice issues in each scenario based on its relation to health
promotion. students are to also suggest ways to approach the specific
social justice issues, through equity and supportive environments.

Students are to write their own scenarios. Students to swap with a
partner and apply the same table to their peer’s written scenarios. These
will be peer-assessed based on answers written with scenarios.
Assessment Details Outcomes to be assessed
- Posters made on definition of heath A student:
- Think-Pair-Share activity on discussing dimensions of health P1 Identifies and examines why individuals give different meanings to health
- Creating health continuum
- Peer assessment based on criteria (information, creativity and clarity)
P2 Explains how a range of health behaviours affect an individual’s health 

of health continuum P3 Describes how an individual’s health is determined by a range of factors 

- Teacher to assess student health based on where students place
P5 Describes factors that contribute to effective health promotion 

themselves on the health continuum
Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

- Google slides presentation on dimensions of health P6 Proposes actions that can improve and maintain an individual’s health 

- Self-assessment on clarity, content and delivery of google slides
P15 Forms opinions about health-promoting actions based on a critical
presentation
- Kahoot quiz on dimensions
examination of relevant information 


- Infographic on individual self-perception of health under all P16 Uses a range of sources to draw conclusions about health and physical
dimensions activity concepts
- Carousel debate on health perceptions
- Class discussion on different perceptions of health and the reasons
why
- Teacher feedback on blurbs written on factors that affect our
perceptions of health
- Peer-assessment of 3 class blogs on socially constructed views
- Presentation on youth health
- Think-Pair-Share activity on homework found based on approaching
negative perceptions of youth health
- Digital flow-chart on Lucidchart of history of modes used for health

promotion

- PowerPoint presentation on roles and responsibilities of groups in
health promotion
- Debate on research about health promotion and its effect on young
people
- Spoken word presentation on health issue affecting young people
- Peer-assessment of written health scenarios
Evaluation of the Learning and Teaching
(How will you know students have achieved the outcomes?)
Throughout the unit, the teacher will assess teaching strategies used at the
conclusion of each outcome. Through self-assessment, teacher will be able to
identify what teaching and learning techniques worked for their specific year
11 class, and which were too distracting to incorporate. The teacher will also
assess teaching and learning through an anonymous survey filled in by
students at the end of each critical question. Students will comment on
activities that were engaging and on techniques that weren’t as successful.
Through the evaluation of student’s summative assessments, the level of
knowledge and understanding will be identified. Through the combination of
these methods, evaluation of teaching and learning will take place and provide
Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

an understanding of which outcomes have been achieved and which need

further improvement.
Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

PART B – Resources

Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

THE DIFFERENT DIMENSIONS OF HEALTH AND HOW THEY RELATE
TO MY LIFE

PHYSICAL

Understanding my body Body's capacity to Keeping up to date with

movement and efficient

functioning of the body
keep physical and
participate in
exercises to assist in
injuries or rehabilitation
everyday activities

MENTAL

Thinking and
communicating thoughts
Ability to adapt and
change in order to
with family, friends and
cope with adversity
professionals where
necessary
EMOTIONAL

Having the ability to

Having the ability to
express emotions
resolve conflict and
when I'm at my best
move past emotions
and at my worst

SOCIAL

Ability to maintain health Importance of following

relationships and ability to socially accepted
make new relationships  standards of behaviours

D IME NSIONS OF H E ALT H INCLUD E :
FOR REFERENCE:
PH YSICAL, ME NT AL, E MOT IONAL, SOCIAL, SPIR IT UAL AND
WWW.ENTREPRISESCANADA.CA
COGNIT IV E

Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

PART C – Justification

Physical Development Health and Physical Education (PDHPE) is a popular subject area with a wide range of students who have selected it to contribute to their Higher
School Certificate (HSC). Secondary educators in PDHPE, have the responsibility of informing and educating students about essential life skills and information on the
outside world that will benefit them in the near and far future. Thus, it is imperative that PDHPE educators, take their role seriously and implement an effective pedagogy
that will result in applicable learning (Webster, 2002). Modern research shows that the content knowledge of an educator is almost ineffective without purposeful
pedagogy that can be applied to all learning abilities (Kleickmann et al., 2013). The expertise of teacher content knowledge in collaboration with appropriate pedagogical
strategies is known as the Pedagogical Content Knowledge (PCK) framework (Van Driel & Berry, 2012).

The pedagogical content knowledge (PCK) framework proves to be significant and must be emphasised in PDHPE classrooms, in order to accentuate teaching and learning
strategies in collaboration with content knowledge (Van Driel & Berry, 2012). PDHPE is provided with five key principles of pedagogy by the NSW Department of Education
(2017), allowing for secondary educators to be exposed to methods to effectively teach students in a variety of ways (Pedagogy | Curriculum, 2017). Pedagogy is best
implemented through a student-centred learning approach, allowing for students to learn through inquiry based learning (IBL) (Estes, 2004). Blumenfeld et al., (1991)
describes student-centred learning as communication and collaboration between students and educators, that allows for a self-motivated pedagogy capturing the
engagement of students. IBL provides a student-centred approach to learning, through an engaging interactive environment, where teachers act as facilitators rather than
instructors, allowing for students to lead themselves to discovery (Hmelo-Silver, Duncan & Chinn, 2007). Critical thinking, analysing and communication skills are all
derived from the use of IBL in a classroom pedagogy, according to Shores & Smith (2011). Mehta & Kulshrestha (2014) highlight that a collaborative and
cooperative learning approach, categorising under IBL is more effective for student learning, thus expressing the activities emphasised in the unit plan above.
The unit plan caters most of its activities in group work, so that students learn to work with one another, but also learn to appreciate and take advantage of
different learning styles and abilities. Students are asked to make poems, acronyms, discuss ideas through think-pair-share activities, debate and research,
with one another, allowing for collaborative learning. According to Mehta & Kulshrestha (2014) students learn best through “teaching others” and “peer to
peer learning”, retaining 90% of information learnt, to a comparison of 10% retained from teacher lecturing.

Being a constructivist approach, project based learning is a strategy that engages students through relating class content to their reality (Krajcik & Blumenfeld,
2006). Based on the PDHPE syllabus, project based learning applies faultlessly, allowing students to pose questions, generate discussions and suggest ideas helping them
develop an understand of the content, with the benefit of it being in relation to their lives (Krajcik & Blumenfeld, 2006). Project based learning is applied in the unit plan
when students are asked to create a health continuum and a PowerPoint presentation through google slides on health dimensions. Students also implement project based
learning through creating infographics reviewing their own health in regards to the dimensions. Practical application has been accentuated in the unit, through the
summative assessment, where students create health promotion material that is posted online to benefit the lives of others. Academics have concluded through their
Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

research that students that are provided with a project-based learning environment, achieve better classroom results than the students who are stuck in a traditional
teaching environment (Marx et al., 2004). The pedagogical use of IBL and collaborative learning also has a focus on enhancing students to become “future focused leaners”
developing their communication skills (Shores & Smith, 2011). Communication is a key skill applied in the unit plan, being applied in most situations as a formative
assessment task. Communication is achieved in the unit plan through Google Slides presentations, class discussions, oral presentations and through the use of academic
writing. Communication is also expressed through creation, which can be seen through many project-based tasks, allowing students to show their understanding through
spoken word, digital artefacts, presentations, drawings, debates and infographics.

It is evident, that pedagogy cannot be effective without differentiation (Tomlinson, 2015). Pedagogy is designed to achieve differentiation in the classroom, in order to
benefit different learning needs and abilities (Walker et al., 2015). Differentiation is best approached through beginning lessons by assessing pre-knowledge of students, in
order to gain an understanding of their abilities (Walker et al., 2015). This is accentuated in the unit plan, by quizzing students through Kahoot, think-pair-share activities,
discussions and writing definitions. According to Tomlinson & Allan (2000), differentiation is achieved for all learning abilities through altering the content, process, product
and learning environment for students. The process is altered in order to differentiate through providing scaffolds to students to assist them in reaching their goals,
however also through the inclusion of activities that students enjoy and are comfortable doing (Tomlinson & Allan, 2000). The unit plan, provides scaffolds for low ability
and ELAD students to assist in preparing their dimensions of health presentation on google slides, showing them an example of an infographic and providing them with
links to journal articles and government websites for their research task on health promotion. The process is also differentiated, when students are provided with the
choice to create a physical or digital version of the health continuum. Product is differentiated through formative and summative assessments throughout the unit plan,
through the use of Google Slides presentations, infographics made, class discussions, song performance and written responses, resulting in teacher evaluation of student
understanding (Tomlinson & Allan, 2000). The learning environment is also differentiated in the unit plan, by providing students with the opportunity to choose their
research topics and through providing students with an interactive collaborative IBL environment. The unit plan, also allows for gifted and talented students to work with
low ability students, allowing them to learn in a flipped classroom environment, rather than through teacher instruction. These differentiation methods are supported by
the Blooms Taxonomy theory, through providing students with options to create, analyse or interpret alongside providing students with varied options at different levels of
difficulty (Krathwohl, 2002).

According to Blumenfeld et al. (1991), disengagement of a student results in that fact that students are less likely to learn. However, research has proved that engagement
in the classroom is accomplished through collaboration and practical application, enhancing learning and resulting in academic performance, rising the level of student
Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

knowledge and understanding (Mehta & Kulshrestha, 2014). However, pedagogy and content cannot be achieved without the implementation of differentiation, being
imperative to student learning (Walker et al., 2015).

Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

References

Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M., & Palincsar, A. (1991). Motivating Project-Based Learning: Sustaining the Doing, Supporting the

Learning. Educational Psychologist, 26(3), 369-398. http://dx.doi.org/10.1207/s15326985ep2603&4_8

Estes, C. A. (2004). Promoting student-centred learning in experiential education. Journal of Experiential Education, 27(2), 141-160.

Hmelo-Silver, C.E., Duncan, R. G., & Chinn, C.A. (2007). Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner,

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