Kiara Calarco 18041907 PDHPE

UNIT OUTLINE
Subject: PDHPE Course: PDHPE Number of Weeks:
Unit title: Preliminary Core 4-6 (36 hours)
1- Better Health for Individuals
Key Concepts/ Big Ideas The importance of this learning
In this module, students investigate the following This compulsory module studies the meanings of health, the perceptions individuals have
critical questions: about health and the range of factors and behaviors that influence health. After studying
- What does health mean to individuals? this module, students will gain a strong understanding on the value of a wide variety of
- What influences the health of individuals? factors that interrelate to encourage an individual to achieve a better and healthier
lifestyle. This strong understanding is then further established in the HSC core module,
Health Priorities in Australia.
Unit context within Scope and Sequence/Purpose Syllabus Outcomes
In stage 6 PDHPE, students start off by learning Core
. A student:
1: Better Health for Individuals, which .runs in term P1: identifies and examines why individuals give different meanings to health 

1, is 30% of the course time (approx. 10 weeks). The
body in motion is core 2 and is 30% of the. course P2: explains how a range of health behaviours affect an individual’s health 

time. This tends to run for approximately.10 weeks in P3: describes how an individual’s health is determined by a range of factors 

term 2. Term 3 follows with 2 options running for
approximately 6 weeks each (20% course. time) P4: evaluates aspects of health over which individuals can exert some control 

which consists of 2 of the following; first. aid (20%), P5: describes factors that contribute to effective health promotion 

Composition and performance (20%), fitness choices
(20%) or outdoor recreation (20%). . P6: proposes actions that can improve and maintain an individual’s 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. 

Literacy Focus Numeracy Focus ICT Focus Assessment Task
Delivery of presentations Interpretations of Internet searches Differentiation
Plan and deliver presentations organisations and - Differentiated worksheets to meet the needs of gifted and talented
demonstrating particular initiatives students
- Researching - Role play: allocated roles
Kiara Calarco
elements of researching and - Analysing results and
case studies percentages
Part A – Unit Outline
Week/ Syllabus Content
Sequence
Students learn about
What influences the
health of individuals
 the determinants of
1 health
 individual factors, eg
knowledge and
skills, attitudes,
genetics
 sociocultural factors,
eg family, peers,
media, religion,
culture
 socioeconomic
factors, eg
employment,
education, income
 environmental
factors, eg
geographical
location, access to
health services and
technology
18041907 PDHPE
- ICT to research and upload - Assessment:
tasks for assessment and - Responses in class discussions and collaborative learning
feedback
- ICT in videos and presentations
Teaching and Learning Strategies Resources
Students learn to Assessment FOR learning and differentiation.
 analyse how an  Introduce the determinants of health to the class  https://www.youtube.com/
individual’s  Ask students to create a word glossary where they watch?v=DtU_W4FeTno
health can be add key words to every week  Google docs
determined by a  Create a class mindmap of the key determinants
range of factors of health with specific examples relating to
acting in various everyday life
combinations  Watch the youtube video on determinants of
health regarding ‘Jason’
 Allocate a determinate of health to groups of 4
and ask students to create their own case study
through a role play video like Jason
 Differentiation: visual representation
instead of a worded case study to allow for
stronger understanding
 Ask students to upload their videos to google docs
and watch them as a class
 Discuss each video as a class
 Students brainstorm examples in pairs of when the
health of an individual may be out of their control
 Students collaborate ideas when brought back to
class discussion
Kiara Calarco 18041907 PDHPE

 the degree of control  assess the degree  Add key words to word glossary  Case study powerpoint
individuals can exert of control  Students collaborative discuss ways in which resource 1
over their health individuals have individuals may have control over their health, or
2  modifiable and non- over their health, be able to modify the health determinants
modifiable health by exploring - Come together as a class and share ideas
determinants questions such  Students design a table with the determinants of
 the changing as: health and classify them into modifiable and non-
influence of  how much modifiable
determinants through control do
different life stages  Students read the case study, regarding Paul, as a
individuals
class
have over the
determinants? - Slide by slide, students complete the activities
relating to the case study
 what can
individuals  Students construct a timeline of an individual’s
do to modify life from a child to an adult where they show the
the stages where a person takes responsibility for
determinants their own health (with examples)
they have  Compare timelines with other students and
little control discuss choices
over?
 how does the
level of
influence of
the
determinants
change over
time?

 health as a social  Ask students what their view of health as a social

 investigate how
construct construct is?
the determinants  Class debate scaffold
 recognises the of health explain  Ask students to construct a mindmap on ways in
interrelationship of why some which the government influences the health
determinants individuals and
 challenges the status of the population
groups have
Kiara Calarco 18041907 PDHPE

notion that health is better or worse  Class Debate: challenging the idea that health is
solely an health than solely an individual’s responsibility.
individual’s others
responsibility - Differentiation: Provide a debate scaffold with
examples for arguments
- Have allocated roles for students to choose from
(scribe, speaker, etc.)
 Students present arguments one at a time as well
as any rebuttals they may have
What strategies help to  describe the  Add key words to word glossary  Worksheet resource 2
3 promote the health of various health  Collaborative brainstorm on what is health  Powerpoint
individuals? promotion roles promotion?  Canva
 what is health and  Watch introduction video on health promotion https://www.canva.com/
promotion (up to 1:50)  WHO
responsibilities
 responsibility for health http://www.who.int/about/en/
adopted by  Differentiation: clarifying any
promotion uncertainties of key terms and areas by
individuals, groups
 individuals showing a picture/interactive form of
 community and governments health promotion
groups/schools  Mindmap on areas where health is promoted in
 non-government Australia with specific examples like percentages
organisations dedicated to each area in the country
 government - Share with a partner and add to own mindmap
 international  Students complete resource 2 worksheet where
organisations, eg they match the health promotion role to the group
WHO, United that is responsible in pairs
Nations  Differentiation: a second worksheet as
been provided for those who struggle with
key terms and meanings
 Students research and create a powerpoint
presentation evaluating Medicare as an important
initiative when it comes to promoting health for
all Australians with relevant statistics
Kiara Calarco 18041907 PDHPE

- Groups of 4 of their choosing

- Present to the class with discussions
 Students research the World Health Organization
and create a canva advert showing;
- Programs and projects affecting young people
- How they respond to global health concerns
- Upload creations to google docs for a class
collection
 health promotion  determine the  Students add key words to their word glossary  Poster material
approaches and effectiveness of  Ask students to brainstorm ways in which the  Publisher: Boucher
strategies a range of health school promotes health  https://www.youtube
4  lifestyle/behavioural promotion  Create posters in pairs on health promotion .com/watch?v=G2quVLc
approaches, eg quit strategies strategies aimed at young people across a wide JVBk (up to 1:50)
smoking programs, relevant to range of contexts
health education young people, eg - Differentiation: pair gifted and talented students
 preventative government with those who have a greater understanding
medical approaches, interventions  Analyse the concerns for the health of young
eg childhood relating to people in pairs
immunisation, alcohol - Share with the class and discuss
cancer screening consumption and
 public health young drivers
approaches, eg
health-promoting
schools and  Students research one of the following strategies
 propose other
workplaces provided and produce a brochure on how they are
actions that may able to improve the health of individuals and
improve the communities
health of young - http://healthy-kids.com.au/about-us promoting  http://healthy-kids.com.au
people healthy food choices /about-us
- http://www.cancerscreening.gov.au/
 http://www.drinkingnightmare.
- http://www.drinkingnightmare.gov.au/
gov.au/internet/
internet/DrinkingNightmare/publishing.nsf DrinkingNightmar/publishing
Kiara Calarco 18041907 PDHPE

 Students must include statistics .nsf

 Students hand in brochures for assessment
and feedback
 Students take part in a role play scenario based
on the effectiveness of a health promotion
strategy of their choosing
- Groups of 4
 Differentiation: allocating student roles
for involvement
- Present to the class and other students provide
feedback on effectiveness
 the Ottawa Charter as an  describe the  Add key words to word glossary  Closed passage
effective health historical  Draw a mindmap of the 5 key action areas of the worksheet resource 3
5 promotion framework significance of  Google docs
Ottawa Charter proving specific examples
 developing personal the Ottawa
Charter for  Students research the historical significance of
skills
 creating supportive Health the Ottawa Charter and present it as a powerpoint
environments Promotion - Upload it to google docs
 strengthening  Students fill out closed passage worksheet
community action activity
 reorienting health  Differentiation: a second worksheet has
services
been provided that includes a word bank
 building healthy
to assist gifted and talented students who
public policy
struggle with terms and key areas
- Students swap with one another to assess their
answers
- Class goes through answers together

 explain how  Students revisit a health promotion campaign

health promotion aimed at young people
Kiara Calarco 18041907 PDHPE

based on the - analyse the effectiveness with specific reference

action areas of to the Ottawa Charter
the Ottawa - present findings in a report form
Charter has
- hand in report for assessment and feedback
contributed to
positive health  Case study based on student choice:
outcomes. For - Students create an advert in groups of 4 that
example: address the Ottawa Charter as a positive health
 reduction in outcome for road safety
road injuries - Analysing and discussing statistics
 reduction in - Present to the class where students will give
tobacco use feedback based on effectiveness
 Differentiation: allocate student roles in
the making of the advert
6  principles of social  identify  Add key words to word glossary  Padlet wall
justice strategies where  Contribute to a class definitions of social justice, https://padlet.com/
 equity the principles of and diversity  Storyboards
 diversity
 supportive
social justice  Students add to a padlet wall relating to what http://www.storyboard
have been social justice means to them that.com/
environments
applied to - Class discussion on student thoughts
promote the  Students create their own scenario using 2
health of storyboard’s in pairs where they;
individuals - Outline a way an individual would want to
improve their health (ie, quit drinking)
- Showcase one scenario where they improve their
health with a supportive environment and
- Another scenario where they do not have a
supportive environment
Kiara Calarco 18041907 PDHPE

- Then evaluate how having a supportive

environment assists in improving an individual’s
health
- Evaluation to be expressed verbally to the class
with an explanation of their story boards
 Differentiation; Have a teacher example
of 2 scenarios on story board
 With the school as an example, students outline
areas where social justice is evident in the
community using mind mapping
- Think/pair/share:
- Determine whether these areas are health related
in pairs
Assessment Details Outcomes to be assessed
No formal assessments . P6: proposes actions that can improve and maintain an individual’s health 

Informal assessments consistently
. P15: forms opinions about health-promoting actions based on a critical examination
throughout;
- Posters 
 of relevant information 

- Brochures P16: uses a range of sources to draw conclusions about health and physical activity
- Presentations concepts. 

- Role plays
- Class debates

Evaluation of the Learning and

Teaching
- Assessment and feedback
- Revise and evaluate in a staff meeting
based around effectiveness of the unit of
work
Kiara Calarco 18041907 PDHPE

PART B: Resource 1: case study powerpoint

Kiara Calarco 18041907 PDHPE
Kiara Calarco 18041907 PDHPE

Resource 2: Cut and paste:

a) Advocacy for a cause e.g. cancer awareness and prevention

b) Laws around smoking in public places
c) disease prevention and control, including health education
and immunisation
d) Allocating funding for health promotion, special projects and
funding to state and local government and NGOs.
e) participating in regular physical activity
f) waste management
g) environmental and land use planning
h)Introducing regulations and legislation to ensure the
maintenance of health. e.g. road laws, smoking laws
i) Encouraging healthy behaviours
j) providing recreational facilities.
k) maintaining international peace and security
l) promoting respect for human rights and fundamental
freedoms

Place roles under who is responsible:

Kiara Calarco 18041907 PDHPE

Resource 2: Differentiated (gifted and talented)

Cut and paste:

a) Advocacy for a cause e.g. cancer awareness and prevention

b) Laws around smoking in public places
c) disease prevention and control, including health education
and immunisation
d) Allocating funding for health promotion, special projects and
funding to state and local government and NGOs.
e) participating in regular physical activity
f) waste management
g) environmental and land use planning
h)Introducing regulations and legislation to ensure the
maintenance of health. e.g. road laws, smoking laws
i) Encouraging healthy behaviours
j) providing recreational facilities.
k) maintaining international peace and security
l) promoting respect for human rights and fundamental
freedoms

Place roles under who is responsible:

Kiara Calarco 18041907 PDHPE

Resource 3: closed passage

Name:
Complete the Sentence
Use the words in the list below to complete the sentence
Created o n TheTeac hers Co rner.net Fill-in-the-Blank Maker

1. health promotion policy requires t he

community development
identificat ion of obst acles to the adoption
Strengthening personal
of
act ion healt h
in non-healt h sectors, and
ways of removing t hem Reorient ing support ive
2. is policies healthy public
about using t he various communit ies
Creating services
wit hin Aust ralia to help make decisions,
plan and implement health promotions services, social skills.
and review t heir ef fect iveness
environments
3.
are ones that off er young people
prot ection from threat s to their resilience, healt h and overall development .
They facilit ate their access t o t he support s, and other
resources that foster resilience and enable healt h and well-being.
4. requires stronger att ention to
health research as well as changes in professional educat ion and training.

5. health promotion supports and

through providing informat ion, education f or health, and enhancing lif e
By doing so, it increases the opt ions available t o people
to exercise more cont rol over their own health and over their
environments, and to make choices conducive t o healt h
Kiara Calarco 18041907 PDHPE

Resource 3 Differentiated closed passage (gifted and talented)

Name:
Complete the Sentence
Use the words in the list below to complete the sentence
Created o n TheTeac hers Co rner.net Fill-in-the-Blank Maker

1. health promotion policy requires t he

community development
identificat ion of obst acles to the adoption
Strengthening personal
of
act ion healt h
in non-healt h sectors, and
ways of removing t hem Reorient ing support ive
2. is policies healthy public
about using t he various communit ies
Creating services
wit hin Aust ralia to help make decisions,
plan and implement health promotions services, social skills.
and review t heir ef fect iveness
environments
3.
are ones that off er young people
prot ection from threat s to their resilience, healt h and overall development .
They facilit ate their access t o t he support s, and other
resources that foster resilience and enable healt h and well-being.
4. requires stronger att ention to
health research as well as changes in professional educat ion and training.

5. health promotion supports and

through providing informat ion, education f or health, and enhancing lif e
By doing so, it increases the opt ions available t o people
to exercise more cont rol over their own health and over their
environments, and to make choices conducive t o healt h
Kiara Calarco 18041907
PDHPE

PART C – Justification
This unit of work was based on the stage 6 syllabus of PDHPE taught in the preliminary
course of year 11. It is Core 1: Better Health for Individuals and covers 30% of the total
course time. This unit of work was designed with an inquiry based approach as it is focused
on a student-centred behaviour for learning. When students gain control over their learning,
and question their learning development, it produces deeper knowledge and understanding for
learning (Spronken-Smith, et al., 2008). Teachers support, mentor and facilitate learning
throughout the inquiry method allowing students to adopt a self-directed approach to their
learning. It is evident, thoughout this unit of work, that students experience and participate in
a wide variety of self-directed activities such as collaborative posters and research tasks, role
plays and case studies where they build on their research skills to further develop their high-
order thinking.
Pedagogic practices are based around a set of processes whereby teachers use them in order
to achieve and direct learning of students. The measures these practices use, challenge
students to learn, scaffold and guide their activities where students are further challenged to
question their learning as well as expanding their knowledge. In turn, feedback is provided
where reviewing and evaluating of teaching practices occurs. The types of knowledge
outcomes learnt by students as well as their attitudes and beliefs regarding knowledge, are
influenced by these measures (Carey & Grant, 2015). The practical application of the stage 6
syllabus in PDHPE is effective as it offers opportunities for student-centred learning
throughout, as well as developing deep knowledge in all aspects of the content and outcomes.
Cognitive and social learning constructivist theories provide deep support regarding
pedagogical and social activities. Cognitive constructivists have the understanding that
individuals have differences and, as learns, they can produce different levels of knowledge
when given the same conditions. This therefore concludes that teaching practices must
facilitate learning through satisfying the needs of all individual learners through various
learning activities. (Wang, 2008). Teachers need to ensure their programs are meeting the
needs of their students and this is shown throughout the unit outline with the incorporation of
role plays, class debates, research tasks and more. On the contrary, social constructivists
emphasise the importance of collaborative learning and how it facilitates positive and deep
knowledge intake amongst students (Katherine & Kalina, 2009). This theory encourages the
use of technology and web-based learning in lessons as well as supporting Vygotsky’s theory.
This theory has also been shown throughout the unit outline where students engage in online
tasks, web bases for research tasks and group scenarios.
Kiara Calarco 18041907
PDHPE

Blooms taxonomy is for learning assures the differentiation of content and curriculum in the
classroom to meet all learning needs and styles (Halawi, McCarthy & Pires, 2009). It also
encourages direction in the cognitive processes which ensures higher-order thinking amongst
all learners. Bloom also implemented a digital taxonomy which emphasised the importance
behind ICT in teaching practices. Through implementing ICT in learning activities and
programs, students develop a greater understanding of the content where they are able to
further enhance their critical thinking skills. (Skiba, 2013).
Throughout the unit of work, ICT, literacy and numeracy were consistently focused on.
Students learn best when teaching practices incorporate strategies that meet each individual
learning style. When teachers fail to implement these strategies, students reveal decreasing
levels of focus and engagement in the classroom. There are a wide range of instructional
design models available to assist teachers in integrating ICT into their teaching practices.
Throughout the unit of work, students participate in research tasks, interactive mind maps and
flow charts as well as case studies where they develop a deeper understanding of the content.
Literacy and numeracy tasks are also shown throughout where students take part in word
glossaries and closed passages to ensure they understand key terms. Having these resources
available to students allows increased motivation, concentration and engagement in the
classroom where it promotes interactive classroom learning (Smith, Hardman & Higgins,
2013).
Differentiated instruction is another important aspect in student learning as it supports diverse
student learning meets all individual learning styles. Implementing differentiation into
teaching activities, student-cantered learning is the focus rather than teacher-centred learning.
In this approach, students positively benefit as they are able to self-direct and have choice in
learning. Differentiation, with reference to gifted and talented students, plays a vital role in
assuring these students reach their full potential. Without these educational encounters, gifted
and talented students are more susceptible to underperforming due to lack of concentration,
boredom and frustration (Reid, 2011). Differentiation, such as, visual representations and
assisted worksheets shown in the unit, are considered effective when they are optimal and
when they are seen to guide and scaffold student activities to enhance knowledge and
understanding (Griffin, 2007).

Assessment and feedback are shown throughout the unit outline as measurements of
effectiveness of learning. Peer evaluation has seen to be a strong encouragement in student
Kiara Calarco 18041907
PDHPE

learning and motivation as it supports students to self-evaluate and self-assess. Through the
use of peer feedback during group presentations and videos in the unit, it regulates students to
have an effective role in the process of their own learning (self-regulation). Self-assessment is
enhanced through peer contributions in group and collaborative work where questions are
formed and challenges arise (Liu & Carless, 2007). Peers offer rich information which allows
other students to utilise this given information to make their own self-assessment on their
learning which in turn achieves improvement and development. Peer feedback not only
encourages self-assessment, but also offers quick and detailed information on the spot which
carries potential for improving performance in the classroom (Nicol & Macfarlane-Dick,
2007).
Kiara Calarco 18041907
PDHPE

References

Board of Studies. (2009). Personal development, health and physical education (PDHPE).
Years 11-12 Syllabus. Sydney: Board of Studies

Carey, G., & Grant, C. (2014). Teacher and student perspectives on one-to-one pedagogy:
practices and possibilities. British Journal Of Music Education, 32(01), 5-22.
http://dx.doi.org/10.1017/s0265051714000084

Griffin, P. (2007). The comfort of competence and the uncertainty of assessment. Studies in
Educational Evaluation.. 33, 87-99.

Halawi, L., McCarthy, R., & Pires, S. (2009). An Evaluation of E-Learning on the Basis of
Bloom's Taxonomy: An Exploratory Study. Journal Of Education For
Business, 84(6), 374-380. http://dx.doi.org/10.3200/joeb.84.6.374-380

Katherine, P., and Kalina, C. (2009). Cognitive and social constructivism: developing tools
for an effective classroom. Education, 130 (2), 241-280.

Nicol, D., and Macfarlane‐Dick, D., (2007). Formative assessment and self‐regulated
learning: a model and seven principles of good feedback practice, Studies in Higher
Education, 31(2), 199-218. DOI: 10.1080/03075070600572090

Reid, M., (2011). Teaching implications of gifted and talented learners within the
mainstream classroom, Journal of Student Engagement: Education Matters, 1(1),
2011, 29-32.

Skiba, D. (2013). Bloom's Digital Taxonomy and Word Clouds. Nursing Education
Perspectives, 34(4), 277-280. http://dx.doi.org/10.5480/1536-5026-34.4.277

Smith, F., Hardman, F., & Higgins, S. (2013). The impact of interactive whiteboards on
teacher–pupil interaction in the National Literacy and Numeracy Strategies. British
Educational Research Journal, 32(3), 443-457.
http://dx.doi.org/10.1080/01411920600635452
Kiara Calarco 18041907
PDHPE

Spronken-Smith, R., Bullard, J., Ray, W., Roberts, C., & Keiffer, A.(2008). Where Might
Sand Dunes be on Mars? Engaging Students through Inquiry-based Learning in
Geography, Journal of Geography in Higher Education, 32(1), 71-86.
DOI: 10.1080/03098260701731520

Wang, W (2008). A generic model for guiding the integration of ICT into teaching and
learning, Innovations in Education and Teaching International, 45(4), 411-419. DOI:
10.1080/14703290802377307.