Contemporary

Teacher Leadership
Unit evaluation: Report &
Recommendations

Rudi Daniel
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 TABLE OF CONTENTS

Title Page…………………………………………….1

102098 Contents Page……………………………………..…2

Executive Summary…………………………..………4

Objective………….………………….……..…4

Context………….……………………….….…4

Goals…………………………………………5

List of Recommendation……s………….……5

Background information……………………………5

Comparative Table…………..………………………6-7

Critical and Creative Thinking……..…………...…6

Ethical Understandings……………………….….7

Understand by Design……………………….….7

Recommendations…………………..………………...8-12

Reconstructed Scope and Sequence……………………11-14

Concept Map….………..…………………………………15

Reconstructed Assessment Task ……………..…………....16-20

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 Redesigned Unit of Work……….…..…......…….……..23-37

References……………………………………………...38-40

Appendices of original documents……………………41-45

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Executive Summary

Objective

The purpose of this report is to evaluate an existing teaching unit and use reasoning in the recommendations concerning ethical understanding and critical and creative
thinking aspects in the teaching and learning strategies. In saying this, the stage 5 unit ‘Yours, Mine and Ours’ has been selected incorporating Inquiry based learning,
student achievement and the ‘Understanding by Design’ framework to achieve this selected outcome.

School and Curriculum unit Context

James Meehan High School is a community based comprehensive secondary public high school located in Macquarie Fields. As most students live in the areas of Macquarie
Fields, Ingleburn, and Glenfield, the school provides 7-12 grade education to roughly 313 students to which is split with 167 boys and 146 girls in an attempt in maintaining
a reputation for a supportive and quality learning environment for students. School has a wide range of cultures including 29 different groups represented. 43% of students
have a second language other than English. 32% of students are from a Pacific Islander background, and 17% are Indigenous. The school's aim is to provide opportunities
to engage students in learning who come from low socioeconomic status communities including welfare programs, special education units and community involvement.

This unit of work was created and taught to a year 10 class that included indigenous backgrounds. The class comprised 28 students in total including 10 girls and 18 boys.

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Goals

● Implementing collaborative tasks that provides students opportunity to engage with other students creatively and critically through Inquiry based learning.
● Implementing the UBD framework in the support of achieving successful outcomes in student learning.
● Implementation of student choice and autonomous skills to increase their engagement and motivation towards their learning

List of Recommendations

● Inquiry based learning and collaborative tasks that allow students to use critical and creative thinking
● Incorporating concept map and scope and sequence through a UBD framework in achieving a reconstructed unit program.
● Recreating activities in building students' learning skills including critical and creative skills, and ethical concepts without steering away from the PDHPE
syllabus/content.

Background Information

The ‘Yours, mine and ours ‘unit of work within this report was created by the PDHPE staff at James Meehan High School which was constructed for the Year 10 PDHPE
unit for a duration of 10 weeks with 13 lessons. Within this unit, students explore their personal identity and factors that shape their identity, culture, and communities. It
further investigates family structures, factors affecting identity across individuals and communities including Aboriginal and Torres Strait Islander Peoples, analysing norms
and stereotypes and finally investigates the impact and power of media and its influence on individual ideas and perceptions on themselves and others. They will also acquire
the knowledge in investigating cultural beliefs and transitions towards adulthood and the differences between different cultures. The unit also aims at involving students to
examine young people’s strategies, attitudes, and behaviours within their own perceptions of health.

It is to be noted that this unit did not contain a concept map, scope, or sequence nor an assessment task. As a result, these areas have been created as part of the
reconstruction within this KLA.

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Comparative table
Area of Strengths of the area of
consideration consideration
-Opportunities when
commencing new topics or
syllabus outcomes.
Critical and
Creative Thinking
-Teacher-centred activities
-Some tasks enabled
students to acquire
different ideas and
perspectives within the
activities.
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Concerns of the area of consideration
-This is not usually developed further
or highlighted throughout the unit
which leads to building foundation on
student creative and critical learning
within the topics.
-Some tasks were very basic in the
content.
-Minimal opportunity for collaboration
and pair activities.
-Tasks were not implementing CCT
consistently.
Suggested Changes to counteract
concerns
-Implementation of student-centred
learning (e.g., think-pair-share, class
discussions, group work).
-Inquiry based learning.
-CCT tasks that focus on investigating
and exploring challenging topics.
-Collaborative learning tasks.
Research support for the changes
suggested.
-Collaborative learning encourages
students to share and analyse different
ideas and perspectives from others
(ACARA, 2016).
-Forms of discussions, open-ended
questions asked by students within these
forms provide effective opportunity for
dialogue and improvement in critical and
creative thinking skill acquisition.
-Inquiry based learning allows students to
investigate their learning in depth whilst
increasing their motivation within the
classroom (ACARA, 2016).
-Collaborative learning encourages
students to share and analyse different
ideas and perspectives from others
(ACARA, 2016).
-Collaborative learning allows students to
share their ideas and learn different
perspectives from their peers (Falcione et
al., 2019).
 Ethical -Some activities involve
Understandings students to look at certain
issues with identity (e.g.,
genders, influences,
impacts)
-Minimal activities focus on
student reasoning in their
decision making and
actions
-UbD does not appear to be
in the planning processes
within the unit of work.
Understanding by
Design
-There are no links to the
outcomes of the unit of
work and its connection to
a summative assessment,
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-Most of the activities only look at the
issues briefly and/or do not engage in
depth with ethical responsibilities,
rights, and consequences.
-Most activities briefly touch on
reasoning in their answers and learning
however it is at a basic response
-No concept map available
-No explicit mention of continuous
assessment throughout the unit
-No Scope and sequence available
-Some irrelevant activities
-The program does not feel cohesive
due to the implied rather than explicit
information being taught to students
- Minimal formative assessment
- No summative assessment
-Activities that focus on specific
groups/communities/individuals and in-
depth content in ethical issues.
-Activities should involve students'
reasoning including acting ethically and
making decisions within various social
contexts.
-Implement scope and sequence to
include an overarching concept that is
being addressed/challenged. This will
ensure clear goals for teachers to cover.
-Concept map for students to ensure
understanding of key concepts
- Providing students with a range of tasks
that encourage individuals to feel
responsible within their learning
-Implementation of formative assessments
for measuring student progress.
- implementation of summative
assessment
Developing student ethical understanding
assists in engagement across complex
issues can contribute to personal and
social learning (ACARA, 2016).
Student processes of inquiring into ethical
issues including given reasoning provide
student recognition and judgement across
investigations in various social contexts
(ACARA, 2016).
-Allowing backward development has
resulted in deepening student knowledge
and understanding within their learning
(Wiggens & McTighe, 2011).
-Concept maps aid students in organising
and representing knowledge of a subject
through the breakdown and branch of
specific topics (Vodovozov & Raud, 2015).
-Classroom motivation is linked with
differentiation that motivates students
learning within the classroom (Lindner &
Schwab, 2020).
-Implementation of formative assessments
for measuring students has been found to
be an effective tool when looking at
student progress within their learning
(ACARA, 2016),
Recommendations

As the PDHPE K-10 Syllabus has known to go through an array of changes over the years, the course aims to provide students with opportunities to enhance their own and
others’ health, safety, wellbeing, and participation in physical activity (ACARA, n.d.). When looking at the unit of work “Yours, mine and ours”, the unit could be redesigned
in the manner of a more complete structure with linked content and syllabus outcomes, a scope and sequence and concept mapping in its efforts for an optimal experience for
student learning. As the Australian Curriculum, Assessment and Reporting Authority (ACARA) aims to include an overall inspiring improvement in Australian learners, the
general capabilities are an aspect that needs to be considered within the unit of work for students to become lifelong and high achieving learners. As such, the purpose of this
report will outline the recommendations of an overall reconstruction of this unit of work through the implementations of an effective collaboration, ethical understanding,
and inquiry-based learning (IBL) strategies as well implementing creative and critical thinking activity skills along with an Understanding by design (UbD) framework for
the redesign process.

Critical and Creative Thinking

CCT skills are crucial for educators to implement across their learning activities containing elements that require students to problem solve, explain, and think creatively
(ACARA, 2016). Reviewing the original unit of work, opportunities have been highlighted to enhance the critical and creative thinking skills for the year 10 students. This
attempt looks at incorporating IBL approach as a framework which is based on the constructivist learning theory of placing students as the centre of learning to encourage
student responsibility throughout their learning. As the existing program contains minimal efforts of IBL, this has resulted in implementing modifications in enhancing these
existing components through more IBL strategies including framing questions, class discussions and independent construction of meaning. According to Goodwin and
Sommervold (2012), CCT skills are effective when teachers pose questions that guide learning through inquiring questions as students investigate, analyse, interpret, and
find solutions. This is evident across a variety of tasks across the reconstructed unit including problem-solving questions in individual, pair, and group work (e.g., class
discussions, research tasks, and role play). The collaborative element within this implementation is also a focus; it is a widely used strategy for IBL as students challenge,
use different perspectives and ideas in their learning (Justice et al., 2009). Another aspect in improving CCT is the implementation of ‘student choice’. By implementing CCT
in conjunction with IBL, this strategy assists students to become motivated and engaged across their learning by implementing student interests and control over their
learning. Differentiating allows students to become self-motivated learners and increase learning growth and self-awareness within that growth (DiMartino & Clarke, 2008).

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Ethical understandings

Implementing ethical understanding across the reconstructed unit is crucial when implementing change in meeting effective and meaningful learning. This capability
attempts to develop student ethical understanding by exploring ethical issues by interacting with others, discussing ideas, and learning to be accountable within their
communities. As this looks at students examining ethical principles and codes of practice, an attempt in the reconstructed unit of work and assessment task have been
implemented by allowing students to examine various contexts through developing skills to make ethical decisions and understanding the consequences of their actions. By
implementing real-life scenarios (e.g., reviewing/examining personal situations or personal events), whether connected to their own perspectives, ideas, and experiences, this
attempts to make learning a real-life connection to their everyday situations. As Priniski et al., (2017) states, relevance through a personal connection to the learning
material, whether through engaging emotionally or connecting new information has found students to be motivated and engaged throughout their learning. By providing
students learning content that involves students building personal and social oriented characteristics helps them to manage context, conflict and uncertainty within their own
lives and experiences, thus influencing and developing their awareness and increasing their values and behaviours in both school and real-life environments (ACARA, 2016).

Understanding by Design

As the unit of outline tended to be more of a teacher-centred approach in its teaching and learning strategies, this resulted in student misbehaviour, disengagement, and
disruptive outcomes throughout most of the content and their learning. As Kern and Clemens (2007) state that a lack of detail and design in student learning, student
behaviours and engagement within the classroom can become disruptive. It also missed a scope and sequence concept map, showing its limitations as an effective unit of
work. To improve this highlighted issue within the original unit of work, the implementation of using the UbD framework by Wiggens and McTighe (2011) within its three
stages of backward design process is highlighted as the main change. In its first stage with the implementation of both the concept map and scope and sequence are both
added as a method in ‘desired results’ (Wiggens and McTighe, 2011). The second stages consisted of implementing formative assessments including exit slips, collaborative
tasks, think-pair-share, revision, and class discussions. This allows the teacher to ‘determine assessment evidence’ (Wiggens and McTighe, 2011) consistently when meeting
curriculum outcomes and forming ideas on student knowledge, needs and their individual skill levels. Furthermore, teachers have a greater sense in creating teaching and
learning strategies that meet student needs to successfully complete summative tasks accordingly (Andrade, 2019). The final stage in the reconstruction will focus on ‘Plan
learning experiences and instruction’ (Wiggens and McTighe, 2011) to guide students towards necessary curriculum outcomes. This particular focus allows students a

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fundamental development of student learning within the unit. Furthermore, this focus has been created using the IBL approach in both summative and formative tasks in
ensuring student development in understanding of the content. This strategy focuses on a student-centred approach which has found positive results in student independence
and engagement (Keller, 2018) thus, using the IBL approach throughout the reconstructed unit and assessment task will be appropriate in the aim of academic success.

Conclusion

By incorporating the recommendations within the areas of ethical understanding, and finally critical and creative thinking within the unit ‘Yours, mine and ours’ presented
within this report, teachers can find classroom environments resulting in higher student engagement, motivation and academic success. Through the implementation of IBL
strategies and the incorporation of the UbD framework as a method in the reconstruction of the original unit of work, students will be challenged across their learning whilst
ensuring teaching strategies and curriculum outcomes are being met. Overall, this reconstructed unit will provide teachers with confidence and support in delivering a
higher quality and differentiated learning activities that promote quality teaching and learning. The following documents will be reconstructed providing improvements in
the mentioned areas.

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Reconstructed Scope and Sequence

Term 1

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10

Yours, Mine and Ours

Syllabus outcomes: PD5-1, PD5-2, PD5-3, PD5-6, PD5-9

Term 2

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10

Risky Business
Syllabus outcomes: PD5-1, PD5-7, PD5-9, PD5-10

Term 3

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10

Implementing knowledge into work!

Syllabus outcomes: PD5-2, PD5-6, PD5-7

Term 4

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 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10

Process of our lives

Syllabus outcomes: PD5-1, PD5-8, PD5-9, PD5-10
Adapting and creating! (Week 6)
Syllabus outcomes: PD5-4, PD5-5, PD5-11

Practical

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 Term 1

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10

X Country
+
Dance (Week 6)
Syllabus outcomes: PD5-4, PD-5-5, PD-5-11

Term 2

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10

Exercising safely
&
Modified Games (Week 6)
Syllabus outcomes: PD5-4, PD-5-5, PD-5-10, PD-5-11

Term 3

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10

Dance
&
Gymnastics (Week 6)
Syllabus outcomes: PD5-4, PD-5-5, PD-5-10,

Term 4

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10

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 Invasion Games
&
Net and Court Games (Week 6)
Syllabus outcomes: PD5-4, PD-5-5,, PD-5-11

Concept Map

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Assessment task

James Meehan High School

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Year 10 Assessment Task Notification
 OUTCOMES:

 Assesses their own and others capacity to reflect on and respond positively to challenges PD5-1

 Researches and appraises the effectiveness of health information and support services available in the
community PD5-2

 Analyses factors and strategies that enhance inclusivity, equality, and respectful relationships PD5-3

 Critiques contextual factors, attitudes, and behaviours to effectively promote health, safety, wellbeing, and
participation in physical activity PD6-6

 Assess and applies self-management skills to effectively manage complex situations PD5-9

TASK DESCRIPTION:

Within this term, you have been exploring who you are and what shapes the identity of you and others around you either within your own community and others
worldwide. You also have looked at what influences our identity as people, including looking at sexuality, identity, personality, body image and both positive and
negative influences as well as medias power and influence in our perceptions and ideas about ourselves. Throughout this term you have also explored how aspects of
identity have been linked to discrimination, racism, vilification and harassment, and the laws, legislations and strategies that have been put in place and found to
address these issues.

The purpose of this task is creating a presentation that requires you to demonstrate your knowledge on a specific character/s or community within a selected film
include the following:

1. Choose a one of the following clips

- Friday night lights
- Freedom writers
- The breakfast club

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 - Clueless
- Ten things I hate about you
- Napoleon dynamite
- Dead poet society
OR an approved media by the teacher

2. Assess and critique your chosen film including a focus on one or more chosen characters OR a chosen community within the film. Some example questions
to think about:
- How is this individual or community represented in this film?
- Why do you think it is represented in this way?
- Is this a true representation?
- How can the film use its powers to create either positive/negative views on certain individuals or communities? (Stereotypes etc.)

3. Using self-management skills and other strategies learnt within the unit, how would you look at changing this? How would your specific changes
affect/impact the identity of the character or chosen community?

You can present your task by one of the following:

- PowerPoint Presentation
- Publisher
- Poster
- Pamphlet

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 - OR an approved form of presentation by your teacher

STEPS TO SUCCESSFULLY COMPLETE THE TASK:

Students will need to:

- Examine a chosen character/s or community in detail

- Analyse the impact of the power of the media of the chosen character/community towards the identity of individuals or communities

- Assess and apply strategies in ways to alter the character/community to promote a positive impact towards the identity of individuals identity, wellbeing, safety,
and inclusivity within their communities.

- Conducts suitable research to communicate ideas, information and demonstrate appropriate concepts and terminology in relation to the chosen identity of the
individual or relation to certain individual and/or communities

MARKING CRITERIA
Marking Criterion Description of Marking Criterion Mark
Range

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  Demonstrates comprehensive knowledge and understanding of the impacts and effect of media on individuals and 17-20
community’s identity
 Demonstrates and makes clear assessment on specific individual/community
 Effectively conducts and presents appropriate research to communicate issues, ideas, perspectives, and concepts
within the film
 Demonstrates effective organisation, presentation, and relevant information from various sources
 Effectively applies strategies in changing the character/community to address specific issues within the film

 Demonstrates competent knowledge and understanding of the impacts and effect of media on individuals and 13-16
community’s identity
 Demonstrates and makes clear assessment on specific individual/community
 Competently conducts and presents appropriate research to communicate issues, ideas, perspectives, and concepts
within the film
 Demonstrates competent organisation, presentation, and relevant information from various sources
 Competently applies strategies in changing the character/community to address specific issues within the film

 Outline’s knowledge and understanding of the impacts of media on individuals and community’s identity 8-12
 Makes clear assessment on specific individual/community
 Conducts and presents some appropriate research to communicate issues, ideas, perspectives, within the film
 Demonstrates some organisation, presentation, and relevant information from various sources
 Applies strategies in changing the character/community to address specific issues within the film

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  Demonstrates basic knowledge and understanding of the impacts and effect of media on individuals and community’s 4-7
identity
 Demonstrates and makes limited assessment on specific individual/community
 Conducts and presents basic research to communicate issues, ideas, perspectives within the film
 Demonstrates basic organisation, presentation, and relevant information from sources
 Applies basic strategies in changing the character/community to address specific issues within the film

 Demonstrates limited knowledge on the effects of media on individuals and community’s 1-3
 Demonstrates limited assessment on specific individual/community
 Presents limited research to communicate issues, ideas, perspectives within the film
 Demonstrates limited organisation, presentation, and information from limited sources
 Outline’s strategies in changing the character/community to address specific issues within the film

Scaffold:

During a lesson students will be shown the following clip and are undertaken an in-depth analysis/discussion as a guide:

https://www.youtube.com/watch?v=jkyhf4G0YMs&ab_channel=MatrixZeroMatrixZero

and

https://www.youtube.com/watch?v=VG78fq6KAPA

Reconstructed Unit of work

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 Unit of Work: Yours, Mine, and Ours. Timing: Term 2; Weeks 1-10 Duration: Theory 13 lessons x 60
minutes/lesson (840 hours)

Key concepts/Big ideas:

- Identity
- Factors and influences impacting identity
- Power of media and its influence
- Services and strategies within communities
- Diversity and acceptance of people
- Roles and responsibilities of adolescence

Target Outcomes:

A student:

▪ Assesses their own and others capacity to reflect on and respond positively to challenges PD5-1
▪ Researches and appraises the effectiveness of health information and support services available in the community PD5-2
▪ Analyses factors and strategies that enhance inclusivity, equality, and respectful relationships PD5-3
▪ Critiques contextual factors, attitudes, and behaviours to effectively promote health, safety, wellbeing, and participation in physical activity PD6-6
▪ Assess and applies self-management skills to effectively manage complex situations PD5-9
Unit Overview:

In this unit, students will explore who they are and what shapes their identity and explore identity in other cultures and the community. We who
and what influences our identity in terms of sexuality, identity, personality and body image and the positive and negative impacts of these
influences, a focus on the media will also be used to show the power of the media at the influence it has. Students explore how aspects of their
identity have been linked to discrimination, racism, intolerance, vilification and harassment and the laws and legislations that have been put in
place to address these issues. Lastly, students will explore how diversity is celebrated through a research task that celebrates difference and
the acceptance of who people are.

Key inquiry questions

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 ▪ How can I be the best version of myself and support the identity of others?
▪ How can people respond positively to life challenges?
▪ What strategies can I plan and prioritise in my community to empower individuals to lead healthy, safe, and active lifestyles for the benefits of my own
and others’ wellbeing?
▪ Why are external influences an important aspect of my own and others’ health, safety, wellbeing, and participation in physical activity?
▪ How can I be the best version of myself and support the identity of others?
▪ How can people respond positively to life challenges?
▪ Why are external influences an important aspect of my own and their health, safety, wellbeing, and participation in physical activity?

Literacy targets Numeracy Targets ICT targets Assessment

- Reading and interpreting
information
- Analysing different
perspectives
- Using different perspectives
from peers to interpret and
analyse different ideas
- Plan and deliver content by
researching information
- Interpreting and creating graphs
and figures
- Analysing and understanding
statistics and trends
- Identifying trends by using
surveys/graphs/data
- Use a range of ICT tools to
research, collect and analyse
information
- Use collaborative data to
interpret ideas
- Presenting ideas using ICT
(e.g., PowerPoint)
Formative assessments
- Class discussions
- Observations
- Worksheets
- Individual, pair, and group
activities
Summative assessments
- Final Assessment task

Understanding by Design

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Critical and Creative Thinking
Ethical Understandings
SYLLABUS CONTENT
● Evaluate factors that impact on the identity of
individuals and groups including Aboriginal
and Torres Strait Islander Peoples
(ACPPS089)
- Analyse the role of family, friends and
community in supporting an individual’s
identity, and propose strategies to enhance
their own and others’ wellbeing S
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TEACHING, LEARNING AND ASSESSMENT RESOURCES
- Introduction to the unit topic ‘Yours, Mine and Ours’ Unit overview scaffold
sheet
- Teacher is to briefly introduce unit of work and discuss the topics that
will be highlighted within the term
PowerPoint Presentation
- Teacher is providing PowerPoint presentation on the different family PowerPoint
structure and communities
- Students are to watch following clip-on family structure and write notes
about the different structures outlined in the clip
https://www.youtube.com/watch?v=yHvaKv9N0VE
Distribute family worksheet and students complete:
Focuses on defining a family
Worksheet
Class discussion and research in pairs using ICT on family structures
including example question:
- How do you think family structures will affect an individual's identity?
- Do different family structures have positive/negative influences/impact
on individuals and their identity? Explain how?
Scenario (Group)
- Students are structured into groups of 3-4 and are given a scenario
including a specific individual and the type of family structure within
their life. Students are to analyse the scenario and identify the ways to
which family, friends and community support an individual's identity.
*Teacher can also allow students to create their own scenario and swap over
with other groups to analyse and interpret with this activity.
Lightening writing
 Family Structure

Students spend time completing information including

- Family structure (who they live with, how many siblings, parents are
divorced or married, big family, small family etc)

- Who they consider their family?

- Share responses as a class and highlight to students the different family

structures that exists

Role Play (Group/Pair)

- Students are to choose a scenario based on a specific community and

identity and discuss what strategies they would use to enhance their own
and others wellbeing (E.g., one group can act within a specific
community using resources from the teacher whilst others can as
individuals within a community that can strategies ways to enhance their
wellbeing. Students can take turns in analysing and strategizing
inclusivity and management skills.

Exit slip activity:

- Students are to complete an exit slip scaffolded worksheet that focuses Exit slip worksheet
students to think about questions about the content of the lesson.
Teachers is to prompt to assist students.

Revision literacy activity

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 - Students are handed random students exit slip and are required to
analyse, interpret and highlight changes towards changing the scenario Previous exit slip worksheet
responses. Students are given scaffold to structure their responses

● Analyse situation where external influences

may have an impact on their ability to make Introduction
healthy and safe choices (ACPPS092) - Teacher introduces the topic ‘External influences on sexuality and PowerPoint
sexual health behaviours’ Scaffold worksheet
- Explore external influences on sexuality and
sexual health behaviours and recognise the Class mind map
impact these can have on their own and - What external factors can influence sexuality Online mind map
others’ health, safety and wellbeing I - What external factors can influence sexual behaviours

Student research
- Research and define terms including sexuality, sexual behaviour,
wellbeing,

PowerPoint Scaffolded websites

- Teacher is to present different types of sexualities, sexual behaviours worksheet
and external factors

- Teacher to ask questions based on presentation

Group activity:
- Students are given one specific external factor and are to explore ways
to which can influence sexuality or sexual health behaviours are to
create a PowerPoint presentation on a scenario of their choice
The PowerPoint must include:
- The chosen scenario and a breakdown of the situation
- The impact on either sexuality or sexual behaviours
- skills that would be necessary to assist the individual Scaffolded websites
- Anaylse the ways that it can impact individuals/communties ideas, worksheet
perceptions of their own and others identity

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 - Critically analyse how individuals can
impact on the identity of others Think-Pair-Share
- ‘How can celebrities influence or impact the identity of others?’

- Students are to pair up and answer the following question by analysing

different individuals' impact on others. Allow students to give examples

- Class discussion on student answers and allow students to explain how it

impacts identity of others

Youtube video and Research

- Students are to watch the following video on Caitlyn Jenners Moving
Speech at The ESPYS:
https://www.youtube.com/watch?v=HYj4_- Scaffolded worksheet
EroNo&ab_channel=ABCNews

- Teacher can display other videos using other types of individuals (for
e.g. athletes, celebrities, friends, family, communities)

- Students will pair up and research on the impact on sexuality and sexual
behaviours of individuals and complete scaffold worksheet ICT tools (google docs)

- They must include:

- Impact on specific sexualities within communities and individuals
- The importance of this speech and explain what it had done for specific
individuals (communities and individuals)
- impact of celebrities on the identity of others (how did this change?)

Sticky notes
Resources (Sticky notes etc)
- Students are allocated in colour groups and only retrieve sticky notes of
their groups colour

- The sticky notes will be stuck on the whiteboard and contain a specific
individual

- Student is to analyse both positive and negative affects regarding

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 individual rights, responsibilities, and ethical effects on individuals.
Teacher is to provide a scaffold worksheet to prompt students.

Relay stations
- Students will be allocated to one station with a group. Different stations
looking at different type of individuals including
- Athletes
- Celebrities
- Friends
- Family Scaffold worksheet
- Community individuals

Each group selects one of their choice and must complete a scaffold worksheet
including videos. Students will look at one specific scenario and analyse how they
can impact the identity of others through:
- Behaviour
- Dress
- Language
- food
- Communication
- Student choice on other options

- Once students are set at a station, they are allocated to address the
following scaffolded worksheet and use ICT tools to assist their answers
in analysing their impacts on individual identity

- Students will rotate and adjust and highlight strengths and weaknesses
on other groups' answers.

- Class discussion on answers and teacher questioning

Evaluate factors that impact on the identity of

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individuals and groups including Aboriginal and Specific focus group
Torres Strait Islander Peoples (ACPPS089)
- Teacher will outline the focus on ‘the impact of specific groups PowerPoint/Worksheet
- Critically analyse how individuals can including Aboriginal and Torres Strait Islander peoples’ booklet
impact on the identity of others
- Teachers will discuss and focus on points for example reconciliation and
impacts of segregation.

- Students will research and provide statistics on impacts using visual

representation of data including graphs, percentages, and ratios on the
impacts on either specific group or communities. Students are to focus
on ethical issues including rights and responsibilities this brings to
Australians and other groups etc

- Students will be given choice in representation of this activity (for e.g.,

PowerPoint, poster, Publisher, speech, etc.)

- Class discussion on impacts on identity across different groups

- Students complete KWHL sheet KWHL sheet

- Analyse how norms, stereotypes and

expectations may influence individual and - Students define and provide words ‘influence, norms, gender Workbook
group identity roles/expectations and stereotypes’ and create an online group mind Online mind map
map

- Teacher is to introduce topic and examples of norms (social norms),

stereotypes and expectations through PowerPoint and worksheets and
use of videos

- The worksheet includes specific details and visuals on each specific term
and examples. Students are to identify specific details depending on the
text. Answers are written on the worksheet

- For e.g.

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 - Norms:
https://www.youtube.com/watch?v=1cLfd50BdcE
https://www.youtube.com/watch?v=kGrVhM_Gi8k

- Gender roles and Stereotypes:

https://www.youtube.com/watch?v=aTvGSstKd5Y PowerPoint
https://www.youtube.com/watch?v=Ulh0DnFUGsk Worksheet
https://www.youtube.com/watch?v=swSy6pdAS-0 Videos

- Threat of stereotypes
https://www.youtube.com/watch?v=FTYMSulvnyw

- Responsible parenting expectations

https://www.youtube.com/watch?v=A71OktxTPac

Collaborative group task

Students are to use prior knowledge on previous activity on factors impacting

identity on Aboriginal and Torres Strait Islander as an example and focus on
specific terms within this task

- Students’ choice in which specific term they would like to choose

(stereotypes, norms, expectations) and choose a specific group (for e.g.,
Aboriginal and Torres Strait Islander, Australians, Hispanics, specific
communities within their suburbs etc)

- Scenarios can be handed out including questioning:

- Students are then to complete analysis including points of:

- How can norms/stereotypes, expectations impact the way people
behave?
- How can norms/stereotypes, expectations impact in positive/negative
ways to families and communities? How?
- How do you think norms/stereotypes, expectations can affect different
age grouped individuals? How would they feel etc?
- Consider the consequences of certain decisions and actions made by the Scaffold worksheet

29

- Examine how diversity and gender are
represented in the media and communities,
and investigate the influence these
representations have on identity
- Plan, rehearse and evaluate strategies for
supporting their own and others’ identity and
personal safety
Group activity
30
community. How does this affect certain communities etc.
- Class discussion on each group and students takes notes on each group
- Individual task
- Teacher is to explore the topic of wellbeing project celebrating identity
and wellbeing
- Students create poster highlighting the role of family, friends, and
community with strategies to enhance wellbeing
- focus on the rights and responsibility of these certain groups (how does
this affect their lives?) what are they entitled to?
- How can celebrating diversity and wellbeing of certain communities
assist individuals' identities and wellbeing?
- Teacher is to introduce the topic of ‘diversity and gender representation
in media and communities’ PowerPoint/Workbook
- Teacher is to hand out a worksheet with images of individuals within the
media and communities. Students are to examine images, quotes and
programs within today's media and discuss them as a class.
- What is diversity? Do individuals have different skills from different
backgrounds? Examples?
- How can this help you as an individual within your own communities?
etc
- What is gender? What are the social norms? (Link to previous lessons)
opportunities? power? give examples
- Teacher is to allocate different eras (60s, 70s, 80s, 90s, and today).
Students are to get into groups and choose an era of their choice.
 - Each group is given a worksheet that the group needs to complete

The worksheet contains images, videos and analysis questions and comparisons PowerPoint
that students need to complete (relationships, genders, communities etc)..

- Class discussion on different eras. Students are to explore issues found Scaffold Worksheet
in different eras in comparison to today. Students can also focus on how
these changes have come about and look at communities today as
reference.

Role Play

- Students in groups will be allocated to a certain film/video to which

students focus on examining diversity and gender within the video.
Examples questions: Scaffold workbook

- How are males and females represented?

- LBGTQ shown? Why/why not? Why has this changed? etc.
- Can this portrayal change gender and nationalities' influence on
people's perceptions? How?
- Can this representation influence the identity of the audience? Can this
be an issue? How? Etc

- Students are then to create a script in changing the film. They will need
to change to address strategies in ways that enhance those specific
characters/communities. Students will then need to explain why these
changes were made.

- Investigate how cultural beliefs and practices

surrounding transitions to adulthood - Teacher to introduce topic of ‘Cultural beliefs and transitions to
adulthood’

- Teachers can introduce topics using Quinceanera content. Include video

example:

31
 - https://www.youtube.com/watch?v=cXfoEtApjJI Video
Teacher to discuss rights and responsibilities of adolescence during different
cultural beliefs.
Examples can look at dividing sweet 16s, 18th and 21st birthdays using different
cultures.

- Students are to explore rights and responsibilities within the example

including questions such as:
- Why are there different age celebrations highlighted?
- What responsibilities are given during these different ages? Provide
example (18-year-old can drive a vehicle in USA but cannot consume
alcohol until 21)
- Why are the rights and responsibilities different in different
countries/cultures? What influences them? What issues can arise?

Paired research activity

Students are to brainstorm cultural beliefs and practice surrounding transition to PowerPoint
adulthood. This may include: Scaffold worksheets
- Quinceanera Videos
- Initiation ceremonies
- Sweet 16, 18th, 21 birthday ceremonies
- Mepandes
- Ji Li

- Students will be given explicit instructions and scaffold to guide their

research. Students can use Online google docs as a tool to work in pairs.

- Students are to discuss differences between cultures, using numeracy

(percentages, communities, graphs etc) and literacy (depth and detailed
information) to present how cultures differ between cultures and how
this affects communities and individual identity.

- for example, use the following site and investigate:

- belief practice and location
- summarise of belief and practices
- comparison of different practices
- describe the importance of the practice to identity

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 - https://www.elite.com/culture/travel-food/news/g27293/comin g-of-age-
ceremonies-around-the-world/

Exit Slip Exit slip

- Students complete the exit slip worksheet and are to be swapped with
another student and remarked.

- Exit slip will contain students' perspectives on their cultures and

analysis on how it may differ from their peers etc.

- Challenges unrealistic standards about body - Teacher to introduce topic of ‘body image and standards’
image and physical appearance PowerPoint/Workbooks
- In small groups, students discuss and record body parts and aspects to
which young people describe as positive terms

- In their groups, students use their collection of media sources to create a

collage of images their group agrees to be attractive or reflect their
standards

- students are handed newspaper articles, posters, images and other forms
of media and are to examine the standards and differences between
males and females’ bodies and physical appearance within different
contexts including sports, working environments, media etc
Website
- Ask students to reflect on questions including:
- How does it affect the rights and responsibilities of each gender? How is
it different?
- Is the standard between your group and others the same? What about
the media's standards?
- Are these realistic standards? Why/why not?
- Do these rights and views from the media change how both genders
behave and act in various environments? Is this fair? What can we do to
change this?

- Students define terms using ICT tools including anorexia, bulimia,

33

● Investigate media strategies, marketing and
influences associated with health issues
affecting young people
- Examine marketing strategies to determine
the influence they have on young people’s
attitudes, behaviour and perceptions of
health
34
obesity
- Students watch videos on the issues of media on body image, nutrition,
and mental health
- Students to think-pair-share responding to
- What is media vs mass media?
- What is the purpose of the media?
- How are media messages constructed?
- Students to complete worksheet including the main question on ‘how
media literacy skills influence our decisions and identity’
- Share responses in a class discussion
- KWHL sheet
- exit slip: Students analyse their understandings of media and unrealistic
standards to their own and examine the differences with each other on a KWHL sheet
specific topic Exit slip
Teacher is to introduce topic using PowerPoint on ‘Media strategies and its
impact to individuals and communities’ PowerPoint
Using a range of different media sources (e.g., newspaper articles, magazine
covers and advertisements etc) students will examine these resources and Lesson resources
investigate ways to which the media looks at influencing their audience (newspaper articles, online
including: articles, images etc)
- Who are these advertisements targeting?
- What are the key messages?
- Why are these ideas being delivered? What can this do to people's
perception about themselves and others?
- Can this be an issue for certain individuals?
- What values, responsibilities or points of view is this resource
providing? Can we be protected by any law?
- How do these resources affect and influence your attitude, behaviours
and perception of your individual identity? How can this impact where

● Investigate how the balance of power
influences the nature of relationships and
propose actions to build and maintain
relationships that are respectful
- Examine discrimination as an abuse of
35
you live?
- Students are to create their own ideas using a scaffolded worksheet
highlighting their thoughts and ideas on these resources. Students are
then to swap with a partner and highlight the differences in their ideas
and perspectives. Example questions can include:
- How do your ideas and perceptions of these media resources change
from this student? How can this happen?
- Are there any positive/negative similarities? What can this do to this
student? Highlight the changes
- Students are to compare similarities and differences and share their
ideas on the diversity within the classroom.
ICT tools (laptops)
- Using ICT tools (e.g., Photoshop) students will attempt to manipulate an
image/advertisement of their choice. Students will look at including
specific words and images involving identity to link to a specific
community or individuals.
- Students will present their work through their own choice of:
- PowerPoint
- Photoshop
- Poster etc
- Students will identify and explain how this can impact specific identities Scaffold worksheet
and individual perceptions about themselves. Students will be handed a
scaffolded worksheet to guide their ideas and perspectives.
- Teacher will introduce a topic that students will focus on analysing PowerPoint/Worksheet
aspects of identity that links to discrimination, vilification, and
harassment. Students will also have policies and legislations that are put
in place to address these issues.
 discrimination as an abuse of power and
evalate past and current legislation
- Analyse how aspects of identity can have an
impact on health, safety, and wellbeing
- Students in groups are to choose their activity card. Each card has a
- Teacher introduces topics of discrimination, vilification, racial issues
and sexual harassment and specific acts that address these issues (for
e.g., anti-discrimination, sex discrimination act etc).
Group activity
Workbook
different topic (as discussed earlier). They are to create a poster which
looks at the issues involved with individuals and communities in relation
to their identity and promote strategies and outline policies and laws
that cover and attempt to address the issues. They can include additional
information in relation to the content. Students will also receive explicit
instructions within each activity card.

- Kahoot Quiz ICT tools

- Students will use ICT tools to enter the Kahoot quiz on previous topics
and other content from previous lessons.
Kahoot Quiz

- Teacher to allocate time during lessons to work on assessment tasks.

Students can also work at home using ICT tools and programs.
- Scaffold:
- During a lesson students will be shown the following clip and are Assessment scaffold
undertaken an in-depth analysis/discussion as a guide:
- https://www.youtube.com/watch?
v=jkyhf4G0YMs&ab_channel=MatrixZeroMatrixZero
and
- https://www.youtube.com/watch?v=VG78fq6KAPA

- Teacher is to allocate to one specific character/community and complete

scaffold worksheet accordingly. Students on example question and
information ons:
- What does this specific character show within the film?
- Outline the similarities/differences to yourself or others
- Assess whether specific conversations match the identity of the character

36
 of individuals/communities

- Class discussion on answers

37
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Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2016). Australian curriculum: Critical and Creative Thinking.
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Australian Curriculum, Assessment and Reporting Authority [ACARA]. (n.d.). Australian curriculum: General Capabilities. Retrieved from
https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2016). Australian curriculum: Literacy. Retrieved from
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Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2016). Australian curriculum: Numeracy. Retrieved from
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Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2016). Australian curriculum: Ethical Understanding. Retrieved from
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Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2019). My school: School profile. Retrieved from
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DiMartino, J., & Clarke, J. (2008). Personalizing the high school experience for each student. Association for Supervision and Curriculum
Development.

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Falcione, S., Campbell, E., McCollum, B., Chamberlain, J., Macias, M., Morsch, L., & Pinder, C. (2019). Emergence of Different Perspectives
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Goodwin, M., & Sommervold, C. (2012). Creativity, critical thinking, and communication. Rowman & Littlefield.

Justice, C., Rice, J., Roy, D., Hudspith, B., & Jenkins, H. (2009). Inquiry-based learning in higher education: administrators’ perspectives on
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Kern, L., & Clemens, N. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology In The Schools, 44(1), 65-75.
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Priniski, S., Hecht, C., & Harackiewicz, J. (2017). Making Learning Personally Meaningful: A New Framework for Relevance Research. The
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Vodovozov, V., & Raud, Z. (2015). Concept Maps for Teaching, Learning, and Assessment in Electronics. Education Research International,
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Wachob, D. (2014). Using physical education to improve literacy skills in struggling students. Journal of Strategies, 27(5), 12-17. doi:
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Young, L., O’Connor, J., Alfrey, L., & Penney, D. (2020). Assessing physical literacy in health and physical education. Curriculum Studies In
Health And Physical Education, 1-24. https://doi.org/10.1080/25742981.2020.1810582

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Appendix. - Original Documents

*ONLY UNIT OF WORK IS AVAILABLE AS NO SCOPE AND SEQUENCE, ASSESSMENT TASK AND CONCEPT MAP WAS CREATED.

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