EVALUATION AND

RECONSTERUCTION OF A
PDHPE UNIT OF WORK
Assignment 1 Individual Task

Braydon Webb
17506739
Contents
Abstract .............................................................................................................................................................. 1
Introduction .................................................................................................................................................... 1
Recommendations .............................................................................................................................................. 3
Evaluation of Unit .............................................................................................................................................. 5
Redesigned unit of work .................................................................................................................................... 8
Scope and Sequence ....................................................................................................................................... 8
Concept Map .................................................................................................................................................. 9
Assessment task ........................................................................................................................................... 10
Unit Outline ................................................................................................................................................. 18
References ........................................................................................................................................................ 26
Appendix .......................................................................................................................................................... 27
Original Assessment Task............................................................................................................................ 27
Original unit of work ................................................................................................................................... 29
Abstract
This report is a suggested evaluation and reconstruction of a unit of work for stage 4 students from

Blaxland High School on Mental Health. This report aims to improve the unit of work in terms of the

sociocultural context involving literacy, numeracy and personal & social capabilities. The evaluation aims to

use the framework Understanding by Design to help reconstruct the scope and sequence, concept map,

assessment task and unit outline. This report will include all the original documents from the previous unit

of work to help show where the improvements have occurred. This report will illustrate the greatest areas

of concern in a comparative table and suggest amendments on how to improve the unit of work. The

suggested improvements will be supported by current literature. The evaluation report that follows the

comparative table is used to help promote the newly created unit of work to help illustrate the need to

adopt changes to the original unit of work for future teachers.

Introduction

Program evaluation is an important part of becoming a teacher. Program evaluation involves constructing

or re-constructing units of work to help create effective teaching and learning activities. As previously

mentioned this report evaluates a programs documents from Blaxland High School which is intended to be

delivered to a stage 4 PDHPE class. The class involved in this unit were majority Anglo-Australian and was a

co-ed class, without any special needs students. The re-construction of this unit has been closely designed

in association with the Understanding by Design framework (Wiggins & McTighe, 2005). The evaluation

and reconstruction of this program focuses on assessing the effectiveness of literacy and numeracy

teaching activities. The importance of these are illustrated by the Australian Institute of Teacher School

Leadership (2014) as integral parts of any teachers lessons and programs. Teachers programs must

develop a teaching sequence that integrates both literacy and numeracy strategies with resources and

activities carefully chosen to relate all students (AITSL, 2014). The program is built around average literacy

and numeracy levels, as Blaxland Highschool was a decent performer in NAPLAN tests from previous years.

The evaluation of this program promotes the necessity to establish the needs for a higher challenge to the

numeracy and literacy level of stage 4 students, while making the learning related to these students lives
to help promote lifelong learning from the content. The recommendations and changes to this program

including the; Scope and sequences, Concept map, Assessment task and Unit outline all aim to address the

general capabilities set out by ACARA including; literacy, numeracy, ICT, critical and creative thinking and

personal and social capability.

 Recommendations
Table 1: Comparative table
Area of Concern
1 In the original unit of work there was no
scope and sequence provided on the
overall teaching of the unit. A scope and
sequence is a crucial step in the design of
any teaching and learning course.
2 Collaboration with community
stakeholders, helps to show the relevance
to everyday life. The original unit lacks a
connection to the broader community.
PDHPE is a subject that promotes health
among individuals but also promotes
health in our communities outside of
school.
3 Seen in the original document, students
are paced through the unit of work, with
very little instruction on how students will
achieve outcomes and understand
threshold concepts.
4 The unit of work lacks the ongoing
evaluation of evidence of learning from
students.
Suggested Unit Amendment
The program needs to outline or clearly define the learning
intentions by clarifying the big ideas and key concepts at the
beginning of the unit.
The re-constructed unit of work now involves Community services
and agencies that will be attending the Hook Event to provide
information and resources to the students. This will be known as a
HOOK event which requires students to engage with the broader
community to help guide their creative literacy/ICT assessment
task.
The unit included a lot more time allocated to the scaffolding of
the students projects in comparison to the previous unit. Their
projects were also scaffolded by the learning strategies outlined in
the unit of work to help students achieve the best possible result
on their assessment task.
The original unit lacks using assessment as a tool for learning. The
quick pace of the unit doesnt allow time for students to be tested
on the threshold concepts they are learning. The reconstructed
unit involves using a series of formative and summative
assessment to track student learning progression. This helps to
provide the teacher with feedback on student attainment of
knowledge and evaluation of own teaching practice.
Evidence and Theory to Support Amendment
Wiggins and McTighe (2005) indicate the effectiveness
of establishing outcomes before the construction of a
unit. Therefore, unit outcomes must be indicated prior
to the development of any unit of work.
Literacy isnt just being able to construct a well written
essay or have decent spelling and grammar. It also
involves students listening to, speaking and creating
oral, visual and digital texts (ACARA, 2014).
Collaborating with community stakeholders requires
listening and speaking orally and engaging with their
visual and digital messages. Also connecting the topic
with real-world issues helps stimulate more
meaningful learning (Bouillion & Gomez, 2001).
The use of scaffolding student learning is associated
with Lev Vygotsky zone of proximal development
(1978) and further developed in modern research
(Daniels, 2001). Daniels describing the process of
learning and teaching as much more than face-to-face
interaction or the simple transmission of prescribed
knowledge and skills. Research by Verenikina (2008),
illustrates how scaffolding and learning are key in
nurturing new learners. It gives students the tools to
succeed and enabled students to become independent
learners.
Formative and summative assessment provides
teachers with ongoing feedback on students ability to
demonstrate conceptual knowledge (Ecclestone, 2010).
By attaining information from assessments teachers
can identify any knowledge deficits (Herppich et al,
2014). By attaining this information teachers can focus
on knowledge improvement as opposed to awarding
marks in the final assessment.
5 Inquiry based learning strength of the
unit through project based learning.
One of the strengths of this original unit of work was the Project
Based Learning (PBL) teaching strategy which helps guide inquiry
based learning. The unit uses inquiry-based approach that involves
students to ask and answer their own questions which helps in
achieving outcomes and understanding threshold concepts by
taking ownership of their own work.
The use of PBL helps create authentic learning
experiences. As outlined by Boss et al (2012), PBL helps
to decrease absenteeism, increase in cooperative
learning skills and improve student achievement.
Evaluation of Unit
Scope and Sequence

A scope and sequence is intended to outline all major requirements of a subject or topic. The original unit

of work did not come with a scope and sequence. In the amended unit of work, a scope and sequence has

been created. The scope and sequence has been included to illustrate all relevant stage 4 PDHPE syllabus

outcomes for year 8 students. The scope and sequence meets the requirements set out by the NSW

Education Standards Authority (2016) which includes titles of each unit, duration of each unit, all syllabus

outcomes including life skills and assessment tasks. Organisation is key to becoming a successful teacher,

which is why having a well-presented scope and sequence is crucial when developing, reconstructing and

evaluation units of work. This suggestion of including a scope and sequence is reinforced by the

Understanding by Design framework (UbD). Wiggins & McTighe (2011) state in their research that when

planning units of work, it is important to first clarify the learning outcomes. By indicating what learning

outcomes, you intend to complete, you can create learning activities, assessments and resources to help

students to achieve these outcomes. Not only does this enrich the learning experience for students but it

also helps teachers to encourages intentionality during the design process (Sample, 2011). It continually

encourages the teachers to establish the purpose of doing something before implementing it into the

curriculum. Therefore, UbD is an effective way of providing guidance for instruction and designing lessons,

units, and courses (Sample, 2011).

Contextual learning and relevance to the student -Collaboration with community stakeholders:

Contextual learning is when teachers are able to present information in a way that students are able to

construct meaning based on their own experiences (***). The original unit lacks a connection to the

broader community. PDHPE is a subject that promotes health among individuals but also promotes health

in our communities outside of school which is why it is important to have as much of a connection to the

community as possible. While the original unit of work does require students to engage with online
sources from stakeholders in mental health, this is a limited engagement and doesnt help create a

personal experience with Mental health. The amended unit of work requires students to attend a hook

event which is an expo on Mental health. This would involve organising organisations such as beyond blue,

reach out and black dog institution to have Information stalls that give out information and interact with

students. As part of the assessment tasks, students must fill up their passport and visit all organisations in

order to complete the assessment task (Appendix ***). By creating this personal experience, it enables

students to construct meaning of Mental Health through this experience. Evidence shows that

collaborating with communities on real world problems helps students engage in deeper and more

productive learning (Bouillion & Gomez, 2001). As the assessment task stems from the hook event it helps

to reinforce the connection to community in the unit of work. Collaborating with real world organisations

helps students to construct unique responses rather than selecting from pre-existing options. In this way, it

challenges students to undertake complex higher order reasoning, and to think independently (UNSW,

2017). A major aim of this reconstruction of this unit of work was to improve the literacy skills of the

students involved. Literacy isnt just being able to construct a well written essay or have decent spelling

and grammar. It also involves students listening to, speaking and creating oral, visual and digital texts

(ACARA, 2014). The hook event helps to provide students with these different types of literacy to help

improve their own literacy levels. The organisations that attend the hook event would also provide

statistics on mental health, which would help to improve their numeracy.

Unit of work - Ongoing evaluation of learning targets and threshold concepts

As suggested in the comparative table, the unit of work lacks ongoing evaluation of learning targets and

threshold concepts. The original unit lacks using assessment as a tool for learning. The quick pace of the

unit doesnt allow time for students to be tested on the threshold concepts they are learning. The

reconstructed unit involves using a series of formative and summative assessment tasks to track student

progression. This helps to provide the teacher with feedback on student attainment of knowledge and

evaluation of own teaching practice. Formative and summative assessment provides teachers with ongoing

feedback on students ability to demonstrate conceptual knowledge (Ecclestone, 2010). By attaining

information from assessments teachers can identify any knowledge deficits (Herppich et al, 2014). By

attaining this information teachers can focus on knowledge improvement as opposed to awarding marks in

the final assessment. For example, the assessment task requires students to attend the critique sessions in

lessons 13-14. This critique lesson requires the community services and agencies from the Hook event to

come back into the school and give feedback to the students prototype assessment tasks. This is a great

example of what the new unit it trying to achieve, ongoing learning through assessment by collaborating

with the community and understanding threshold concepts in Mental Health. These strategies help

students familiarise themselves with the literacy used in PDHPE. The threshold concepts help develops

specific terminology used in health and physical education context.

Inquiry based learning Project based learning.

The unit uses inquiry-based approach that involves students to ask and answer their own questions which

helps in achieving outcomes and understanding threshold concepts by students taking ownership of their

own work. This approach and project based learning are used together to help produce a student directed

unit of work. The project helps keep students involved in their own learning and encourages students to

formulate questions, investigate these questions and build new understanding by presenting their project

to their class at the end of the unit (Boss et al, 2012). As outline in the comparative table, Project based

learning also decreases absenteeism, increases cooperative learning skills and increases student

motivation in the classroom (Schunk, 2011). Project based learning is also a great way to sequence learning

to achieve one overall goal. This is evidence of understanding by Design framework as activities are built

around the final learning outcomes of the unit (Wiggins & McTighe, 2005).
Redesigned unit of work
Scope and Sequence
(no scope and sequence was provided in previous unit of work, all changes are original)

Year 8 PDHPE Theory

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

Term 1 Understanding Me Relationships

Targeted outcomes: 4.1, 4.2, 4.11 Targeted outcomes:4.1, 4.2, 4.3 4.11, 4.12, 4.13, 4.16
LS outcomes: LS.1, LS.3 LS outcomes: LS.1, LS.3, LS.5, LS.6

Assessment Task: Individual Research Project (10%) Assessment Task: Individual Research Project (10%)

Term 2 Lifelong health and health in the Community

Targeted outcomes:4.5, 4.6, 4.9, 4.10, 4.15
LS outcomes: LS.5, LS.7

Assessment Task: Half Yearly Exam (25%)

Term 3 Our Health and Safety: Mental Health

Targeted outcomes:4.2, 4.6, 4.7, 4.8, 4.9, 4.11, 4.16
LS outcomes: LS.1, LS.4

Assessment Task: Project Based learning assessment on mental health (15%)

Term 4 Our Health and Safety: Sexual Health Alcohol

Targeted outcomes:4.3, 4.6, 4.7, 4.8, 4.12 Targeted outcomes:4.6, 4.7, 4.12
LS outcomes: LS.1, LS.4, LS.5 LS outcomes: LS.1, LS.5

Assessment Task: Individual Research Project (10%) Assessment Task: Yearly Exam (30%)
Concept Map
(no concept map was provided in the original unit of work)
Assessment task
Name: ________________________________________ Marks Total: _____/40

BLAXLAND HIGH SCHOOL

PDHPE/VISUAL ARTS faculty

Year 8 PDHPE/Visual Arts PBL Assessment

How can we change the way we view mental health?

Date Task Issued: Term 3 Week4 Head Teacher (***)

Date Task is Due: Term 3 Week 10 Weighting of Task(PDHPE): 25%

Weighting of Task (VA): 30%

Outcomes Assessed (PDHPE): (from the Stage 4 PDHPE Syllabus)

4.2 A student identifies and selects strategies that enhance their ability to cope and feel supported.

4.6 A student describes the nature of health and analyses how health issues may impact on young people.

Outcomes Assessed (Visual Arts)

4.2 Explores the functions of and relationships between artist-artwork-world-audience.

4.3 Makes artworks that involve some understanding of the frames.

4.4 Recognises and uses aspects of the world as a source of ideas, concepts and subject matter in the
visual arts.

Failure to hand this task in by the due date will result in you receiving an N Award warning letter which clearly indicates you are at
risk of not attaining your ROSA/ Preliminary Certificate/ Higher School Certificate

Unit Description:

This term students will be working on a Project-Based Learning unit of work in PDHPE and Visual Arts that
addresses the topic of Mental Health. Students will be working towards answering the driving question:
How can we promote community awareness of Mental Health?

To be successful in this project, students need to submit the following final products or services:

Learning Logbook and Passport

 Artwork and Artist statement
Short 30 second to 1 minute video

The above products or services will be exhibited to a variety of professionals in the field of Mental Health at
a showcase event on the 18th September 2017.

How can we change the way we view Mental Health?

Mental health is an essential part of well-being, and there is a lot you can do to promote pre-teen and
adolescent mental health for your peers and the community. It also helps to know what to do if you think
one of your friends or family members has a mental health concern. The information below outlines the task
requirements:

Research:

Using your Learning Logbook, you will be required to research and investigate the different characteristics
of a particular mental health issue. These lessons will be scaffolded during the early weeks of the project,
but will become self-directed towards the end of your project

Each lesson you will need to complete the following:

- Lesson Objectives
- Success Criteria
- Reflection

Create:

As part of a 2-person team, you are to create an engaging presentation on promoting awareness for your
chosen mental health topic.

Your presentation needs to include the concepts and ideas from the research conducted by your team.
The following products or services need to be included in your presentation:

- Artworks and artists statement about self identity and mental wellbeing. This will be completed
during Visual Arts lessons.
- A short 30 second to 1 minute video that is informed and engaging, and provides awareness about
your chosen mental health issue. This will be completed during PDHPE lessons.

Each team member will be allocated certain roles and responsibilities throughout the creation of your
products, which are identified in the learning logbook.

Present:
As part of your 2-person team, you will present your teams artwork, artist statement and video to an
audience (including mental health professionals, staff, peers and teachers) that promotes awareness of
your researched mental health issue.

You will be assessed in the following ways:

1. Peer feedback: This will require every student to provide and receive 2 lots of feedback from your
peers by using 2 stars and a wish. Remember that feedback is kind, specific and helpful.
2. Peer team feedback: This will require each student to evaluate the contributions made by each
team member.
3. Product assessment: Your products or services will be assessed according to a series of marking
criteria that indicates how well you have demonstrated certain skills and knowledge surrounding
mental health in context to PDHPE and Visual Arts.
4. Presentation and exhibition: You will showcase your products or services to mental health
professionals, peers, teachers and parents which will provide feedback that will be used to assess
your ability to promote your chosen mental health aspect.

Marking Criteria:

Peer Assessment of Group Participation

Students will assess the participation of members in their group. The average mark will be added to
the total mark.

Group Did not Made Made basic Made a Made a Made a

Members contribute limited contribution satisfactory significant significant
Name (Also contribution contribution contribution contribution
rate yourself) and was
reliable

0 1 2 3 4 5

0 1 2 3 4 5

0 1 2 3 4 5

If the group member received two or less, please indicate why?

Teacher Assessment of Group Participation

 Student Did not Made limited Made basic Made a Made a Made a
Name contribute contribution contribution satisfactory significant significant
contribution contribution contribution
and was
reliable

0 1 2 3 4 5

TOTAL PARTICIPATION MARK

PEER /5 TEACHER /5 TOTAL /10

Marking Criteria:

Showcase:

Mark Grade CRITERIA

9 - 10 A Student delivers a creative and extensively researched video on the chosen

mental health problem.
Outstanding Student provides an extensive explanation of the mental health problem being
addressed.
Student provides an extensive explanation of how the video promotes
awareness on the mental health problem.
Student provides an extensive outline of how the video could be implemented
with community agencies.
Student uses other relevant information and/or props to accompany their
showcase.
7-8 B Student delivers a thorough video on the chosen mental health problem.
Student provides a thorough explanation of the mental health problem being
High addressed.
Student provides a thorough explanation of how the video promotes
awareness on the mental health problem.
Student provides a thorough outline of how the video could be implemented
with community agencies.
Student uses other relevant information and/or props to accompany their
showcase.
5-6 C Student delivers a sound video on the chosen mental health problem.
Student provides a sound explanation of the mental health problem being
Sound addressed.
Student provides a sound explanation of how the video promotes awareness
on the mental health problem.
Student provides a sound outline of how the video could be implemented with
community agencies.
 Student uses some relevant information and/or props to accompany their
showcase.
34 D Student delivers a basic video on the chosen mental health problem.
Student provides a basic explanation of the mental health problem being
Basic addressed.
Student provides a basic explanation of how the video promotes awareness on
the mental health problem.
Student provides a basic outline of how the video could be implemented with
community agencies.
Student uses some relevant information or props to accompany their
showcase.
1-2 E Student delivers a limited video on the chosen mental health problem.
Student provides a limited explanation of the mental health problem being
Limited addressed.
Student provides a limited explanation of how the video promotes awareness
on the mental health problem.
Student provides a limited outline of how the video could be implemented with
community agencies.
Student uses no relevant information and/or props to accompany their
showcase.
0 N/A Student has not attempted this section.

Marking Criteria:

Video:

MARK Grade CRITERIA

9 - 10 A Student demonstrates extensive content knowledge through an explicitly

detailed video:
Outstanding
outlines the mental illness,
identifies causes of this illness,
thoroughly describes 5 or more signs and symptoms of the mental illness
recommends and explains 4 support networks for this mental illness,
Provides statistical information including trends on the mental illness.
Appropriate film technique and includes all aspects
7-8 B Student demonstrates thorough content knowledge in the video:
High outlines the mental illness,
identifies causes of this illness,
thoroughly describes 4-5 signs and symptoms of the mental illness
recommends and explains 3-4 support networks for this mental illness and;
Provides detailed statistical information on the mental illness with no trends
Appropriate film technique and includes most aspects
5-6 C Student demonstrates sound content knowledge in the video:
Sound outlines the mental illness,
identifies causes of this illness,
describes 3-4 signs and symptoms of the mental illness and;
recommends and explains 3 support networks for this mental illness and;
Provides statistical information on the mental illness.
Appropriate film technique and includes some aspects
34 D Student demonstrates basic content knowledge in the video:
Basic outlines the mental illness,
identifies some causes of this illness,
briefly describes 2-3 signs and symptoms of the mental illness,
recommends and briefly explains 2-3 support networks for this mental
illness and;
 Provides basic statistics in regards to the mental illness.
Some appropriate film techniques and includes some aspects
1-2 E Student demonstrates limited content knowledge in the video:
Limited outlines the mental illness,
identifies some causes of this illness,
limited description of 1-2 signs and symptoms of the mental illness and;
recommends limited support networks for this mental illness and;
Provides little to no statistics on the mental illness.
Does not use appropriate film technique including some aspects
0 N/A Student has not attempted this section.

Marking Criteria:

Artwork:

MARK Grade CRITERIA

9 - 10 A Student extensively demonstrates a comprehensive idea and concept

about mental health that is clearly identifiable in their artwork.
Outstanding Artist statement is highly developed and confidently explores the
functions of an artist statement in providing meaning to the audience.
Makes artworks using an effective range of signs and symbols that
demonstrate an extensive understanding of the structural frame.

7-8 B Student thoroughly demonstrates a clear idea and concept about mental
health that is strongly identifiable in their artwork.
High Artist statement is well developed and confidently explores the functions
of an artist statement in providing meaning to the audience.
Makes artworks using a detailed range of signs and symbols that
demonstrate an good understanding of the structural frame.

5-6 C Student demonstrates an idea and concept about mental health that is
adequately identifiable in their artwork.
Sound Artist statement is satisfactory developed and explores some of the
functions of an artist statement in providing meaning to the audience.
Makes artworks using a sound range of signs and symbols that
demonstrate an adequate understanding of the structural frame.

34 D Student demonstrates an elementary idea and concept about mental

health that is inconsistently identifiable in their artwork.
Basic Artist statement is developing and explores the basic functions of an
artist statement in providing meaning to the audience.
Makes artworks using a small range of signs and symbols that
demonstrate a developing understanding of the structural frame.

1- 2 E Student demonstrates a limited idea and concept about mental health

that is inadequately identifiable in their artwork.
Limited Artist statement is elementary developed,making a limited attempt in
exploring the functions of an artist statement in providing meaning to the
audience.
Makes artworks using an very limited range of signs and symbols that
make some attempt at understanding of the structural frame.
 0 N/A Student has not attempted this section.

Comments: (what the student has done well, areas of weakness, what the student can do to improve)
______________________________________________________________________

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Unit Outline
Year 8: Our Health and Safety: Mental Health Project Based Learning

Unit Outline
Students will examine what is mental health, the nature of mental health and how it contributes to overall health through a Project-Based Learning approach. Students
will investigate various strategies to support and enhance their wellbeing and the wellbeing of others, with emphasis on the importance of connectedness. Students will
explore various mental illnesses in detail and complete an in class Project-Based assessment with an exhibition of their products at the end of the unit
Big ideas/Key Concepts Why does this learning matter?
The key concepts I want students to learn are that: The learning matters because:
Students can recognise different mental health issues Due to the high prevalence of mental health conditions in young people, it
They are able to identify support networks is vital that students have an of conditions, signs, symptoms, prevention
Students can recognise stressful situations and methods to deal with them and methods of treatment
Students should have an understanding of how to help themselves and
others to have positive mental health
Important that students have an understanding of safe relationship
practices to keep themselves and their peer safe
Place in Scope and Sequence/Building the field Target outcomes
Prior knowledge Extends upon aspects of health knowledge (covered in year 7) 4.2 A student identifies and selects strategies that enhance their ability to cope
and builds upon the understanding and management of my health. Previous unit re: and feel supported.
drug use and decision-making can also b in to this unit Significance/Background 4.6 A student describes the nature of health and analyses how health issues may
knowledge/cultural knowledge Significant number of students who may suffer impact on young people
from or know people who suffer mental illnesses. Can also be tied into people in 4.7 A student identifies the consequences of risk behaviours and describes
the local/national/international community known to have illnesses, as with strategies to minimise harm.
support services available online/in the local area
LS 1 recognises the personal characteristics and needs that make them similar to
others yet unique
LS 4 uses strategies to manage feelings and emotions
Literacy and Numeracy Strategies General Capabilities 21st Century Skills Cross Curricular Assessment
Priorities
Outline identified areas/skills from 1. Literacy 1. Collaboration 1. Aboriginal & Torres Year 8 Mental Health Assessment to
syllabus, data analyse school plan etc. 2. Numeracy 2. Knowledge Strait Islander be given out at start of week 4 of the
Indicate specific strategies to target the 3. ICT construction history a cultures unit in a PBL style of learning.
development of these skills and list 4. Critical & Creative 3. Self-regulation (ATSI)
these next to learning experiences. Thinking 4. Real-world 2. Asia & its
Examples of the areas specific strategies 5. Personal & Social Cap problem-solving engagement with it
fall into: 6. Ethical Understanding and innovation 3. Sustainability
7. Intercultural 5. The use of ICT for
Understanding learning
Literacy - super six reading 6. Skilled
comprehension, other strategies to Indicate focus areas for this unit Communication
address spelling, grammar, punctuation, and include within learning
paragraphing, making inferences, experiences column if Outline focus areas and
writing etc. applicable indicate next to
learning experience in
Numeracy measurement, calculating, column
estimating, pat and relationships,
fractions, decimals, percentages, rates,
spatial reasoning, statistics etc.

Outcomes: Students Students Learning Experiences: Assessment Literacy, Reg

learn to: learn for/as numeracy, 21st
about: learning learning, 8-ways
Outcomes will Lessons 1-22: MENTAL HEALTH PBL Exhibition task Throughout Mental health
AT students will develop
be Covered as The term will consist of 10 weeks with 3 periods per cycle (18 lessons). There
each of the following
students work additional lessons for the Hook Event, the Critique Session and the Exhibition (24 21stC skills:
through the lessons have been planned for this unit of work, 1 term). -Collaboration
-Knowledge
Mental health -Construction
Lees and Lees book 2 and Zone 4 Individual and Community Health to be u
Project Based supporting teacher resource
-Self-regulation
-ICT for learning
Learning -Skilled communication
Teacher resources are located in the Google Drive PDHPE folder. (For this
assessment, they will be attached in the appendix)

Lesson 1-2 (Week 1) Throughout Mental

health AT students
Begin the unit of work by asking students to raise their hand if they know Using student
background will develop each of
someone who has experienced problems from mental health. Ask if anyone would knowledge as a the following 21stC
4.6 A student -Examine Mental like to share an experience. Combine teacher and student led discussions. Prompt basis of understand skills:
describes the their Health - students by asking them if they know famous people who have experiences from future learning
- Collaboration
nature of behaviours defining mental health issues.
health and and mental - Knowledge
analyses how language health Introduction to PBL and the topic Mental Health: construction
health issues and Go through What is Project-Based Learning - Mental Health PowerPoint. DO NOT - Self-regulation
may impact recognise present in Google Slides, the videos in the PowerPoint will not play. See below
- ICT for
on young the potential steps a) to c) for resources needed. The following link will direct you to the Formative learning
assessment:
people impact of PowerPoint
1. Completion of - Skilled
these on *URL yet to be created* two pre-test surveys communication
their own 2. Completion of
Know and Want
Learning
Students must:
and others columns of KWL Maps
a) Complete two surveys as a pre-test to the topic
mental b) Discuss what is project-based learning
Chart. Metalanguage
3. Contribution to Understanding
health c) Identify the effect PBL will have on learning Mental Health
d) Identify what PBL typically looks like during lessons brainstorm.
4. Completion of
e) Show video on why feedback is important and discuss as a class
Exit Slip.
f) Show examples of what PBL looks like
g) Explain the next steps of the topic
h) Complete worksheet of KWL Chart on Mental Health
i) Brainstorm ideas on Mental Health and what it is.
j) Discuss Mental Health video
k) Define Mental Health
l) Complete Lesson 1 Exit Slip
Resources needed:
a) Laptops or electronic devices
b) KWL Chart on Mental Health worksheet
c) Lesson 1-2 Exit Slip

Lesson 3-4 (Week 2-3)

How to making a video Go through How to Make a Video - The Basics Numeracy
PowerPoint. Formative
assessment:
Tabulation of
Students must 1. Completion of
Types of Camera
psychotic/
a. Watch and discuss video on Camera Angles - An Introduction
non-psychotic
Angles worksheet
b. Complete worksheet on Types of Camera Angles 2. Completion of
c. Watch and deconstruct video on Mental Health Awareness Mental Health
d. Ask students to write a paragraph about the importance of mental health Awareness essay
question
awareness and why it is important in society, ask students to quote some of the
states in the video Literacy and numeracy Extension
3. Completion of a 3
Extension activity scene storyboard on
e. Complete and draw a 3-scene storyboard on a topic of interest on Mental Mental Health metalanguage
Health
thought
Resources needed: conversation
a) Types of Camera Angles worksheet
 b) Deconstruction guide for Mental Health Awareness video
and numeracy
c) Deconstruction of Mental Health Awareness worksheet
statistics

Informal
Lesson 5 (Week 3)
assessment:
Assessment Task - Week 3 (Last lesson before Hook Event) 1. Students
Hand out and go through the assessment task with the students - explain each understand
section of the task and provide examples where appropriate. Supply Learning requirements of the
assessment task
Logbook and collect at end of each subsequent lesson. At the end of the lesson,
students need to be allocated into pairs.

Lessons 6-24 should be supplemented with the Learning Logbook which

identifies each step of the project

ICT included in
lesson

4.2 A student enhance their Seeking Lesson 6-7 (Week 4) Collaboration with
identifies and ability to seek help Students are to attend a two period Hook Event. Community services and stakeholders in
selects help by: - benefits agencies will be attending the Hook Event to provide information and mental health.
strategies that of support resources to the students. LITERACY, NUMERACY and SOCIAL AND Helps to build
enhance their a) Establishing - PERSONAL CAPABILTIES meta langue within
ability to cope individual identifying Students must: the topic area.
and feel support people and a) Attend as many stalls and speak with the services and agencies. Understand the
supported. networks of services b) Gather information, data or any other resources needed for further jargon used in
adults and that understanding on the service or agency. health promotion
These peers provide
outcomes are support - Resources needed:
ongoing b) Practising accessing a) Mental Health Hook Event Passport
throughout ways of support b) Pre-prepared groups of students (either in the same pairs as their
the PBL accessing help - strategies assessment task or groups of 2 pairs)
product e.g. roleplay, for seeking
design. use of internet support
c) Identifying - barriers to Lesson 8-9 (Week 4-5)
barriers to accessing Students need to complete the following Steps 1-6 in the Learning Student directed
seeking support Logbook. learning, through
support e.g. Step 1: Complete the class brainstorm to identify why people might have various methods
lack of mental health concerns and some of the challenges they may face.
confidentiality, Step 2: After the class discussion from the brainstorm in Step 1, identify
trust one problem that each group is interested in finding more about.
Step 3: Students need to create a statement that they believe in about
d)Proposing Mental Health. Touches on the
strategies to Step 4: Each student needs to write a statement based on their views meaning of Stigma
overcome about how Mental Health is viewed in our community.
barriers Step 5: Using the problem that the students identified in Step 2, use the
tree diagram on the next page to identify more clearly the consequences
and causes to their problem.
Step 6: After brainstorming ideas about the different problems about
mental health, students need to select one of the Root Causes from Step 5
that their group finds interesting.

Lesson 10-12 (Week 5-6)

Students need to complete the following Steps 7-11 in the Learning
Logbook. Step 8 will require the Learning Grid Matrix on Mental Health
Step 7: Students need to research any ideas that have already worked or
been attempted to solve their root cause.
Step 8: Students need to use the Learning Grid Matrix to research the
fundamental concepts about Mental Health
Step 9: Students will participate in an ideation activity. Students need to
come up with as many ideas that might solve their problem in 7 minutes.
Each idea is written on a different Post-it note. Students then find 5 other
people (not in their group) and present their problem, then ask for one
idea.
Step 10: Students need to choose three ideas that they believe are most
likely to succeed in fixing their problem, then explain why they chose each
idea.
Step 11: Students need to develop their first draft about a prototype of
their product. Students need to one product from each of their ideas from
Step 10.

Resources needed:
a) Learning Logbook
b) Learning Grid Matrix on Mental Health
c) Laptops for each student/pair
d) Post-it notes

Lesson 13-14 (Week 7)

Students will attend a critique session for two periods. Some of the
community services and agencies from the Hook Event will attend and give
feedback to the students prototypes made in Step 11.
Step 12: Students will need to explain their prototypes so the community
services and acquire the feedback accordingly.
Step 13: Students need to choose one of their three prototypes as their
chosen product idea for their assessment. By considering the feedback
from Step 12, students need to provide a title, description and rationale for
choosing their product. Resources needed: a) Learning Logbook

Lesson 15 (Week 7)

Step 14: Identify what research has been done specifically for the students
prototype, and complete further research necessary to support their idea.
Step 15: Identify any additional research necessary to successfully
complete their final prototype draft. The next step will involve students
planning their video which cannot be done successfully if this step is not
completed.

Resources needed:
a) Learning Logbook
b) Laptops for each student/pair

Lesson 16-17 (Week 7-8)

Students need to complete the Steps 16 in the Learning Logbook.

Step 16: Plan, design and create a storyboard using the prototype or idea
selected in Step 13. Students will need to use the following link to
complete their storyboard (or complete on the Storyboard Template
worksheet): https://www.storyboardthat.com/storyboard-creator

The storyboard must address:

a) Plan out what is going into your video
b) Include the types of camera angles and video techniques used in each
scene
c) Scripts or music to include in each scene
d) Information that needs to be included in each scene
e) Research and data to support each scene
f) Any other information that will help students produce the video
g) The roles and responsibilities of each person in the group for each scene

Resources:
a) Learning Logbook
b) Laptop
c) Storyboard Template worksheet

Lesson 18-19 (Week 8-9)

Students need to complete the Steps 17 in the Learning Logbook.

Step 17: Design, record and edit the video for the students final product.

Resources needed:
a) Learning Logbook
b) Video recorder (Phones, iPads or Cameras)
c) iMovie or other accessible video editing software
d) Space for students to record.

Lesson 20-21 (Week 9)

Step 18: Plan the final aspects for the Exhibition. Resources will depend on
needs and requirements of students products.

Lesson 22-23) (Week 10)

Students will attend the exhibition for two periods. Some of the
community services and agencies from the Hook Event will attend and give
feedback to the students products. Student will also be formally assessed
during this time.

Resources needed:
a) Space for exhibition
b) Laptops for each group to display video
c) Tables and chairs for students to use during exhibition

Lesson 24 (Week 10)

Complete a post-survey and ask students to reflect on their learning
throughout the term. See PowerPoint on Post-Survey on Mental Health
Unit.

Resources needed:
a) Laptops or electronic devices
References
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http://www.acara.edu.au/
Australian Institute for Teaching and School Leardership. (2014). Australian Professional Standards for Teachers.
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Boss, S., Johanson, C., Arnold, S. D., Parker, W. C., Nguyen, D., Mosborg, S., Nolen, S., Valencia, S., Vye, N., &
Bransford, J. (2011). The quest for deeper learning and engagement in advanced high school courses. The
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Bouillion, L. & Gomez, L. (2001). Connecting school and community with science learning: Real world problems
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Daniels, H. (2001) Vygotsky and Pedagogy. NY: Routledge/Falmer.

Ecclestone, K. (2010). Transforming formative assessment in lifelong learning.

Herppich, S., Wittwer, J., Nckles, M., & Renkl, A. (2014). Addressing knowledge deficits in tutoring and the role
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NSW education Standards Authority. (2016). Advice on Scope and Sequences. Retrieved from
https://syllabus.nesa.nsw.edu.au/support-materials/scope-and-sequence-plans/

Sample, M. (2011). Teaching for Enduring Understanding. Retrieved from

http://www.chronicle.com/blogs/profhacker/teaching-for-enduring-understanding/35243.

Schunk, D. (2011). Self-Efficacy and Academic Motivation. Educational Psychologist, 26 (4), 207-231. Retrieved
from http://www.tandfonline.com/doi/abs/10.1080/00461520.1991.9653133?src=recsys

University of New South Wales. (2017). Assessing Authentically. Retrieved at

https://teaching.unsw.edu.au/printpdf/518

Verenikina, I. (2008). Scaffolding and learning: its role in nurturing new learners, Learning and the learner:
exploring learning for new times, University of Wollongong. pp 236. Retrieved from

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes (M. Cole, V. John-Steiner,
S. Scribner, & E. Souberman, Eds.) Cambridge, MA: Harvard University Press

Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: ASCD
Appendix
No scope and sequence

No concept map

Original Assessment Task

Original unit of work