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Assessment 1 – CTL Brett Davidson - 17793911

BRETT DAVIDSON17793911

Assignment: Professional Task 1Western Sydney University

Contemporary Teacher LeadershipUnit 102098

Lifestyle Disease – Stage 4, Year 8

Abstract

This report focuses upon a Stage 4 unit of work, ‘Lifestyle Disease’. This particular unit

was originally designed as a broad spectrum for a range of abilities which were not

highlighted by Arthur Phillip High School. Throughout this report a number of

recommendations are suggested in a means to improve the unit’s suitability and success

for a comprehensive class at Arthur Phillip High School. By utilising the Understanding

by Design framework in reconstructing this unit of work various elements of literacy

and numeracy, Information and Communication Technologies, Assessment and

feedback as well as personal and social capabilities have been reviewed and developed.

Table of Contents

1


Background Information p. 3

Original Unit p. 4

Reconstructed Unit p. 29

Comparative Table p. 62

Professional report of recommendations p. 65

References p. 72

Background Information

2


This unit has been created for and taught at Arthur Phillip High School in Parramatta. Arthur Phillip High School is a public and co-education school which comprises of over 60 different cultures within the school suggesting it is a very multicultural school with a variety of languages. This includes many students who express English as a second language, which in some situations requires additional learning needs and educators to assist in the learning needs within the classroom. In addition to this various means of differentiation must be used in the lessons by educators, this is also a factor due to the wide range of economic status’ of the students as some may have laptops and others without. In addition to this a larger percentage of the school enrollment was boys with 90% of students having a language background other than English.

The Stage 4 ‘Lifestyle Disease’ unit was originally taught to a Year 8 class with a wide range of abilities and economic status and some languages other than English which did not result in the need of a teacher’s aid of any sort, therefore suggesting a wide range of academic levels within this classroom. This class, similar to statistics of the whole school had a larger proportion of male students compared to female students.

The unit guidelines in the recommendations and reconstructed unit outline following in this report suggest a range of teaching strategies and pedagogies which look to utilize student’s own strengths to assist in the learning of themselves and their peers. This also includes embedding elements of literacy, numeracy, Information and Communication Technologies. In a relatively typical Arthur Phillip High School classroom there will be a range of students with English as a second language, students who may require additional learning needs as well as students with a low socio-economic status therefore requiring educators and recommendations towards differentiation and a means of improving literacy and collaborative style learning in the classroom.

* Statistics from MySchool website. Retrieved https://www.myschool.edu.au/school/41848/profile/2017

3

Assessment 1 – CTL Brett Davidson - 17793911ORIGINAL UNIT OF WORK

Scope and Sequence:Term 1 Term 2 Term 3 Term 4

Unit and Outcomes

A Diverse Harmony

4.1- Sense of self- Changes and challenges4.2- Connectedness- Interpersonal communication

Lifestyle Diseases

4.6- Nature of health- Factors that affect health4.9- Benefits of participation in

physical activity

Lean Machine

4.9- Components of a balanced lifestyle- Physical activity levels- Health related fitness- Skill related fitness

The Long and Short of It

4.2- Seeking help4.6- Mental health- Drug use- Road safety

Practical and Outcomes

Fitness testing 1-2

Net games 3-11- Badminton- Volleyball- Table tennis

4.4- Types of movement skills- Aspects of movement skill

development- Influences on skill development

and performance- Context for specialised

movement skills4.5

- Features of movement composition

4.10- Lifelong physical activity- Health related components of

fitness- Skill related components of

fitness

Athletics 1-4Stick Games 5 - 8

- Softball- Cricket- Lacrosse

Capture the Flag 9-10

4.4- Types of movement skills- Aspects of movement skill development- Influences on skill development and performance- Context for specialised movement skills (athletics)4.5


- The elements of composition4.10

- Lifelong physical activity

Gymnastics and dance 1-6King ball 7-8Fitness testing 9-10

4.4- Types of movement skills- Aspects of movement skill development- Influences on skill development and performance- Context for specialised movement skills (dance and gymnastics)4.5- The features of movement composition- The elements of composition4.10- Lifelong physical activities

Field games 1-6- AFL- Gaelic football- Ultimate frisbee

Futsal/forecourt 7-11

4.4- Types of movement skills- Aspects of movement skill development- Influences on skill development and performance- Context for specialised movement skills4.5- Features of movement composition4.10


4

Assessment 1 – CTL Brett Davidson - 17793911Unit Outline:

Parramatta High School Faculty: English UNIT TITLE: Struggle to Survive Stage 4

Students learn about Students learn to Teaching strategies Resources Completed

4.6 The nature of health-

The benefits of a healthy

lifestyle

Appreciate that lifestyle

behaviours which

impact on health can be

formed during childhood

and adolescence

Identifies signs,

symptoms and risk

factors for health

conditions common in

young people

Review the dietary

habits of young people

in relation to

recommend dietry

guidelines for children.


behaviours which

LESSON 1Home page- Go through the information on

the home page prior to completing lessons

one page.

Discuss Lifestyle Diseases

What does the term LIFESTYLE mean?

Lifestyle is the way you live your life. This

includes the food you eat, your activities and

the people you spend time with. Your lifestyle

can have a positive or negative impact on

your health.

Go through the nature of diseases:

There are many kinds of diseases and a

great variety of causes. A Disease is defined

as: “an unhealthy ailment of the whole body

and organ or some part of the body”.

Diseases may be a result of:

- An infection from bacteria or virus

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Assessment 1 – CTL Brett Davidson - 17793911impact on health can be


and adolescence

Identifies signs,

symptoms and risk

factors for health


young people

Review the dietary


in relation to

recommend dietry



behaviours which



and adolescence

- A deficiency of vitamins or other nutrients

- Metabolic derangements, cells and tissues show abnormal activity

- Genetic or heredity factors

Also cover the Warning signs often

accompany a disease. These should not be

ignored as many diseases are easy to cure, if

they are treated in their early stages.

Have the students copy the disease graph

into their workbooks.

Move onto lesson one tab – If there is no

internet for the wiki to work, use the word

document provided which has all the wiki

information on it.

LIFESTYLE DISEASES

Go through each risk factor and discuss with

the class. Have the students write down

each.

Risk factors increase your chance of

developing a lifestyle disease.

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Identifies signs,

symptoms and risk

factors for health


young people

Review the dietary


in relation to

recommend dietry



behaviours which



and adolescence

Identifies signs,

symptoms and risk

factors for health

There are risk factors that we cannot prevent

such as;

Age

Generally the older you are the more likely

you are to develop a lifestyle disease,

especially heart disease and adult onset

diabetes. The risk factors can be present in

the early years, but the disease usually only

appears in adulthood.

Gender

Some diseases are more prevalent in males

than females. This may be because of the

different lifestyles they lead or because of

body structure and hormones.

Heredity

Genetic characteristics which are passed on

from parents to children can play an

important role. If there is a family history of a

certain condition, there is evidence to

suggest it can be passed on.

Race

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Assessment 1 – CTL Brett Davidson - 17793911conditions common in

young people

Review the dietary


in relation to

recommend dietry



behaviours which



and adolescence

Identifies signs,

symptoms and risk

factors for health


young people

Review the dietary

Race can be a contributing factor, especially

with some types of cancer. Skin cancer is

more prevalent among people of European

ancestry than Aboriginal people.

Environment

The environmental conditions where you live

can affect your health. People who live in the

city will breathe in polluted air compared to

those people who live in the country.

Complete the activities below.

1. With your partner beside you, list the many

different traits that you have inherited from

your parents. Include in this list the diseases

or illnesses that are in your family. Compare

with the class.

2. In groups, discuss how your cultural

background influences your health

behaviours. Provide examples.

3. Helping others make healthy choices is

part of being a responsible, productive citizen

and friend. List three ways to help others

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Assessment 1 – CTL Brett Davidson - 17793911habits of young people

in relation to

recommend dietry



behaviours which



and adolescence

Identifies signs,

symptoms and risk

factors for health


young people

Review the dietary


in relation to

recommend dietry


make healthy choices. Compare the list with

the rest of the class to establish a class list.

4. Fill in the table using a description of each

of the risk factors, then provide some

examples of particular diseases that are

associated with the risk factor. For example,

Age is related to heart disease.

HOMEWORK

Students are to: Ask your parents, family

members or carers whether any hereditary

(inherited) disease or medical condition has

affected members of your family. Identify

whether you could take steps to reduce your

risk of suffering from the disease or condition.

Exaplain the homework activity and give a

due date of your next theory lesson.

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lifestyle


behaviours which



and adolescence

Identifies signs,

symptoms and risk

factors for health


young people

Review the dietary


in relation to

recommend dietry


LESSON 2Recap what you covered last lesson and

complete any missed work from lesson 1.

Ensure you have collected the homework

task which is due in this lesson.

Communicable Diseases

Cover ‘What is a COMMUNICABLE

DISEASE?’

Many diseases can be passed from one

person to another; that is, they are

communicable. A communicable disease is

contracted through bacteria, fungi or a virus

from another person, a plant, or a food

substance.

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behaviours which



and adolescence

Identifies signs,

symptoms and risk

factors for health


young people

Review the dietary


in relation to

recommend dietry



behaviours which


Give some examples of communicable

diseases that commonly affect young people

are colds, glandular fever, chickenpox,

meningococcal, and hepatitis A and B.

Most of these diseases can be transmitted by

saliva (through kissing, close social contact,

sharing drinks, and eating utensils) or

through unprotected sexual activity.

How are the spread?

Communicable diseases are spread from

person to person, food or water and even

insects and animals.

How can it be prevented?

To help stop the spreading of communicable

diseases, we can follow some simple hygiene

procedures;

- Cover your mouth when coughing

- Wash hands after going to the toilet and

before preparing food

- Clean cuts with antiseptic and cover with

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Assessment 1 – CTL Brett Davidson - 17793911formed during childhood

and adolescence

Identifies signs,

symptoms and risk

factors for health


young people

Review the dietary


in relation to

recommend dietry



behaviours which



and adolescence

Identifies signs,

band aid

- Keep plates, cups and cutlery clean

Non- Communicable Diseases

Cover ‘What is a NON-COMMUNICABLE

DISEASE?’

Non-communicable (or lifestyle) diseases are

caused by the way we live our life. If we

choose to live an inactive or unhealthy

lifestyle, then we are increasing the risk

factors of developing a disease. Heredity can

also be a risk factor in developing a disease.

However, the good news is that we can

prevent lifestyle diseases by ensuring we

lead an active and healthy lifestyle.

Discuss as a class and then have them

complete helpful and hazardous graph

activity.

Immunisation

Cover ‘What is immunization?’ and discuss

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Assessment 1 – CTL Brett Davidson - 17793911symptoms and risk

factors for health


young people

Review the dietary


in relation to

recommend dietry



behaviours which



and adolescence

Identifies signs,

symptoms and risk

factors for health


young people

with class

Immunity is the body's natural resistance to

many pathogens. Your body remembers the

pathogens it has met before and can give

you long-term protection or immunity to many

diseases, including chicken pox, measles

and polio.

Some immunity will last a lifetime, while in

othercases it will last for only a short period

of time. Because there are so many different

types of viruses that cause the common cold,

your body will not become immune to cold

viruses.

Why do we need an immune system?

Your immune system is designed to protect

you against the millions of pathogens that

you are exposed to every day. Most of the

time it is successful and you will not become

sick.

How can we improve our immune system?

You can help your immune system work

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Review the dietary


in relation to

recommend dietry



behaviours which



and adolescence

Identifies signs,

symptoms and risk

factors for health


young people

Review the dietary


in relation to

properly by following a few simple guidelines.

- Bath or shower every day to keep your

hands, hair, skin and nails clean

- Avoid sharing eating and drinking utensils

- Prepare and store food in a safe way to

prevent food poisoning

- Wash hands after using the bathroom or

touching animals and before eating and

preparing food

- If you are well, stay away from people who

are sick

- If you are sick, seek medical help. Cover

your mouth when you cough and sneeze and

stay away from others to avoid giving them

the illness.

- Get vaccinated from an early age

At the end of the lesson go over the

information you have covered.

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Assessment 1 – CTL Brett Davidson - 17793911recommend dietry



behaviours which



and adolescence

Identifies signs,

symptoms and risk

factors for health


young people

Review the dietary


in relation to

recommend dietry




Watch the clip “what measure will you take”

and have the students answer the following

questions.

1. Which group is targeted in this

commercial?

2. What effects has the author of the

commercial used to gain the attention of the

viewers?

3. How many Australians are overweight? Do

you think this is too much?

4. What waist measurements are considered

a "risk"

5. Do you think that this commercial is

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behaviours which



and adolescence

Review the dietary


in relation to

recommend dietry


Describe the short term and

long term effect of drug use

Identify behaviours that

assist in preventing

STI’s, BBV’s and

HIV/AIDS


behaviours which



effective? Why?

As a class discuss all answers and ask other

students for relevant input.

Unhealthy habits and there consequences.

Go through each unhealthy habit and discuss

it with the class. Have the students write

each one down into their workbooks.

Smoking

- Increase risk of cancer

- Lung problems including emphysema

- Premature death

Drinking alcohol

- Brain damage

- Live damage

- Fertility problems

- Change in behaviour

- Legal issues

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Assessment 1 – CTL Brett Davidson - 17793911and adolescence

Review the dietary


in relation to

recommend dietry







HIV/AIDS


behaviours which



and adolescence

Identifies signs,

Addiction to drugs

- Legal problems

- Brain damage

- Heart failure

- Social/Emotional changes in behaviour

- Legal issues

Exposure to stress

- Mental health problems

- Increased anxiety

- Mood swings

- Emotional wellbeing

Poor diet

- Cardiovascular Disease (Heart Disease)

- Obesity and Diabetes

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Assessment 1 – CTL Brett Davidson - 17793911symptoms and risk

factors for health


young people

Review the dietary


in relation to

recommend dietry



behaviours which



and adolescence

Review the dietary


in relation to

recommend dietry


- Tooth decay

- Lower self esteem and self confidence

Lack of exercise- Cardiovascular disease

- Obesity and diabetes

- Weight gain

- Impact self esteem and self confidence

Overexposure to the sun

- Increased risk of skin cancer

- Pain

- Damage to the skin

- Melanoma

Unsafe Sexual practices

- Sexually Transmitted Infections (STI's)

- Unwanted pregnancy

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Assessment 1 – CTL Brett Davidson - 17793911Describe the short term and





HIV/AIDS


behaviours which



and adolescence

Identifies signs,

symptoms and risk

factors for health


young people

Lack of sleep/ Rest

- Increased levels of stress

- Increased levels of anxiety

- Decreased concentration

Once discussed and written down have the

students complete the activity.

Students are to:

1. Design a pamphlet raising awareness

of some unhealthy habits and their

consequences. In your pamphlet you

should include some ways to

counteract these behaviours.



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lifestyle


behaviours which



and adolescence

Identifies signs,

symptoms and risk

factors for health


young people

LESSON 4

Recap what you covered last lesson and


Medical conditions

Discuss different types of medical conditions

that the kids can think of.

DiabetesWhat is it? Have the students copy the

information and discuss

Diabetes is a disease in which the body does

not make enough of, or does not effectively

use, the hormone insulin. Insulin regulates

the supply of energy giving sugar to the

body's cells. It is made in the pancreas and

released into the bloodstream in response to

the levels of blood sugar present in the body.

Insulin helps sugar enter the cells from the

blood. When insulin is absent or deficient the

sugar builds up in the blood and some of it

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Assessment 1 – CTL Brett Davidson - 17793911Appreciate that lifestyle

behaviours which



and adolescence

Identifies signs,

symptoms and risk

factors for health


young people


behaviours which



can overflow into the urine. The sugar carries

extra water with it, with the result that the

untreated diabetic feels very thirsty.

There are two types of diabetes, and they are

known as Type 1 (insulin dependent) and

Type 2 (non-insulin dependent):

- Type 1 diabetes typically begins in

childhood or youth, and used to be called

juvenile onset diabetes. With Type 1

diabetics, the pancreas stops making insulin

altogether and those affected must have

insulin treatment for the rest of their lives,

usually as a daily, self-administered injection.

- Type 2 diabetes is much more common and

typically affects overweight people in middle

age (30 years and over). People with Type 2

diabetes produce less insulin than normal. It

used to be called mature onset and tends to

run in families. Type 2 diabetes can usually

stay healthy without taking insulin for many

years by maintaining a normal body weight,

following healthy eating patterns and getting

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Assessment 1 – CTL Brett Davidson - 17793911and adolescence

Identifies signs,

symptoms and risk

factors for health


young people


behaviours which



and adolescence

regular physical activity.

A person who has too much sugar in their

blood has hyperglycaemia.

A person with not enough sugar in their blood

has hypoglycaemia.

Asthma

Download the asthma sheet or have it printed

and ready for the students to use.

What is asthma have the students discuss

and write down the information from the

board.

Asthma is a reversible narrowing of the

airways in the lungs.Asthma symptoms

include wheezing, coughing (particularly at

night), chest tightness, difficulty in breathing

and shortness of breath.

Asthma is a treatable health condition.

Although at present there is no cure, with

good management, people with asthma can

lead normal, active lives.

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Identifies signs,

symptoms and risk

factors for health


young people


behaviours which



and adolescence

Identifies signs,

symptoms and risk

factors for health


Asthma Causes

The causes of asthma are not yet fully

understood, but many different things can be

involved in the triggering of an attack. These

include:

- Allergy (e.g. to the house dust mite, mould,

animals, weed or grass pollens, foods,

additives)

- Respiratory infection

- Inhalation of an irritating substance (e.g.

cigarette smoke)

- Emotional stress or tension

- Exercise or sudden severe exertion

- Changes in atmospheric temperature

- Atmospheric pollution

Asthma Facts - Over 2 million Australians

have currently diagnosed asthma.

- The prevalence of asthma in Australia is

relatively high, by international standards:

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Assessment 1 – CTL Brett Davidson - 17793911young people


behaviours which



and adolescence

Identifies signs,

symptoms and risk

factors for health


young people

- 11.3% of children aged 0 to 15 have asthma

- Between 9.9% and 15.1% of adults have

asthma

- More boys than girls have asthma.

However, after teenage years, asthma is

more common in women than in men.

- Asthma is more common among Indigenous

Australians, particularly adults, than among

other Australians.

- There is a strong link between asthma and

allergy: more than 80% of people with

asthma have evidence of allergic

sensitisation.

- Children are the group that most commonly

visits general practitioners or emergency

departments or is hospitalised for asthma.

EpilepsyWhat is epilepsy?

Epilepsy is a disruption of the normal

electrochemical activity of the brain that

results in seizures. Under certain

circumstances anyone can have a seizure. It

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behaviours which



and adolescence

Identifies signs,

symptoms and risk

factors for health


young people

is only when there is a tendency to have

recurrent seizures (more than one) that

epilepsy is diagnosed.

Seizure Types

There are 40 different types of seizures.

Seizures can be divided into two major

groups: partial seizures and generalised

seizures.

1 Partial seizures About 60% of people with

epilepsy have partial seizures, also known as

focal seizures. These seizures can often be

subtle or unusual, and may go unnoticed or

be mistaken for anything from intoxication to

daydreaming. Seizure activity starts in one

area of the brain and may spread to other

regions of the brain. Types of partial seizures

are:

- Simple Partial (no loss of awareness)-

Complex Partial (change in awareness and

behaviour)- Secondarily Generalised Tonic-

Clonic

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behaviours which



and adolescence

Identifies signs,

symptoms and risk

factors for health


young people


behaviours which


2 Generalised seizures Generalised seizures

are the result of abnormal activity in the

whole brain simultaneously. Because of this,

consciousness is lost at the onset of the

seizure. There are many types of generalised

seizures.

- Generalised Tonic-Clonic- Absence-

Myoclonic- Tonic- Atonic

Epilepsy Facts and Statistics

- Approximately one in 120 people have

epilepsy.

- Anyone can be affected by seizures at any

age, but epilepsy is most frequently

diagnosed in infancy, childhood, adolescence

and old age.

- Up to 5% of the world’s population may

have a seizure at some time in their lives.

Epilepsy is diagnosed when the seizures are

unprovoked and recurrent – in other words

they happen more than once.

- It is estimated that around 50 million people

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Assessment 1 – CTL Brett Davidson - 17793911formed during childhood

and adolescence

Identifies signs,

symptoms and risk

factors for health


young people

in the world have epilepsy at any one time.

Incidence in developing countries is almost

double that of developed countries.

- Epilepsy is more than three times as

common as multiple sclerosis, Parkinson’s

disease and cerebral palsy.

After writing down the informations re-cap the

lesson and explain that the students will have

an examination in their next theory lesson.

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LESSON 5 – EXAMINATIONStudents are to sit the unit exam. The

exam will go for the entire 80mins and will

consist of questions relating to the material

covered throughout the unit.

The exam will be out of 50 marks.

Exam paper

27


28

Assessment 1 – CTL Brett Davidson - 17793911Reconstructed Unit of Work

Year 8 Scope and Sequence

Term 1 Term 2 Term 3 Term 4

Unit and Outcomes

A Diverse Harmony

4.1- Sense of self- Changes and challenges4.2- Connectedness- Interpersonal communication

Lifestyle Diseases

4.6- student describes the nature of

health and analyses how health issues may impact on young people.

4.9- Benefits of participation in

physical activity

Lean Machine

4.9- Components of a balanced lifestyle- Physical activity levels- Health related fitness- Skill related fitness

The Long and Short of It

4.2- Seeking help4.6- Mental health- Drug use- Road safety

Assessment - Booklet = /100 (15%)- Poster = /10 (5%)- Practical = /10 (10%)

- Exam = /50 (20%)- Stick Games = /10 (15%)

- Fitness task = /20 (20%)- Gymnastics and dance = /20

(15%)

Practical and Outcomes

Fitness testing 1-2

Net games 3-11- Badminton- Volleyball- Table tennis

4.4- Types of movement skills- Aspects of movement skill

development- Influences on skill development

and performance- Context for specialised

movement skills4.5


4.10- Lifelong physical activity- Health related components of

fitness- Skill related components of

Athletics 1-4Stick Games 5 - 8

- Softball- Cricket- Lacrosse

Capture the Flag 9-10

4.4- Types of movement skills- Aspects of movement skill development- Influences on skill development and performance- Context for specialised movement skills (athletics)4.5


- The elements of composition4.10


Gymnastics and dance 1-6King ball 7-8Fitness testing 9-10

4.4- Types of movement skills- Aspects of movement skill development- Influences on skill development and performance- Context for specialised movement skills (dance and gymnastics)4.5- The features of movement composition- The elements of composition4.10- Lifelong physical activities

Field games 1-6- AFL- Gaelic football- Ultimate frisbee

Futsal/forecourt 7-11

4.4- Types of movement skills- Aspects of movement skill development- Influences on skill development and performance- Context for specialised movement skills4.5- Features of movement composition4.10


29

Assessment 1 – CTL Brett Davidson - 17793911fitness

Arthur Phillip High School Faculty: P.D.H.P.E. UNIT TITLE: Lifestyle Diseases Stage 4

Unit OverviewStudents will develop their knowledge and understanding of key concepts related to lifestyle diseases. During this unit students will look at a wide range of the types of lifestyle disease, the impacts it may have on an individual, the risk factors which may increase the chance of getting a lifestyle disease and a number of factors relating to communicable and non-communicable diseases.

Outcomes4.6- student describes the nature of health and analyses how health issues may impact on young people.4.9- Benefits of participation in physical activity

Key Concepts Understanding what a lifestyle disease is. Understand risk factors that may increase the chances of developing a

lifestyle disease. Students develop an understanding on communicable and non-

communicable diseases. Students explore the different lifestyle diseases and the effects they may have

on a persons quality of life or lifestyle.

Assessment Overview

ASSESSMENT ONE (CLASS TASK)- Stick Games – 15%Practical element of P.D.H.P.E. where students will be assessed on their understanding of a range of stick games. In addition to the practical element of the stick games being performed, students will be asked to assess themselves and each other by means of how to successfully reach a goal, earn a point or complete a part of the performance.

ASSESSMENT TWO (CLASS TASK)- Examination – 20%Students will sit a written examination. Those students who have expressed the requirement for assistance through language barriers or various other concerns are assisted in the correct manner as required.

Cross Curriculum PrioritiesAboriginal and Torres Strait Islander histories and cultures – Throughout the practical elements of this

Other AreasCivics and CitizenshipDifference and diversity – With a wide range of abilities and diversities within the classroom as

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Assessment 1 – CTL Brett Davidson - 17793911term students will be involved in a number of Traditional Aboriginal and Torres Strait Islander games.Asia and Australia’s engagement with AsiaSustainability

mentioned in the background information differentiation in the classroom is required.Work and Enterprise

Students learn about Students learn to Teaching strategies Resources Additional Teaching and learning strategies



lifestyle

4.6 Factors that affect

health- Lifestyle and

Lifestyle diseases.

4.6 Healthy food habits-

The relationship of food

habits to health.


behaviours which



and adolescence

Identifies signs,

symptoms and risk

factors for health


young people

Review the dietary


in relation to

recommend dietry



LESSON 1Home page- Go through the information on

the home page prior to completing lessons

one page.

Discuss Lifestyle Diseases

What does the term LIFESTYLE mean?

Lifestyle is the way you live your life. This

includes the food you eat, your activities and

the people you spend time with. Your lifestyle

can have a positive or negative impact on

your health.

Go through the nature of diseases:

There are many kinds of diseases and a

great variety of causes. A Disease is defined

as: “an unhealthy ailment of the whole body

and organ or some part of the body”.

Diseases may be a result of:

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Students will work independently to utilise students centred approaches to learning. Students will conduct research and discover various statistics on their devices while searching the internet. They will then create a table, graphs and various means of data collection which highlights the rates of the risk factors associated with

31

Assessment 1 – CTL Brett Davidson - 177939114.6 The nature of health-


lifestyle



Lifestyle diseases.



habits to health.



lifestyle

behaviours which



and adolescence

Identifies signs,

symptoms and risk

factors for health


young people

Review the dietary


in relation to

recommend dietry



behaviours which



and adolescence

- An infection from bacteria or virus

- A deficiency of vitamins or other nutrients

- Metabolic derangements, cells and tissues show abnormal activity

- Genetic or heredity factors

Also cover the Warning signs often

accompany a disease. These should not be

ignored as many diseases are easy to cure, if

they are treated in their early stages.

Have the students copy the disease graph

into their workbooks.

Move onto lesson one tab – If there is no

internet for the wiki to work, use the word

document provided which has all the wiki

information on it.

LIFESTYLE DISEASES

Go through each risk factor and discuss with

the class. Have the students write down

each.

Risk factors increase your chance of

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lifestyle diseases. Students will work collaboratively to complete the worksheet documents which can be on their laptops or on a print out document. Though they will be working in pairs or table groups students will have their own completed document for future use in preparation for their examination.

32




Lifestyle diseases.



habits to health.



lifestyle



Lifestyle diseases.

Identifies signs,

symptoms and risk

factors for health


young people

Review the dietary


in relation to

recommend dietry



behaviours which



and adolescence

Identifies signs,

symptoms and risk

factors for health

developing a lifestyle disease.

There are risk factors that we cannot prevent

such as;

Age

Generally the older you are the more likely

you are to develop a lifestyle disease,

especially heart disease and adult onset

diabetes. The risk factors can be present in

the early years, but the disease usually only

appears in adulthood.

Gender

Some diseases are more prevalent in males

than females. This may be because of the

different lifestyles they lead or because of

body structure and hormones.

Heredity

Genetic characteristics which are passed on

from parents to children can play an

important role. If there is a family history of a

certain condition, there is evidence to

suggest it can be passed on.

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habits to health.



lifestyle



Lifestyle diseases.


young people

Review the dietary


in relation to

recommend dietry



behaviours which



and adolescence

Identifies signs,

symptoms and risk

factors for health


young people

Review the dietary

Race

Race can be a contributing factor, especially

with some types of cancer. Skin cancer is

more prevalent among people of European

ancestry than Aboriginal people.

Environment

The environmental conditions where you live

can affect your health. People who live in the

city will breathe in polluted air compared to

those people who live in the country.

Complete the activities below.

1. With your partner beside you, list the many

different traits that you have inherited from

your parents. Include in this list the diseases

or illnesses that are in your family. Compare

with the class.

2. In groups, discuss how your cultural

background influences your health

behaviours. Provide examples.

3. Helping others make healthy choices is

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Assessment 1 – CTL Brett Davidson - 177939114.6 Healthy food habits-


habits to health.


behaviours which



and adolescence

Identifies signs,

symptoms and risk

factors for health


young people

Review the dietary


in relation to

recommend dietry


in relation to

recommend dietry



behaviours which



and adolescence

Identifies signs,

symptoms and risk

factors for health


young people

Review the dietary


in relation to

recommend dietry


part of being a responsible, productive citizen

and friend. List three ways to help others

make healthy choices. Compare the list with

the rest of the class to establish a class list.

4. Fill in the table using a description of each

of the risk factors, then provide some

examples of particular diseases that are

associated with the risk factor. For example,

Age is related to heart disease.

HOMEWORK

Students are to: Ask your parents, family

members or carers whether any hereditary

(inherited) disease or medical condition has

affected members of your family. Identify

whether you could take steps to reduce your

risk of suffering from the disease or condition.

Exaplain the homework activity and give a

due date of your next theory lesson.

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Assessment 1 – CTL Brett Davidson - 17793911guidelines for children.



lifestyle



Lifestyle diseases.



habits to health.


behaviours which



and adolescence

Identifies signs,

symptoms and risk

factors for health


young people

Review the dietary


in relation to



Ensure you have collected the homework

task which is due in this lesson.

Communicable Diseases

Cover ‘What is a COMMUNICABLE

DISEASE?’

Many diseases can be passed from one

person to another; that is, they are

communicable. A communicable disease is

contracted through bacteria, fungi or a virus

from another person, a plant, or a food

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Students will conduct their own research on communicable and non-communicable diseases through teacher direction, which will lead to students or self directed learning by where students are asked to discover answers to a range of questions and seek out their own means of topics in this

36




lifestyle



Lifestyle diseases.



habits to health.

recommend dietry



behaviours which



and adolescence

Identifies signs,

symptoms and risk

factors for health


young people

Review the dietary


in relation to

recommend dietry



substance.

Give some examples of communicable

diseases that commonly affect young people

are colds, glandular fever, chickenpox,

meningococcal, and hepatitis A and B.

Most of these diseases can be transmitted by

saliva (through kissing, close social contact,

sharing drinks, and eating utensils) or

through unprotected sexual activity.

How are the spread?

Communicable diseases are spread from

person to person, food or water and even

insects and animals.

How can it be prevented?

To help stop the spreading of communicable

diseases, we can follow some simple hygiene

procedures;

- Cover your mouth when coughing

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lessons. Teachers notes within the unit outline also suggest that as a whole class discussion can be made on an overall answer for each of the overarching topics. Students will work collaboratively to complete the worksheet documents which can be on their laptops or on a print out document. Though they will be working in pairs or table groups students will have their own completed document for future use in preparation for their examination.

37

Assessment 1 – CTL Brett Davidson - 177939114.6 The nature of health-


lifestyle



Lifestyle diseases.



habits to health.



lifestyle

behaviours which



and adolescence

Identifies signs,

symptoms and risk

factors for health


young people

Review the dietary


in relation to

recommend dietry



behaviours which



and adolescence

- Wash hands after going to the toilet and

before preparing food

- Clean cuts with antiseptic and cover with

band aid

- Keep plates, cups and cutlery clean

Non- Communicable Diseases

Cover ‘What is a NON-COMMUNICABLE

DISEASE?’

Non-communicable (or lifestyle) diseases are

caused by the way we live our life. If we

choose to live an inactive or unhealthy

lifestyle, then we are increasing the risk

factors of developing a disease. Heredity can

also be a risk factor in developing a disease.

However, the good news is that we can

prevent lifestyle diseases by ensuring we

lead an active and healthy lifestyle.

Discuss as a class and then have them

complete helpful and hazardous graph

activity.

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Lifestyle diseases.



habits to health.



lifestyle



Identifies signs,

symptoms and risk

factors for health


young people

Review the dietary


in relation to

recommend dietry



behaviours which



and adolescence

Identifies signs,

symptoms and risk

factors for health

Immunisation

Cover ‘What is immunization?’ and discuss

with class

Immunity is the body's natural resistance to

many pathogens. Your body remembers the

pathogens it has met before and can give

you long-term protection or immunity to many

diseases, including chicken pox, measles

and polio.

Some immunity will last a lifetime, while in

othercases it will last for only a short period

of time. Because there are so many different

types of viruses that cause the common cold,

your body will not become immune to cold

viruses.

Why do we need an immune system?

Your immune system is designed to protect

you against the millions of pathogens that

you are exposed to every day. Most of the

time it is successful and you will not become

sick.

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Assessment 1 – CTL Brett Davidson - 17793911Lifestyle diseases.



habits to health.



lifestyle



Lifestyle diseases.


young people

Review the dietary


in relation to

recommend dietry



behaviours which



and adolescence

Identifies signs,

symptoms and risk

factors for health


young people

Review the dietary

How can we improve our immune system?

You can help your immune system work

properly by following a few simple guidelines.

- Bath or shower every day to keep your

hands, hair, skin and nails clean

- Avoid sharing eating and drinking utensils

- Prepare and store food in a safe way to

prevent food poisoning

- Wash hands after using the bathroom or

touching animals and before eating and

preparing food

- If you are well, stay away from people who

are sick

- If you are sick, seek medical help. Cover

your mouth when you cough and sneeze and

stay away from others to avoid giving them

the illness.

- Get vaccinated from an early age

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Assessment 1 – CTL Brett Davidson - 177939114.6 Healthy food habits-


habits to health.



lifestyle



Lifestyle diseases.



habits to health.


in relation to

recommend dietry



behaviours which



and adolescence

Identifies signs,

symptoms and risk

factors for health


young people

Review the dietary


in relation to

recommend dietry






Watch the clip “what measure will you take”

and have the students answer the following

questions.

1. Which group is targeted in this

commercial?

2. What effects has the author of the

commercial used to gain the attention of the

viewers?

3. How many Australians are overweight? Do

you think this is too much?

4. What waist measurements are considered

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Students are to completed these questions independently and once completed may work collaboratively to fully develop their answers prior to classroom discussion.Students will conduct research and discover various statistics on their devices while searching the internet. They will then create a table, graphs and various means of data collection which highlights the rates of the additional lifestyle risk factors associated with

41




lifestyle



Lifestyle diseases.

4.6 Drug use – Short

term and long term

effect of drug use

4.6 Sexual Health –

Sexually transmitted

infections, blood-borne

viruses and HIV/AIDS



behaviours which



and adolescence

Review the dietary


in relation to

recommend dietry







HIV/AIDS


behaviours which


a "risk"

5. Do you think that this commercial is

effective? Why?

As a class discuss all answers and ask other

students for relevant input.

Unhealthy habits and there consequences.

Go through each unhealthy habit and discuss

it with the class. Have the students write each

one down into their workbooks.

Smoking

- Increase risk of cancer

- Lung problems including emphysema

- Premature death

Drinking alcohol

- Brain damage

- Live damage

- Fertility problems

- Change in behaviour

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lifestyle diseases.Students will read the associated text which describes why each of these factors are risk factors and students will then write an extended response on the different types of risk factors and impacts each could have on a persons lifestyle.

42

Assessment 1 – CTL Brett Davidson - 17793911The benefits of a healthy

lifestyle



Lifestyle diseases.


term and long term

effect of drug use







lifestyle


and adolescence

Review the dietary


in relation to

recommend dietry







HIV/AIDS


behaviours which



and adolescence

- Legal issues

Addiction to drugs

- Legal problems

- Brain damage

- Heart failure

- Social/Emotional changes in behaviour

- Legal issues

Exposure to stress

- Mental health problems

- Increased anxiety

- Mood swings

- Emotional wellbeing

Poor diet

- Cardiovascular Disease (Heart Disease)

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Lifestyle diseases.



habits to health.



lifestyle



Lifestyle diseases.

Identifies signs,

symptoms and risk

factors for health


young people

Review the dietary


in relation to

recommend dietry



behaviours which



and adolescence

Review the dietary


in relation to

recommend dietry


- Obesity and Diabetes

- Tooth decay

- Lower self esteem and self confidence

Lack of exercise- Cardiovascular disease

- Obesity and diabetes

- Weight gain

- Impact self esteem and self confidence

Overexposure to the sun

- Increased risk of skin cancer

- Pain

- Damage to the skin

- Melanoma

Unsafe Sexual practices

- Sexually Transmitted Infections (STI's)

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term and long term

effect of drug use







lifestyle



Lifestyle diseases.






HIV/AIDS


behaviours which



and adolescence

Identifies signs,

symptoms and risk

factors for health


young people

- Unwanted pregnancy

Lack of sleep/ Rest

- Increased levels of stress

- Increased levels of anxiety

- Decreased concentration

Once discussed and written down have the

students complete the activity.

Students are to:

2. Design a pamphlet raising awareness

of some unhealthy habits and their

consequences. In your pamphlet you

should include some ways to

counteract these behaviours.



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Assessment 1 – CTL Brett Davidson - 17793911presentation

Speakers



lifestyle



Lifestyle diseases.


behaviours which



and adolescence

Identifies signs,

symptoms and risk

factors for health


young people

LESSON 4

Recap what you covered last lesson and


Medical conditions

Discuss different types of medical conditions

that the kids can think of.

DiabetesWhat is it? Have the students copy the

information and discuss

Diabetes is a disease in which the body does

not make enough of, or does not effectively

use, the hormone insulin. Insulin regulates

the supply of energy giving sugar to the

body's cells. It is made in the pancreas and

released into the bloodstream in response to

the levels of blood sugar present in the body.

Insulin helps sugar enter the cells from the

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Students will conduct research and discover various statistics on their devices while searching the internet. They will then create a table, graphs and various means of data collection which highlights the rates most prevalent lifestyle diseases particularly in Australia and why these are the most common lifestyle diseases.Students will work

46




lifestyle



Lifestyle diseases.



behaviours which



and adolescence

Identifies signs,

symptoms and risk

factors for health


young people


behaviours which

blood. When insulin is absent or deficient the

sugar builds up in the blood and some of it

can overflow into the urine. The sugar carries

extra water with it, with the result that the

untreated diabetic feels very thirsty.

There are two types of diabetes, and they are

known as Type 1 (insulin dependent) and

Type 2 (non-insulin dependent):

- Type 1 diabetes typically begins in

childhood or youth, and used to be called

juvenile onset diabetes. With Type 1

diabetics, the pancreas stops making insulin

altogether and those affected must have

insulin treatment for the rest of their lives,

usually as a daily, self-administered injection.

- Type 2 diabetes is much more common and

typically affects overweight people in middle

age (30 years and over). People with Type 2

diabetes produce less insulin than normal. It

used to be called mature onset and tends to

run in families. Type 2 diabetes can usually

stay healthy without taking insulin for many

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collaboratively through teacher direction on an extended response based around a selected lifestyle disease, its specific risk factors and the ways of preventing, reducing the risk, curing and the burden/impacts it may have on an individual, an individuals family/friends and society.

47

Assessment 1 – CTL Brett Davidson - 17793911The benefits of a healthy

lifestyle



Lifestyle diseases.



lifestyle



and adolescence

Identifies signs,

symptoms and risk

factors for health


young people


behaviours which



years by maintaining a normal body weight,

following healthy eating patterns and getting

regular physical activity.

A person who has too much sugar in their

blood has hyperglycaemia.

A person with not enough sugar in their blood

has hypoglycaemia.

Asthma

Download the asthma sheet or have it printed

and ready for the students to use.

What is asthma have the students discuss

and write down the information from the

board.

Asthma is a reversible narrowing of the

airways in the lungs.Asthma symptoms

include wheezing, coughing (particularly at

night), chest tightness, difficulty in breathing

and shortness of breath.

Asthma is a treatable health condition.

Although at present there is no cure, with

good management, people with asthma can

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Lifestyle diseases.



lifestyle



and adolescence

Identifies signs,

symptoms and risk

factors for health


young people


behaviours which



and adolescence

Identifies signs,

symptoms and risk

factors for health

lead normal, active lives.

Asthma Causes

The causes of asthma are not yet fully

understood, but many different things can be

involved in the triggering of an attack. These

include:

- Allergy (e.g. to the house dust mite, mould,

animals, weed or grass pollens, foods,

additives)

- Respiratory infection

- Inhalation of an irritating substance (e.g.

cigarette smoke)

- Emotional stress or tension

- Exercise or sudden severe exertion

- Changes in atmospheric temperature

- Atmospheric pollution

Asthma Facts - Over 2 million Australians

have currently diagnosed asthma.

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49

Assessment 1 – CTL Brett Davidson - 17793911Lifestyle diseases.



lifestyle



Lifestyle diseases.


young people


behaviours which



and adolescence

Identifies signs,

symptoms and risk

factors for health


young people

- The prevalence of asthma in Australia is

relatively high, by international standards:

- 11.3% of children aged 0 to 15 have asthma

- Between 9.9% and 15.1% of adults have

asthma

- More boys than girls have asthma.

However, after teenage years, asthma is

more common in women than in men.

- Asthma is more common among Indigenous

Australians, particularly adults, than among

other Australians.

- There is a strong link between asthma and

allergy: more than 80% of people with

asthma have evidence of allergic

sensitisation.

- Children are the group that most commonly

visits general practitioners or emergency

departments or is hospitalised for asthma.

EpilepsyWhat is epilepsy?

Epilepsy is a disruption of the normal

electrochemical activity of the brain that

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lifestyle



Lifestyle diseases.


behaviours which



and adolescence

Identifies signs,

symptoms and risk

factors for health


young people

results in seizures. Under certain

circumstances anyone can have a seizure. It

is only when there is a tendency to have

recurrent seizures (more than one) that

epilepsy is diagnosed.

Seizure Types

There are 40 different types of seizures.

Seizures can be divided into two major

groups: partial seizures and generalised

seizures.

1 Partial seizures About 60% of people with

epilepsy have partial seizures, also known as

focal seizures. These seizures can often be

subtle or unusual, and may go unnoticed or

be mistaken for anything from intoxication to

daydreaming. Seizure activity starts in one

area of the brain and may spread to other

regions of the brain. Types of partial seizures

are:

- Simple Partial (no loss of awareness)-

Complex Partial (change in awareness and

behaviour)- Secondarily Generalised Tonic-

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lifestyle



Lifestyle diseases.



lifestyle


behaviours which



and adolescence

Identifies signs,

symptoms and risk

factors for health


young people


behaviours which

Clonic

2 Generalised seizures Generalised seizures

are the result of abnormal activity in the

whole brain simultaneously. Because of this,

consciousness is lost at the onset of the

seizure. There are many types of generalised

seizures.

- Generalised Tonic-Clonic- Absence-

Myoclonic- Tonic- Atonic

Epilepsy Facts and Statistics

- Approximately one in 120 people have

epilepsy.

- Anyone can be affected by seizures at any

age, but epilepsy is most frequently

diagnosed in infancy, childhood, adolescence

and old age.

- Up to 5% of the world’s population may

have a seizure at some time in their lives.

Epilepsy is diagnosed when the seizures are

unprovoked and recurrent – in other words

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Lifestyle diseases.



and adolescence

Identifies signs,

symptoms and risk

factors for health


young people

they happen more than once.

- It is estimated that around 50 million people

in the world have epilepsy at any one time.

Incidence in developing countries is almost

double that of developed countries.

- Epilepsy is more than three times as

common as multiple sclerosis, Parkinson’s

disease and cerebral palsy.

After writing down the informations re-cap the

lesson and explain that the students will have

an examination in their next theory lesson.

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LESSON 5 – EXAMINATIONStudents are to sit the unit exam. The

exam will go for the entire 80mins and will

consist of questions relating to the material

covered throughout the unit.

Exam paper

53

Assessment 1 – CTL Brett Davidson - 17793911The exam will be out of 50 marks.

54


Formative Assessment

‘Lifestyle Diseases’

Examination

Arthur Phillip High School

Year 8 – Term 2

Section One – 10 Multiple choice – 10 marks

Section Two – Written responses – 40 marks

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

Name: _________________________________

Class : __________________________________

Teacher : ____________________________________

Section One: ______/10

Section Two: ______/40

Total Grade : ______/50

55


Lifestyle Diseases Name : ______________________Class : ______________________Year 8 Term 2, 2016

Section 1 – Multiple choiceCircle the correct answer

1. A ‘Lifestyle’ disease is:

(a) Something you are born with(b) A heredity factor that causes you to carry a disease(c) A disease caused through the way you live your life(d) Something you catch through blood contact

2. Diseases may be a result of:

(a) An infection from bacteria or virus(b) A deficiency of vitamins or other nutrients(c) Genetic or heredity factors(d) All of the above

3. Cardiovascular Disease is:

(a) A disease affecting the kidneys (b) A disease affecting the brain(c) A disease affecting the heart, blood vessels and blood.(d) A disease affecting the arms and legs

4. Some risk factors we can not prevent are:

(a) Age, Gender and Race(b) Smoking and Drug use(c) Drinking alcohol(d) Obesity, Cardiovascular disease and diabetes

5. The ‘chicken pox’ is classed as a:

(a) Non-communicable Disease(b) Communicable Disease(c) Skin disorder(d) Both A and B

56


6. Diabetes is a condition where there is a limited supply of:

(a) Blood(b) Insulin(c) Iron(d) Protein

7. Allergies, Emotional stress or tension, Shortness of breath and changes in temperature are all triggers for:

(a) Cardiovascular disease(b) Epilepsy(c) Hay fever (d) Asthma

8. There are __ different type of seizures?

(a) 35(b) 40(c) 45(d) 50

9. The two major groups seizures can be divided into are:

(a) Frontal seizures and Temporal seizures(b) Semi seizures and Maximal Seizures(c) Partial seizures and Generalised seizures(d) Simple seizures and Advanced seizures

10. Approximately 1 in ___ people have epilepsy:

(a) 140(b) 100(c) 20(d) 120

57


Lifestyle Diseases Name : ________________________

Class : ________________________Year 8 Term 2, 2016

Section 2

1 . What is a Lifestyle Disease? In your answer give two examples of Lifestyle Diseases /3

_______________________________________________________________________________

_____________________________________________________________________________

_______________________________________________________________________________

_____________________________________________________________________________

2 . What is a Communicable disease? In your answer give two examples of communicable diseases. /3

_______________________________________________________________________________

_____________________________________________________________________________

_______________________________________________________________________________

_____________________________________________________________________________

3 . What is a Non-communicable disease? In your answer give two examples of Non-communicable diseases. /3

_______________________________________________________________________________

_____________________________________________________________________________

_______________________________________________________________________________

_____________________________________________________________________________

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4. What are three risk factors that can increase your chances of developing a lifestyle disease? In the graph below list the three risk factors you chose and explain why they are a risk factor? /6

Risk Factor Why is it a Risk Factor?Risk Factor Why is it a Risk Factor?

5. Why is it so important to ensure people are up to date with their immunisation? /3

_______________________________________________________________________________

_____________________________________________________________________________

_______________________________________________________________________________

_____________________________________________________________________________

6. In the graph below list three of the unhealthy habits you have covered in this unit and then explain what could happen to someone if this was one of their habits? /6

Unhealthy Habit Consequences

7. What is Type 1 Diabetes? /2

_______________________________________________________________________________

_____________________________________________________________________________

_______________________________________________________________________________

_____________________________________________________________________________

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8. What is Type 2 Diabetes? /2

_______________________________________________________________________________

_____________________________________________________________________________

_______________________________________________________________________________

_____________________________________________________________________________

9. What is Epilepsy? /2

_______________________________________________________________________________

_____________________________________________________________________________

_______________________________________________________________________________

_____________________________________________________________________________

10. On this page create a poster that is supporting people to live a healthier lifestyle. Use information that you have covered throughout the unit and put it onto your poster.E.g. Statistics, Facts, Information etc. You can draw pictures, use words, numbers or what ever you like, just ensure you are promoting a healthy lifestyle. Also give tips on how one could avoid lifestyle Diseases. /10

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Concept Map:

61

Assessment 1 – CTL Brett Davidson - 17793911Comparative Table of Unit Recommendations

Area of Concern Suggested Alteration Research supporting suggested alteration

The original unit of work which I received from my practicum did contain a singular formative assessment as well as a number of informal assessments throughout each of the lessons through did not produce any suggestion as to the practical elements and means of assessment. Though this was the case the styles of assessment formal or informal did not present any alternative challenges for students where they were to find their own data or information.

To improve the overall consistent basis of assessment throughout this unit, an alteration was to introduce various measures and means of assessment. This was done as students were challenged to find information based on the topics of each lesson prior and post learning which was directed by the teacher.

Effective feedback for students has been suggested through research to have important impacts upon students learning and their needs (Hattie, 2009; CESE, 2014). By implementing various forms of assessment through each lesson as well as the set exam students are tested across a range of measures which includes that of Information and Communication Technologies. Tempelaar, Rienties and Giesbers (2015) suggest that there are particular ways in which students can learn and develop knowledge through different types of assessment which leads to feedback. In addition to producing feedback for students the various types of assessment can be seen as a tool for differentiation (Doubet, 2012). Differentiation is key in this classroom as students are of varied abilities and require different needs while developing their knowledge. When re-creating this unit of work, it was noted that it is the role of the educator to facilitate the learning needs of the students but that pre-planning can assist greatly in means of ensuring all students gain the knowledge required to complete this unit.

The unit originally created shows a serve lack of collaborative learning as a teaching and learning strategy.

Collaborative teaching and learning tasks and approaches have been implemented throughout as a recommendation in encouraging the growth of students not only in an educational sense but also a social aspect. Throughout each of the lessons reconstructed students are asked to complete tasks in a collaborative manner.

Wiggens & McTighe, (2005) suggest that for students to best understand the topics and further develop their learning, interactions with peers assist in successful learning outcomes. It is also explored that a collaborative introduction towards the learning of content, can allow for students to develop a means to transfer learning to new varieties of contexts (Wiggens & McTighe,

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Assessment 1 – CTL Brett Davidson - 177939112005). Therefore, it should be encouraged for educators to involve the use of collaboration in learning for the students. This may also increase their social capabilities while collaborating with peers.Research suggest that collaborative learning can assist in improving and developing a social support network for learning, develops empathy and builds an understanding of the diverse range of peers within a year group or classroom (Laal & Ghodsi 2011). In addition, Ibrahim et al (2015) implies that collaborative learning is particularly beneficial in comprehensive classrooms that include students who have English as a second language. In these classrooms Ibrahim et al. (2015) examine that this type of teaching and learning strategy can be used as a means for differentiation in particular classroom and educational settings.

Though there was an indication of teacher instruction throughout the unit, it was not specifically directed to assist in students learning through a way in which student-centred learning could become influential.

During the course of this unit students will be encouraged through teacher instructions which enable students to work towards specific goals and outcomes. These goals are a direct consequence of the use of teacher instruction leading to student centred learning.

Direct instruction and teacher scaffolding may result in the increased development of students literacy skills for a wide range of students particularly those with a low level of literacy skills (Dooley & Thangapeumal 2011), and Olsen et al 2010) It has also been noted that not only do students with low levels of literacy skills develop their own but that of all students have shown an increase in literacy skills when direct instruction and teacher scaffolding has been used (CESE, 2014).

A scope and sequence was placed into the original unit of work though was without full knowledge of the lengths of time for each of the units with a mixture of practical being involved. In addition no Assessment or designated

A modified scope and sequence has been developed which demonstrates the sequence of units for Year 8. Additional assessments have been included with the weighting of each be suggested.

Wiggins & McTighe (2005) suggest that the inclusion of a scope and sequence with explicit directions can assist in creating a unit of work which encompasses a successful outcomes of goals and academic balance.

63

Assessment 1 – CTL Brett Davidson - 17793911weightings were acknowledged.

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Professional Report of Recommendations

The Stage 4 ‘Lifestyle Disease’ unit has been developed by Arthur Phillip High School

and used for the past few years successfully. This forthcoming report suggests various

implementations and recommendations which may be introduced into the unit as a

means to improve the unit towards an Understanding by Design framework. An

Understanding by Design framework ensures that units are reviewed and evaluated

frequently, as to keep the effectiveness of the unit in combination with the student’s

development of learning. As this unit has been previously evaluated, it had been several

years since significant evaluation or modification had been made. It was then made

evident that there were a number of changes that were required as throughout the unit

outline there was a serve lack of Information and Communication Technology use,

Literacy or Numeracy implemented throughout, nor were there any significantly

evident teaching and learning strategies to explore differentiation in the classroom. The

unit ‘Lifestyle Disease’ sequencing has been re-evaluated to encourage literacy

development, numeracy development as well as developments in the means of personal

and social capabilities.

Sequencing of Learning

The Understanding by Design framework explores ideas which highlight the importance

of effective teaching and learning which can be focused towards deep understanding

and the transfer of skills and learning (Wiggens & McTighe, 2005). The suggestion made

in this circumstance implies that the unit of work can be developed in reverse, where an

end goal is discovered and established initially while the means of teaching and learning

approaches and implemented throughout. Therefore, this creates the idea that results

and goals are set prior to the commencement of creating a unit of work therefore

65


addressing students needs of what they want to achieve. Wiggens and McTighe (2005)

who developed the Understanding by Design framework suggests that units of work

within the student’s education should be sequenced therefore contributing to a

consistent and recognizable program. Research based around educational platforms

highlights that while teaching is sequences and systematic students levels of

achievements tended to increase as a reaction to the framework of Understanding by

Design in a means of developing concepts (CESE. 2014).

The initial means towards developing the unit ‘Lifestyle Disease’ for the Stage 4 timeline

involves the constructing a Scope and Sequence which can allow for the planning of the

year to be holistic and may assist in overall description of how the year may look for the

educators. An Understanding by Design framework approach highlights how each of the

units will be connected and therefore encourage the development of student’s

knowledge in the best possible manner. the Scope and Sequence had been selected, of

which the original was suitable for the circumstances and had been successful with the

previous year and seemed the best method for the current class. Once this had been

completed the unit outline was to be consulted which allowed for implementation of

specific teaching and learning approaches and strategies to allow for the best possible

development and knowledge gained by the students.

An aspects of units designed using the Understanding by Design framework is the

process of including literacy, numeracy as well as the use of Information and

Communication Technologies, while encouraging the use of Personal and Social

Capabilities. Through the inclusion of these, the ability to assign questions and directed

learning is set to assist in the setting of large ideas and knowledge which requires deep

66


knowledge (Wiggens & McTighe, 2005). Hattie (2012) argue that while learning is

visible both the student and the teacher explore increase the development and success

of learning Data collected by PISA (2009) highlights that when learning outcomes and

knowledge is explicit for students they have an increased tendency to have overall

success in the development of skills and knowledge.

The intentions and essential question directed for learning suggest great importance

which reveals the need for students learning and development to be carefully

constructed. Though set guidelines have been created through sequencing it is essential

that teacher discretion is used when progressing throughout the lessons, confining in

what the students needs and requirements are whilst remembered the input of informal

assessment and feedback.

Feedback and Assessment

To improve the overall consistent basis of assessment throughout this unit, an

alteration was to introduce various measures and means of assessment. This was done

as students were challenged to find information based on the topics of each lesson prior

and post learning which was directed by the teacher. Effective feedback for students has

been suggested through research to have important impacts upon students learning and

their needs (Hattie, 2009; CESE, 2014). By implementing various forms of assessment

through each lesson as well as the set exam students are tested across a range of

measures which includes that of Information and Communication Technologies.

Tempelaar, Rienties and Giesbers (2015) suggest that there are particular ways in

which students can learn and develop knowledge through different types of assessment

which leads to feedback. In addition to producing feedback for students the various

67


types of assessment can be seen as a tool for differentiation (Doubet, 2012).

Differentiation is key in this classroom as students are of varied abilities and require

different needs while developing their knowledge. When re-creating this unit of work, it

was noted that it is the role of the educator to facilitate the learning needs of the

students but that pre-planning can assist greatly in means of ensuring all students gain

the knowledge required to complete this unit.

Frequency of feedback given results in a greater improvement of students development

of knowledge. (Hattie, 2009; CESE, 2014). The process of students learning is one key

area in which suggests a high level of success when producing feedback according to

research (CESE, 2014). Through formative and various other forms of feedback from

assessment it is clear that it may assist in the progression of students’ learning as it is an

effective means to gather data, while successfully increasing overall achievements of

students (Doubet, 2012).

Literacy and Numeracy Development

Arthur Phillip High School reveals that 90% of students which have English as their

second language or language backgrounds other than English. Due to this statistic it is of

vital importance that a great deal of focus is placed upon literacy within classroom

activities. In addition to this the importance of student’s literacy skills must be of note

as there are a number of key numeracy areas to be associated within this topic. Though

with the greater area of demand being that of literacy skills as there are a large number

of students with English being a second language.

Direct instruction and teacher scaffolding may result in the increased development of

students literacy skills for a wide range of students particularly those with a low level of

literacy skills (Dooley & Thangapeumal 2011), and Olsen et al 2010) It has also been

68


noted that not only do students with low levels of literacy skills develop their own but

that of all students have shown an increase in literacy skills when direct instruction and

teacher scaffolding has been used (CESE, 2014). Implementing teacher direction and

scaffolding into the unit was essential as the class was of a large variety of different

students and therefore differentiation was required through a number of elements.

As suggested by Chiswick, Yew and Miller, (2003) there is an increased importance for

the encouraged learning of literacy and numeracy within a classroom as research

suggests where direct instruction may be best utilised in developing these learning

elements for students Education Consumers Foundation (2011).

Personal and Social Capabilities

Personal and social capabilities is one such elements that the Australian curriculum

requires to be developed within the classroom. The original unit does not specify any

means of social capabilities as many of the tasks are said to be student-cantered and

based around personal capabilities. Through measures of Collaborative learning

students are able to increase their social capabilities.

Collaborative teaching and learning tasks and approaches have been implemented

throughout as a recommendation in encouraging the growth of students not only in an

educational sense but also a social aspect. Throughout each of the lessons reconstructed

students are asked to complete tasks in a collaborative manner.

Wiggens & McTighe, (2005) suggest that for students to best understand the topics and

further develop their learning, interactions with peers can assist in successful learning

outcomes. It is also explored that a collaborative introduction towards the learning of

69


content, can allow for students to develop a means to transfer learning to new varieties

of contexts (Wiggens & McTighe, 2005). Therefore, it should be encouraged for

educators to involve the use of collaboration in learning for the students. This may also

increase their social capabilities while collaborating with peers.

Research suggest that collaborative learning can assist in improving and developing a

social support network for learning, develops empathy and builds an understanding of

the diverse range of peers within a year group or classroom (Laal & Ghodsi 2011). In

addition, Ibrahim et al (2015) implies that collaborative learning is particularly

beneficial in comprehensive classrooms that include students who have English as a

second language. In these classrooms Ibrahim et al. (2015) examine that this type of

teaching and learning strategy can be used as a means for differentiation in particular

classroom and educational settings.

Conclusion

Though the unit of work created by Arthur Phillip High School has been successful for

the past few years it seems only a requirement to review and evaluate the themes,

concepts or teaching and learning elements which may be missing. In doing this it may

ensure that while students are learning the correct syllabus areas which align with the

curriculum the need for students development of skills may be encouraged through a

wide range of ideas and means. As suggested there are a number of teaching and

learning strategies and the use of the Understanding by Design framework reviews how

sustainable and therefore successful the current unit of work may be.

Using this Understanding by Design framework, recommendations towards teacher

directed learning, literacy and numeracy focus, Information and Communication

70


Technology, assessment and feedback as well as collaborative learning and finally

personal and social capacities. Through these recommendations, it may be seen what

important reviews have been made in the assessment of the original unit of work.

71


References

Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). Using student-centred learning

environments to stimulate deep approaches to learning: Factors encouraging or

discouraging their effectiveness. Educational Research Review, 5(3), 243-260.

Centre for Education Statistics and Evaluation (2014) What works best: evidence-based

practices to help improve NSW student performance. Sydney: NSW Department of

Education and Communities.

Chiswick, B. R., Yew, L. L., & Miller, P. W. (2003). Schooling, literacy, numeracy and

labour market success*. Economic Record, 79(245), 165. Retrieved from https://search-

proquest-com.ezproxy.uws.edu.au/docview/219663763?accountid=36155

Dooley, K. & Thangaperumal, P. (2011) Pedagogy and participation: literacy education

for low-literate refugee students of African origin in a western school system.

Language and Education 25(5), 385-397. Doi: 10.1080/09500782.2011.573075

Doubet, C. (2012). Formative assessment jump-starts a middle grades differentiation

initiate: A school focuses on formative assessment to support its efforts to

differentiate instruction. Middle school journal 43(3), 32-38. Retrieved from

http://www.jstor.org/stable/23074857.

Education Consumers Foundation (2011). Direct instruction: What the research says.

Retrieved from http://education-consumers.org/pdf/DI_Research.pdf

Hattie, J. (2009) Visible learning: a synthesis of over 800 meta-analyses relating to

achievement. New York: Taylor and Francis.

Ibrahim, N., Shak, M., Mohd, T., Ismail, N., Permumal, P., Saidi, A. & Yasin, S. (2015) The

importance of implementing collaborative learning in the English as a Second

Language (ESL) classroom. Procedia Economics and Finance 31, 346-353.

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Laal, M. & Ghodski, S. (2012) Benefits of collaborative learning. Procedia- Social and

Behavioural Sciences 31,486-490. Doi: 10.1016/j.sbspro.2011.12.091

Tempelaar, D. T., Rienties, B., & Giesbers, B. (2015). In search for the most informative data

for feedback generation: Learning Analytics in a data-rich context. Computers in

Human Behavior, 47, 157-167

Wiggins, G., & McTighe, J. (2005). Understanding By Design, USA: ASCD Publications.

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https://doi.org/10.1016/j.sbspro.2011.12.091

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