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

Part A – Unit Outline

UNIT OUTLINE
Subject: PDHPE Stage 6 Course: HSC Core 1 Number of Weeks
Unit title: HSC Core 1: 8
Health Priorities in
Australia
Key Concepts/ Big Ideas The importance of this learning
In this module, students investigate the The importance of this learning is to identify, discuss, investigate and research current
following critical questions: health priority issues that are apparent in an Australian context. Students gain the ability
 How are priority issues for Australia’s to identify priority population groups in relation to health priorities and social justice
health identified? principles. Students learn to analyse why these groups are considered a priority group in
 What are the priority issues for improving Australia and the elements that decide this. Further, students gain knowledge about
Australia’s health? what role health services, facilities, initiatives and promotions play in eliminating this
 What role do health care facilities and gap. The students look at individual, personal, community and government
services play in achieving better health responsibilities and examine the action and roles each stakeholder contributes at what
for all Australians? level.
 What actions are needed to address
Australia’s health priorities?

Unit context within Scope and Syllabus Outcomes

Sequence/Purpose
 H1 describes the nature and justifies the choice of Australia’s health priorities
 Term 2/Year 12  H2 analyses and explains the health status of Australians in terms of current
 Background knowledge from Preliminary trends and groups most at risk
Cores such as Better Health  H3 analyses the determinants of health and health inequities
 8 week Unit Outline with 4 x lessons each  H4 argues the case for health promotion based on the Ottawa Charter
week  H5 explains the different roles and responsibilities of individuals, communities
and governments in addressing Australia’s health priorities

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

 H14 argues the benefits of health-promoting actions and choices that promote
social justice
 H15 critically analyses key issues affecting the health of Australians and proposes
ways of working towards better health for all
 H16 devises methods of gathering, interpreting and communicating information
about health and physical activity concepts
Literacy Focus Numeracy Focus ICT Focus Assessment Task Overview
- Information sheets - Analysing statistics - Kahoot quiz To prepare students with HSC exam conditions, stress
- Research tasks - Analysing trends - Quiznetic Quiz and formatting the assessment will involve an in class
- ICT tasks which - Creating a graph - Canva Exam on the topic “Health priorities in Australia”
involve reading, - Comparing Data - PowerPoint
writing and between groups - Google Slides Exam format will include;
responding - Google Classroom
- Mini practice - Popplet - 30 multiple choice questions
questions - Quiz on healthy - 5 short answer questions
- Essay scaffolds ageing - 1 extended response questions
- Extended response - QR codes
questions - YouTube videos
- Research tasks

Week Syllabus Content Teaching and Learning Strategies Resources

Students learn about…. Students learn to …. (learning experiences) including assessment FOR
learning and differentiation.
 measuring health status  critique the use of Lesson 1:  Device (teacher and
 role of epidemiology epidemiology to Activity 1: (40 mins) students)
-measures of describe health  Students to form diverse groups  Access to internet
1 epidemiology (mortality,  Students to research and write down  Popplet

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

infant mortality, morbidity, status by considering - What is epidemiology  Kahoot

life expectancy) questions such as: - What is mortality, infant mortality, morbidity  Youtube
 what can and life expectancy  Graph Creator
epidemiology tell - What is prevalence and incidence  Handout (provided by
us? - What can epidemiology tell us teacher)
 who uses these - Who uses epidemiological measures  Graphs and Statistics
measures? - Does epidemiology measure everything about Worksheet (provided by
 do they measure health status teacher)
everything about - Limitations of epidemiology  Scaffold (provided by
health status? teacher)
Activity 2: (20 mins)  Health report (provided
 Students to create a concept map on popplet by teacher)
 use tables and graphs about the information they just researched  Priority population cards
from health reports  http://popplet.com/ (provided by teacher)
to analyse current  Students to share their concept map on google
trends in life classroom as a resource
expectancy and
major causes of Lesson 2:
morbidity and Activity 1: (15 mins)
mortality for the  Teacher to give students graphs and tables of
general population health reports
and comparing males  Students to independently analyse the trends
and females Activity 2: (30 mins)
 Students to create 3 continuums of a gender of
their choice either (male or female)
 Students to place life expectancy on their first
continuum based on years e.g. 1890s,1990s,2000s
for their chosen gender
 Students to place leading cause of mortality on the
second continuum

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

 Students to place leading cause of morbidity on

the third continuum
 Next to the continuums students to place an arrow
going up if the incidence or prevalence of
cause/condition/disease is increasing or an arrow
pointing down if it is decreasing
 Next to life expectancy timeline students to assess
if life expectancy of their chosen gender is
improving or decreasing over time
Activity 3: (15 mins)
 Once completed students to compare continuums
with someone who has chosen the opposite
gender
 Students to discuss the differences and similarities
between their continuum
 Students to discuss why they think the statistics
are increasing/decreasing before moving to a new
partner
 Each student will have a new partner representing
the opposite gender to compare each continuum
e.g. one partner for life expectancy, one for
mortality and another for morbidity trends etc.

Lesson 3
Activity 1: (10 mins)
 Teacher to give hand out to students which
involves a case study about Aboriginal and Torres
Strait Islander People (ATSI)

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

 Students to be given statistic charts demonstrating

ATSI and Non-ATSI statistics in relation to life
expectancy, infant mortality and morbidity
 As the class reads through case study students to
highlight important information that demonstrates
the statistics
Activity 2: (30 mins)
 In diverse groups students to analyse trends and
use the program “graph creator” to compare the
statistics
 https://nces.ed.gov/nceskids/createagraph/
 Analyse differences and discuss reasons as to why
this might be the case

 Share thoughts with class
Activity 3: (20 mins)
 Kahoot quiz on content learned
 identifying priority  https://kahoot.it/
health issues  argue the case for  Discuss Kahoot answers
 social justice why decisions are
principles made about health Lesson 4:
 priority population priorities by Activity 1: (10 mins)
groups considering questions  Students to watch YouTube video on social justice
 prevalence of such as: principles
condition  how do we https://www.youtube.com/watch?v=ohaXGoa4fto
 potential for identify priority  Students to take notes under the three headings
prevention and early issues for Equity, Diversity and Supportive environments
intervention Australia’s  Teacher to stop at important parts in the video to
 costs to the individual health? ensure all required information is noted
and community Activity 2: (20 mins)

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

 what role do the  Students complete picture, label, and definition

principles of social match for Equity, Diversity and Supportive
justice play? environment
 why is it  Play equity x equality YouTube video
important to https://www.youtube.com/watch?v=MlXZyNtaoDM
prioritise?  Students to think, pair and share with the person
next to them about the role of social justice
principles and why they are important for
allocation of resources and access to healthcare
services
 Students share answers and teacher facilitate
discussion
Activity 3: (30 mins)
 Students to break into diverse groups
 Groups are given laminated cards describing
different groups
 Students are to discuss and identify which groups
are consider priority population groups and why.
 Each group to research one priority population
group and a corresponding health promotion
campaign allocated by teacher or chosen by group
e.g. ATSI = Close the gap campaign
 Using the scaffold provided student record their
findings
 Students to answer the following questions in
relation to their campaign
- What social justice principles are being used?
- How have the social justice principles been used?
-How does it aim to address social justice inequities?
- What health priority issue does it focus on?

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

- How does it plan to improve the health priority issue?

- Why is it important to prioritise this group?
 Discussion and sharing session to take place with
students and teacher
 identifying priority  argue the case for Lesson 1: - Device
health issues why decisions are Activity 1: (15 min) - Health Condition cards
 social justice made about health  In diverse groups students receive an array of (provided by teacher)
2 principles priorities by health conditions - Exit Ticket Paper
 priority population considering questions  Student to discuss within their groups and place (provided by teacher)
groups such as: the cards from least prevalent to most prevalent - YouTube
 prevalence of  how do we  Students discuss their placing of the conditions - Short Answer Questions
condition identify priority comparing their choices to other groups (provided by teacher)
 potential for issues for  Teacher displays on the whiteboard the correct - Exit Ticket
prevention and early Australia’s order of prevalence with supporting statistics - Iphone/ipad or recording
intervention health?  Students to reorder their cards and copy into their device
 costs to the individual  what role do the books/devices - USB drive
and community principles of social Activity 2: (35 min)
justice play?  In pairs, students discuss one of the conditions
 why is it (each pair selects a different condition) and the
important to potential for prevention and early intervention
prioritise?  Students discuss what prevention strategies and
early intervention methods are available for their
condition
 Students discuss first using their background
knowledge and then extend/support their ideas
through research
 Students to research and discuss how much this
prevention and intervention can cost to the
individual experiencing the condition and the
wider community

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

 E.g. #1 student to discuss individual costs such as

financial loss, cost of treatment e.g.
(chemotherapy for cancer), medications,
rehabilitations, loss of Quality of life, career loss
such financial hardship etc.
 E.g. #2 Students to also discuss community cost
such as direct costs e.g. money spent on diagnosis
and treatment, prevention campaigns and
initiatives, screening, research of condition,
education and awareness and pharmaceutical
medications etc. and/or indirect cost such as
loosing employees due to illness and death.

Activity 3: (10 min)

 Students complete exit ticket with 3 past HSC
questions in relation to the critical question “How
are priority issues for Australia’s health identified?”

Lesson 2:
Activity1: (15 mins)
 Students to watch YouTube Video on ATSI as a
population group
https://www.youtube.com/watch?v=KyI4HcBTGjE
Activity 2: (15 mins)
 Students to answer short answer questions about
the video
Activity 3: (10 mins)
 Students to give their answers to the person next
to them to mark their answers
 Students discuss the reasons for the marks

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

Activity 4: (10 mins)

 Class discussion about ATSI as a priority population
group
Activity 5: (10 mins)
 Students answer exit ticket “identify how social
justice principles play in relation to ATSI as a
priority population group?”
Lesson 3 and 4: (120 mins)
 In diverse groups students to research and
collectively make a video which addresses the
following themes
- Why and how are decisions made about health
priorities
-How do we identify priority issues for Australia’s
health
- What role do social justice principles play?
- Why is it important to prioritise?
 Students have two periods to research and record
themselves
 The video can be created in a role play situation,
speech setting, animated video etc
 Requirement is that each person presents
themselves to speak with in the video
 Submit video to teacher via upload to USB

 groups experiencing  research and analyse Lesson 1: - Device

health inequities Aboriginal and Torres Activity 1: (10 mins) - ATSI information sheet
Strait Islander  Students to brain storm about groups experiencing (provided by teacher)
3 peoples and ONE health inequalities - Canva

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

 Aboriginal and other group Activity 2: (15 mins)

Torres Strait experiencing health  Student and Teacher revise examples of
Islander peoples inequities by sociocultural, socioeconomic and environmental
 socioeconomically investigating: determinants in a discussion
disadvantaged  the nature and Activity 3: (15 mins)
people extent of the  Teacher supplies handout which summarises the
 people in rural and health inequities groups experiencing inequalities and discussion
remote areas  the sociocultural, takes place on each of the groups
 overseas-born socioeconomic Activity 4: (20 mins)
people and  Teacher gives students a handout providing an
 the elderly environmental analysis of ATSI as an identified group experiencing
 people with determinants health inequalities with an abundance of
disabilities  the roles of information
individuals,  Students to read through the handout and
communities and investigate the answers to the following questions
governments in drawing conclusions about;
addressing the - The nature and extent of the health inequities
health inequities - The sociocultural, socioeconomic and
environmental determinants
- The roles of individuals, communities and
governments in addressing the health
inequities

Lesson 2, 3 and 4
Activity 1: Ongoing Activity
 Students to form diverse groups
 Students to create two info graphics on Canva
 https://www.canva.com/en_au/
 The info graphic must include information on the
following questions

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

- The nature and extend of the health inequalities

- The sociocultural, socioeconomic and
environmental determinants
- The roles of individuals, communities and
governments in addressing the health inequalities
 Students are to create the infographics using the
information provided in the previous lesson (ATSI)
and their own research of one other group
experiencing health inequalities from the syllabus
 Students to choose other group out of the list that
another group has not chosen
 Students may select a template or design their
infographic from a blank page
 Students to allocate roles and/or questions within
their group
 Compare the similarities and differences between
the two groups experiencing health inequalities
 Students to present the Canva to the class and
share their resources on Google classroom
 On completion students should have access to all
groups experiencing health inequalities
 Students can use these as summary notes for HSC
revision
 Highlighted through the syllabus, teacher
reinforces with the students that they will need to
know ATSI and ONE other selected group in which
they feel most confident in understanding and
answering questions in relation to

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 Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)
 high levels of  research and analyse Lesson 1,2 and 3:
preventable chronic
disease, injury and
4 mental health problems
 cardiovascular
disease (CVD)
 cancer (skin, breast,
lung)
 diabetes
 respiratory disease
 injury
 mental health
problems and illnesses
 a growing and ageing  assess the impact of a
population
 healthy ageing
 increased population
living with chronic
disease and disability
 demand for health
services and
workforce shortages
 availability of carers
and volunteers.
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- Device
CVD, cancer and ONE Activity 1 (180 min): - PowerPoint
other condition listed  Individually students to research CVD, Cancer and - Google Slides
by investigating: one other condition from the syllabus - QR Code (provided by
 the nature of the  Students to create a PowerPoint presentation/ teacher)
problem Google slides covering the following content - Link to article (provided
 extent of the individually by teacher)
problem (trends) - Nature and extent of the problem - Quiz link
 risk factors and - Trends of the problem
protective factors - Risk factors
 the sociocultural, - Preventative factors
socioeconomic and - Sociocultural, socioeconomic and
environmental environmental determinants
determinants - Groups at risk
 groups at risk  Students are to provide statistics to support their
research
 Students to present PowerPoint presentation/
Google slides briefly about the information
growing and ageing Lesson 4:
population on: Activity 1: (20 min)
 the health system  Students to scan the QR
and services code and to watch the
 health service following video
workforce
 carers of the
elderly
 volunteer
organisations.
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Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

 https://www.smh.com.au/business/the-
economy/australia-s-population-clock-hits-25-
million-20180806-p4zvv7.html

 Students read through the following article

 https://www.smh.com.au/interactive/2016/
sydney2026/chapter2.html

 Students to answer quiz on their own lifestyles and

if it is contributing to their healthy ageing

 https://www.nari.net.au/resources/public/healthy
-ageing-quiz-testing

Activity 2: (40 mins)

 Using the information provided in the video and
article students answer the following short
questions;
- Suggest the reasons why the population of
Australia is growing and ageing
- Identify the government’s role for providing
the aging population with security and
independence
- Research one government initiative that
promotes and enhances positive and healthy
aging

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

 Students to work individually and share and

present their findings to a partner further leading
into class discussion about their findings
 a growing and ageing  assess the impact of a Lesson 1: - Risk assessment (completed
population growing and ageing Activity 1: (60 min) by teacher)
5  healthy ageing population on:  Students select one of the following chronic - Organised transport
 increased population  the health system diseases to research in pairs: (organised by
living with chronic and services teacher/school/aged care
disease and disability  health service - Arthritis facility)
 demand for health workforce - High blood pressure - Work booklet (provided by
services and  carers of the - Depression teacher)
workforce shortages elderly - Cardiovascular disease - Task brief (provided by
 availability of carers  volunteer - Diabetes teacher)
and volunteers. organisations. - Cancer - Device
- Dementia

 Students write an information report covering the

following content;

- The nature of the disease

- The modifiable and non-modifiable risk factors
- The factors that have contributed to a rise in the
Australian population living with the disease
- Why the government identified this disease as a
health priority
- Outline strategies for the prevention of the disease

 Students to include statistics, examples and

references to support their research in their report

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Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)
 health care in Australia
 range and types of
health facilities and
services
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Lesson 2 and 3:
Activity 1 (120 min):
 Students are taken on an excursion to the local
nursing home to visit the residences, volunteers,
carers and health service workers
 Students listen to guest speakers from the health
service which provide information on the
following:
- Work place shortages
- Availability of careers and volunteers
- Job role and responsibilities
- The health system and services they provide to the
elderly
 Students complete a short answer work booklet
answering questions about;
A: Their experience
B: Draw conclusions about the information they
were provided with
C: How does this affect the ageing population for
Australia
 Teacher to collect work booklet to check student
understanding and knowledge
Lesson 4:
 evaluate health care Activity 1 (5 min):
in Australia by  Teacher lists and discusses the range and types of
investigating issues of health facilities and services available in the local
access and adequacy area and wider community
in relation to social
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Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)
 responsibility for justice principles. Activity 2 (55 min):
health facilities and Questions to explore
services include:
 equity of access to  how equitable is
health facilities and the access and
services support for all
 health care sections of the
expenditure versus community?
expenditure on early  how much
intervention and responsibility
prevention should the
 impact of emerging community
new treatments and assume for
technologies on individual health
health care, eg cost problems?
and access, benefits
of early detection
 health insurance:  describe the
Medicare and private advantages and
disadvantages of
Medicare and private
health insurance, eg
costs, choice,
ancillary benefits
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 In diverse groups of 4, students are to randomly
select one of the health facilities or services. E.g.
Medicare, Centrelink, GP, Specialist, Dental,
Dietician, Private Health Insurance Company etc.
 Students are given their task brief
 Students will be participating in a health facility
and services mini expo at school
 The group’s role is to research their health service
or facility and answer questions from their peers
and teachers
 They must also create an information pamphlet
with the information to provide assistance in
accessing their service or facility
 Students may use Publisher or Canva to create
their pamphlet.
 Information to be covered in the pamphlet:
- Responsibilities of the service or facility
- Equity of access to the service or facility
- Location of the service or facility
- Cost, treatments and health benefits of the service
or facility
- Advantages and disadvantages of the service or
facility
 Students will also display their knowledge of this
content through questions from their peers and
teachers during the role play/mini expo
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 Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)
6  health care in Australia  evaluate health care
 range and types of
health facilities and
services
 responsibility for
health facilities and
services
 equity of access to
health facilities and
services
 health care
expenditure versus
expenditure on early
intervention and
prevention
 impact of emerging
new treatments and
technologies on
health care, eg cost
and access, benefits
of early detection
 health insurance:  describe the
Medicare and private
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Lesson 1 and 2: - Exit ticket (provided by
in Australia by Activity 1 (75 min): teacher)
investigating issues of  Students continue to develop their information - Device
access and adequacy pamphlet, stall design and role play within their - Shot answer questions
in relation to social groups. (provided by teacher)
justice principles.  All students in the group need to have an extensive - Extended response
Questions to explore understanding of their facility or service to enable questions (provided by
include: them to answer questions during the mini expo teacher)
 how equitable is
the access and Activity 2 (40 min):
support for all  Students will set up their stalls promoting their
sections of the facility or service
community?  Students will be visited at their stalls by available
 how much younger students, peers, classmates and teachers
responsibility from a range of faculties
should the  Students will take turns running the stall so that all
community members of the class visit other facilities or
assume for services
individual health  Students must complete their mini expo passport
problems? receiving stamps at all stalls to confirm their
attendance
Activity 3 (5 min):
advantages and  Students complete exit ticket detailing their level
disadvantages of of engagement, enjoyment and understanding
Medicare and private after visiting the mini expo
health insurance, eg Lesson 3:
costs, choice, Activity 1 (15 min):
ancillary benefits  Teacher to present Prezi with handout on health
care expenditure versus expenditure on early
intervention and prevention.
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Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

 Students to take notes and answer short answer

questions which will be collected by the teacher

Activity 2: (10 min):

 Students complete table identifying and evaluating
emerging new treatments and technologies on
health care
 The table will cover information on: cost, access
and benefits of early detection. Students will use
background knowledge to complete table and fill in
what they know
 Further research will be required to complete the
remaining sections of the table

Activity 3 (35 min):

 complementary and
alternative health care
approaches
 reasons for growth of
complementary and
alternative health
products and services
https://www.randomlists.com/team-generator
 critically analyse
complementary and
alternative health
care approaches by
exploring questions
such as:
 how do you know
who to believe?
 Students will be randomly divided into four teams
using an online random group generator
 Students will debate the topics of Topic One:
“Medicare verses Private Health Insurance” and
Topic Two: “Should the community assume
responsibility for individual health problems”
 They will need to discuss: equity, access,
advantages and disadvantages, cost, choice,
ancillary benefits in relation to topic 1
 They will need to discuss: examples of individual
health problems and community responsibility in
relation to topic 2

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 Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)
 range of products and
services available
 how to make
informed consumer
choices
7 Lesson 1:
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 what do you need  The four teams will research for 15 minutes
to help you make building their arguments and debate and rebuttal
informed for approximately 5 minutes each side
decisions?
Lesson 4:
Activity 1 (40 min):
 Students attend an incursion. Presenters will
include naturopath, osteopath, Chinese medicine
practitioner and any other alternative or
complementary health care approach (depending
on availability)
 Four guest speakers speaking for approximately 10
minutes each
 Presenters will discuss the reasons for growth in
relation to their field, the services and products
they offer and their benefits.
 Presenters will assist students in understanding
how to make informed consumer choices
Activity 2 (20 min):
 Students will complete an extended response
analysing the complementary and alternative
health care approaches in relation to the following:
- How do know who to believe?
- What do you need to know to help you make
informed decisions?
 Students submit their extended response to
teacher
- Device
Activity 1: (10 min) - Youtube
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Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

 health promotion based  argue the benefits of  Students watch the YouTube video introducing - Popplet
on the five action areas health promotion health promotion, the Ottawa Charter and the 5 - Canva
of the Ottawa Charter based on: action areas. - Table worksheet (provided
 levels of  individuals, https://www.youtube.com/watch?v=G2quVLcJVBk to the students by the
responsibility for communities and Activity 2: (30 mins) teacher)
health promotion governments  Students to visit the World Health Organisation - Word Match work sheet
 the benefits of working in website (provided by teacher)
partnerships in partnership  Students to read and evaluate the 5 action areas of - Essay scaffold (provided by
health promotion,  the five action the Ottawa Charter teacher)
eg government areas of the  Individually students to design and create a - Health promotion initiative
sector, non- Ottawa Charter concept map on popplet/canva summarising the scaffold (provided by
government five action areas of the Ottawa charter and include teacher)
agencies and the  investigate the pictures
local community principles of social Activity 3: (10 minutes)
 how health justice and the  Students given a table of the 5 action areas of the
promotion based responsibilities of Ottawa charter
on the Ottawa individuals,  Students to provide an example in the table of how
Charter promotes communities and each action area works towards improving
social justice governments under Australia’s health
 the Ottawa Charter the action areas of Activity 3: (10 mins)
in action the Ottawa Charter  Students to develop an acrostic poem to
remember the 5 action areas of the Ottawa charter
 critically analyse the  This can be done as a whole class or individually
importance of the
five action areas of Lesson 2: Activity 1: (10mins)
the Ottawa Charter  Students to watch video about levels of
through a study of responsibility of health promotion and benefits of
TWO health partnerships in health promotion
promotion initiatives  https://www.youtube.com/watch?v=vgCTNBYHZh
w

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related to Australia’s  Students to take down any important notes

health priorities Activity 2: (25 min)
 Students to write down three examples of
responsibility for each level e.g. local governments,
state and territories and federal governments
 Students to fill out a table about the levels of
responsibility of individuals, communities and
governments under the 5 action areas of the
Ottawa Charter e.g. The responsibility of
individuals to develop personal skills in relation to
keeping bike riders safe on the roads
 The students to fill out the individual, community
and government responsibility based on the 5
action areas of the Ottawa Charter
Activity 3: (15 mins)
 Students in pairs to research one of the following
- Breast screening Australia
- National Cervical Cancer Screening program
 Students to answer the following questions
- Who is involved in the partnership
- What is each participant’s individual role in the
health promotion initiative?
Activity 4: (10 mins)
 Students with teacher facilitating discussion to
create a collective concept map written on the
board in relation to the following past HSC
question in the middle
- Why should individuals, communities and
governments work in partnerships on health
promotion initiatives? What are the benefits?

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Lesson 3: Activity 1: (20 mins)

 Students to match the term to definition of the
following words and definitions; social justice
principles, social justice, diversity, equity and
supportive environments
 Students to match each social justice principle
statement for equity, diversity and supportive
environment to which of the five areas of the
Ottawa Charter the statement relates to
Activity 2: (40 mins)
 Students to answer with guidance from their
teacher the following extended response question
 Teacher to provide scaffold for an essay format to
assist students to plan their extended response
 Scaffold format includes: Introduction, Body,
Conclusion
 Teacher to briefly go through what elements are
expected to be in the introduction the body and
the conclusion and map out what the answer
should involve
 Students to attempt the essay question in an open
book extended response
 The question will be from a past HSC paper which
is: “Evaluate the effectiveness of health promotion
initiatives based on the Ottawa Charter in
promoting the principles of social justice?”

Lesson 4: Activity 1: (60 min)

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 Students will be given a list of Health promotion

initiatives such as;

- Closing the Gap

- Road Safety
- Beyond Blue National Depression Initiative
- National Chronic Disease Strategy
- National Binge Drinking Strategy
- Aged Care Access Initiative
- National Tobacco strategy

 Link to provide students with assistance

 https://bit.ly/2NtaGEJ
 Students to critically analyse the importance of
two health promotion initiatives and relate them
to the five areas of the Ottawa charter
 Students will be provided with a scaffold to assist
their planning
 Students can present the information whichever
way they desire to
 Students hand in scaffold and information at end
of lesson
 Share on google classroom

8 Revision Revision Lesson 1: Activity 1 (15 min) - Plickers answer sheets

 Students engage in a multiple choice Plickers Quiz (provided by teacher)
based on 10 revision questions from past HSC - Device
questions in relation to the topics being studied - Kahoot
over the 7 weeks

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 Answers will be discussed - Multiple choice question

sheet (provided by teacher)
Activity 2: (15 min) - Exit ticket
 Students to read and answer 10 multiple choice - Quiznetic
questions on Kahoot relating to revision and past - Short answer questions
HSC questions (provided by teacher)
 Answers to be discussed - Extended response scaffolds
Activity 3: (15 min) - Extended response question
 Students to answer 10 multiple choice questions in
class based on past HSC revision questions
 Quiz will involve the teacher reading out the
Questions and students writing a,b,c or d into their
worksheets based on the answer they think is
correct
 Students to self-mark answers

Activity 4: (15 mins)

 Individually students to note down questions they
had gotten incorrect and research the correct
answers

Exit Ticket (5 min)

 Students to fill out a reflection exit pass for the
teacher/student
 “What topics did you find that you needed some
more understanding about, what would you like to
work on?”
Lesson 2:
Activity 1: (15 mins)

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 Students will have the opportunity to Practice

some short answer response questions
 Students to play “Quiznetic” which is an online
board game made by the teacher and consists of
10 short answer responses
 https://quiznetic.com/
 If the students get the answer right their
anonymous icon moves along one space on the
game board to the end
 If the answer is incorrect, the icon stays where it is
or moves back
 Unless students get all 10 questions correct no one
will reach the end (gives a goal for students to
reach and an indication to the teacher and
students on where they are at in relation to
content knowledge)
Activity 2: (20 mins)
 Students to receive 5 past HSC exam paper short
answer questions in a booklet
 Students to answer questions to the best of their
knowledge
 Teacher to facilitate discussion and go through
answers collectively
Activity 3: (20 mins)
 In pairs students to create 5 short answer
questions for another pair
 Students give another pair their questions to
answer and vice versa
 Pairs return their answers and mark them /5
Activity 4: (5 mins)

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Assessment Details
To prepare students with HSC exam conditions, stress and
formatting the assessment will involve an in class Exam on the
topic “Health priorities in Australia”
Exam format will include;
- 30 multiple choice questions 10%
- 5 short answer questions 10%
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 Students to answer an exit ticket to reflect on their
knowledge and understanding
 “What were some area’s that you wish to improve
your knowledge on?” and “Is there any information
you would like to see me extend on, if so what?”
Lesson 3 & 4: (120 mins)
 Extended response workshop
 Teacher will provide tips and study suggestions on
the most effective ways to answer extended
response questions
 Teacher to provide scaffolds on planning,
structuring and formatting an extended response
essay
 Teacher to go through blooms taxonomy words
and what each one means to assist in what the
question is specifically asking such as “analyse”
“critically analyse” “discuss” “compare and
contrast” etc.
 At completion of workshop students will have the
chance to answer an extended response from a
past HSC
Outcomes to be assessed
 H1 describes the nature and justifies the choice of Australia’s health priorities
 H2 analyses and explains the health status of Australians in terms of current trends and
groups most at risk
 H3 analyses the determinants of health and health inequities
 H4 argues the case for health promotion based on the Ottawa Charter
 H5 explains the different roles and responsibilities of individuals, communities and
governments in addressing Australia’s health priorities
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 Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)

- 1 extended response questions 10%
 This exam will be weighted 30%
 Outcomes will vary based on exam content which is up
to the teachers discretion
 H14 argues the benefits of health-promoting actions and choices that promote social
justice
 H15 critically analyses key issues affecting the health of Australians and proposes ways of
working towards better health for all
 H16 devises methods of gathering, interpreting and communicating information about
health and physical activity concepts

Evaluation of the Learning and Teaching

(How will you know students have achieved the outcomes?)

 Formative assessment through work samples and evidence including;

- Pamphlets
- Power point presentations/google slides
- Canvas
- Concept maps
- Quiz results
- Exit passes
- Research tasks
- Case study evaluation
- Work sheets
- Revision tasks
- Reflection from exit pass information
- Teacher observations and through discussions by asking and prompting questions
 Summative Assessment worth 30%

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PART B – 3 resources to be used within this unit of work

Resource 1: Numeracy Resource- ATSI and Non-ATSI Statistic Analysation

Graph Creator

Create A Graph. (n.d.). Retrieved from https://nces.ed.gov/nceskids/createagraph/

Step 1: Design Step 2: Data Step 3: Labels

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Step 4: Preview Step 5: Print/Save Outcome of graph!

Resource 2: ICT Resource – Epidemiology Concept Map

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Popplet: Popplet. (2013). Retrieved from

http://popplet.com/

Reference list Images and Information:

Environmental Science.
(n.d.). Epidemiologist [Web Image]. Retrieved from https://www.environmentalscience.org/career/epidemiologist

I Stock Photos. (n.d.). Epidemiology Studies [Web Image]. Retrieved from https://toxtutor.nlm.nih.gov/05-003.html

Ibreakstock. (n.d.). Mortality [Web Image ]. Retrieved from https://www.shutterstock.com/image-photo/hand-writing-mortality-on-grey-

background-279133085

Pace University. (2018). Epidemiology [Web Image]. Retrieved from http://libguides.pace.edu/NURS803

WellnessKeen. (2018). Morbidity vs Mortality [Web Image]. Retrieved from https://wellnesskeen.com/morbidity-vs-mortality

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WHO | Epidemiology. (2018). Retrieved from http://www.who.int/topics/epidemiology/en/

Resource 3: Literacy Resource

ATSI Information Worksheet

Reference list Statistics, Graphs and Information

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Aboriginal and Torres Strait Islander peoples. (n.d.). Retrieved from https://www.pdhpe.net/health-priorities-in-australia/what-are-the-

priority-issues-for-improving-australias-health/groups-experiencing-health-inequities/aboriginal-and-torres-strait-islander-peoples/

Boyd, A. (2010). What are the priority issues for improving Australia's health? In PDHPE in focus: HSC course (1st ed.).
PART C – Justification:

It is important for a teacher to take considerations when developing unit outlines for a unit of work. It is essential for the teacher to uphold

their professional standards in relation to professional knowledge about their students and the curriculum. Teachers need to know the content

and how to teach it, and know their students and how they learn. This idea is achieved by continuous modification of pedagogical approaches

in order to demonstrate an array of teaching and learning strategies, incorporating differentiation further catering for the needs of all students

(Australian Institute for Teaching and School Leadership, 2011).

The pedagogical approach of differentiation is evident within the unit outline as it caters for different types of learners. The learning activities

incorporate choice in relation to process and product, visual components, creative tasks, numeracy and mathematical concepts, reading,

writing and literacy, practical components, research and ICT, problem solving, critical inquiry, peer marking, peer mentoring, group

collaboration and individual tasks . These activities aim to acknowledge that each student learns in diverse ways and it is the teachers role to

support the students learning needs by providing an array of learning avenues for students to reach their maximum potential (Colquitt,

Pritchard, Johnson, & McCollum, 2010; Smith, 2005).

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The Socio-Cultural Theory refers to one being active and purposive in their learning, with great emphasis on the individual experiencing the

learning through social contexts, involving interaction and language (Gibson, 2012). Grum (2012) suggests, that students learn best when

teachers are actively assisting students in attaining essential social skills with the focus that, social interactions promote enhanced cognitive

thinking skills. In the unit outline interaction is evident in research tasks which require group work, where students from diverse abilities join

their knowledge, strengths, talents and abilities together to pursue a common goal. The socio-cultural theory also looks at creative identity in

groups, where an individual can “co-construct his or her own sense of creative value in communication with others” forming creative

expression (Glăveanu & Tanggaard, 2014, p.13). Creative expression through the socio-cultural theory is apparent throughout various activities

where students have the opportunity individually and within a group to create posters, infographics, PowerPoints, concept maps, pamphlets,

pretend facility and service stalls, continuums and graphs. The socio-cultural theory relates directly to the Stage 6 Syllabus by “developing

intellectual, social and moral development of students” through their “capacity to work together with others” (NESA, 2009, p. 5).

Fast forward to the present, The Socio-cultural Theory has transformed into a Constructivist approach. The Constructivist approach combines a

range of teaching models through notions such as student-centred learning, collaborative learning and inquiry and problem based learning.

Similarly, The Constructivist Approach highlights the ability of students to construct their own learning through critical thinking, choice,

creativity, kinaesthetic learning, cognitive thinking, active problem solving and inquiry based learning (Olusegun, 2015; Singleton, 2009).

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Furthermore, students are perceived as active contributors in their learning rather than passive receivers, deterring away from the traditional

behaviourist approach now deemed ineffective (Tangney, 2013).

The Syllabus states a rationale, aim and clear objectives where students gain the ability to research, critically analyse, inquire and question in

order to facilitate and transfer their learning between contexts. The Stage 6 Syllabus proposes that students develop the ability to make informed

decisions, define issues, consider outcomes, resolve conflicts and evaluate courses of action ” (NESA, 2009, p. 8-9). These Syllabus concepts are

evident within Problem Based Learning (PBL) and Inquiry Based Learning (IBL) approaches. PBL and IBL allows students to have the opportunity

to develop their higher order thinking and critical inquiry by dissecting information through analysis and research in order to resolve authentic

multifaceted problems in group contexts (Hushman & Napper-Owen, 2011; De Witte & Rogge, 2016; Suárez, Specht, Prinsen, Kalz, & Ternier,

2018). PBL and IBL are evidenced through case studies, research tasks and debates reflecting the Syllabus through critical inquiry and practical

application. Through these experiences the students gain the ability to allocate roles, take on responsibility for their own learning and

demonstrate their higher order thinking, further resulting in students deepening their understanding of content and extending upon their prior

knowledge.

Diverse grouping is another pedagogical approach prominent within the unit outline through research tasks, think pair and share activities,

Powerpoint presentations and creative tasks such as infographics, report writing and graph making. By incorporating collaborative learning

within the classroom it produces many educational benefits for students such as leadership skills, peer assistance, organisation, valuing

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differences, respecting perspectives and the encouragement of students’ strengths, thus highlighting individual talents contributing to group

outcomes (García-Valcárcel-Muñoz-Repiso, Basilotta-Gómez-Pablos, & López-García, 2014; Laal & Ghodsi, 2012; Serrano & Pons, 2014).

In the Syllabus cross-curriculum priorities, Numeracy, Literacy and ICT are used within the design of the unit outline. ICT is used as an interactive

medium for students to transfer and process information. ICT is used as a platform to increase student motivation and engagement through self-

directed learning (Donohoe, 2011; Edmunds, Thorpe & Conole, 2010). ICT is predominately used in research and creative tasks to allow students

to gain access to their own information and develop the skills to evaluate that information. Examples of ICT include quiz forums such as Kahoot

and Quiznetic, Canva, QR codes, YouTube videos, Graph creator and Popplet. Furthermore, literacy concepts are implemented through tasks

that involve researching, reading and writing as well as numeracy concepts being integrated through statistic and trend analysation and graph

creating.

In conclusion, when developing the unit outline there has been many considerations taken into account to achieve optimal learning for all

students through differentiation and catering for all learning needs of students. This has been achieved through the many pedagogical concepts

and teaching strategies listed above.

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Reference List

Australian Institute for Teaching and School Leadership (AITSL). (2011). Australian Professional Standards for Teachers (978-0-9871650-2-2).

Retrieved from Education Services Australia website: https://www.aitsl.edu.au/teach/standards

Colquitt, G., Pritchard, T., Johnson, C., & McCollum, S. (2017). Differentiating Instruction in Physical Education: Personalization of

Learning. Journal of Physical Education, Recreation & Dance, 88(7), 44-50. doi:10.1080/07303084.2017.1340205

De Witte, K., & Rogge, N. (2014). Problem-based learning in secondary education: evaluation by an experiment. Education Economics, 24(1),

58-82. doi:10.1080/09645292.2014.966061

Donohoe, P. (2011). Using ICT to Enhance Sociological Inquiry and Research. Ethos, 19(2), 23-25.

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Edmunds, R., Thorpe, M., & Conole, G. (2010). Student attitudes towards and use of ICT in course study, work and social activity: A technology

acceptance model approach. British Journal of Educational Technology, 43(1), 71-84. doi:10.1111/j.1467-8535.2010.01142.x

García-Valcárcel-Muñoz-Repiso, A., Basilotta-Gómez-Pablos, V., & López-García, C. (2014). ICT in Collaborative Learning in the Classrooms of

Primary and Secondary Education. Comunicar, 21(42), 65-74. doi:10.3916/c42-2014-06

Gibson, S. (2012). Narrative accounts of university education: socio-cultural perspectives of students with disabilities. Disability &

Society, 27(3), 353-369. doi:10.1080/09687599.2012.654987

Glăveanu, V. P., & Tanggaard, L. (2014). Creativity, identity, and representation: Towards a socio-cultural theory of creative identity. New

Ideas in Psychology, 34, 12-21. doi:10.1016/j.newideapsych.2014.02.002

Grum, D. K. (2012). Concept of inclusion on the section of Vygotskian socio-cultural theory and neuropsychology. Solsko Polje, 23(1-2), 109-

122.

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Hushman, G., & Napper-Owen, G. (2011). Incorporating Problem-based Learning in Physical Education Teacher Education. Journal of Physical

Education, Recreation & Dance, 82(8), 17-23. doi:10.1080/07303084.2011.10598671

Laal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia - Social and Behavioral Sciences, 31, 486-490.

doi:10.1016/j.sbspro.2011.12.091

NSW Education Standards Authority (NESA). (2009). Personal Development, Health and Physical Education Stage 6 Syllabus (0731342348).

Board of Studies.

Olusegun, S. (2015). Constructivism Learning Theory: A Paradigm for Teaching and Learning. Journal of Research & Method in Education, 5(6),

66-70. doi:10.9790/7388-05616670

Pearson, J. (2006). Investigating ICT using problem-based learning in face-to-face and online learning environments. Computers &

Education, 47(1), 56-73. doi:10.1016/j.compedu.2004.09.001

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Serrano, J., & Pons, R. (2014). Introduction: Cooperative Learning [Introducción: aprendizaje cooperativo]. Anales de Psicología, 30(3).

doi:10.6018/analesps.30.3.201251

Singleton, E. (2009). From Command to Constructivism: Canadian Secondary School Physical Education Curriculum and Teaching Games for

Understanding. Curriculum Inquiry, 39(2), 321-342. doi:10.1111/j.1467-873x.2009.00445.x

Smith, S. P. (2005). Beyond Games, Gadgets, and Gimmicks: Differentiating Instruction across Domains in Physical Education. Journal of

Physical Education, Recreation & Dance, 76(8), 38-45. doi:10.1080/07303084.2005.10608297

Suárez, Á., Specht, M., Prinsen, F., Kalz, M., & Ternier, S. (2018). A review of the types of mobile activities in mobile inquiry-based

learning. Computers & Education, 118, 38-55. doi:10.1016/j.compedu.2017.11.004

Tangney, S. (2013). Student-centred learning: a humanist perspective. Teaching in Higher Education, 19(3), 266-275.

doi:10.1080/13562517.2013.860099

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