Template for Assignment 1: Tiered Lesson

Name & Student Number: Ashley Whan 2133840

Curriculum (Learning) Area of Lesson: Health
Specific Topic of Lesson: Healthy Relationships
Year Level/s: 9

Lesson Context (1 paragraph)

Provide any contextual information that will help the examiner make sense of your planning decisions; e.g., explain
the broader unit into which this lesson fits and the broad aim/s of that unit, and explain where this lesson fits into the
unit sequence (Does it come after several introductory lessons? Does it come towards the end of the unit and enable
students to apply their knowledge, understandings and skills to a particular learning task? etc.).

This lesson comes from a Health Unit plan designed for a year 9 Class. The unit is based on the topic of relationships and
sexuality, and should be taught following on from the year 9 puberty unit. It is designed to be taught to both male and
female students, and aims to educate both on knowing the difference between healthy and unhealthy relationships. The
unit aims to cover all different kinds of Relationships in regards to Healthy and Unhealthy relationships present in life.
This lesson is designed to be the first lesson of the unit, as it has many activities dedicated towards investigating
readiness.

Learning Objectives
As appropriate, these should be based on the Australian Curriculum. You can include specific references to ACARA
in parentheses where you have taken an objective verbatim (ACMMG006), or use language like Adapted from.. if
you have made some changes to statements from ACARA, but been guided by these.

As a result of engaging with the lesson, students will:

understand that (Concepts, principles, big ideas. No more than 1 or 2 for a single lesson. Make sure your objectives
are statements that work in the form, Students will understand that)
Examine the impact of changes and transitions on relationships (ACPPS090)
Evaluate situations and propose appropriate emotional responses and then reflect on possible outcomes of
different responses (ACPPS094)
Propose, practise and evaluate responses in situations where external influences may impact on their ability
to make healthy and safe choices (ACPPS092)
know be able to (do)
(e.g. facts, vocabulary, dates, information) (Skills, processes)
Difference between healthy and unhealthy Recognise aspects of a unsafe relationship
relationships Understanding harmful qualities in any relationship and how to
Relationships are crucial to a persons self- approach these
esteem Speak out if not comfortable in any form of relationship.
That No means No
Essential Questions (1-3 only; these should help students engage with the big ideas or understandings)

Why is a safe relationship an important concept to understand?

If we ever felt like we were around someone who was considered disrespectful or unsafe what are the steps or
process that could be taken to take ourselves away from the situation?

What kind of healthy relationships are around us?

Preassessment of Individual Student Readiness

Describe and refer to appendices as needed. Explain when the preassessment would be administered in relation to
the lesson e.g., at the end of the previous lesson; structured observations collected over the previous week, etc.
Remember that this should be a preassessment of readiness specifically related to the tiered lesson, and not a
preassessment for the whole unit.

Pre - assessment would be used at the start of this lesson discuss what knowledge they already have and briefly go
over the aims and objectives of the lesson. A connection to previous learning around relationships would be made and
how we as a class are going to further build our knowledge. For this lesson it involved grouping of students via already
mapped seating arrangement and having them create a mind map using Safe Relationships as their building word.

Time Lesson Plan 60 minutes

Lesson Sequence Explanatory notes
(Why have you made the decisions you have in your planning? How are aspects of your lesson
designed to cater for readiness differences? You can include brief notes here and then a fuller
5 min Routine Matters explanation in a paragraph at the end of your assignment.)
Roll 1st Task Mind Map
Check everyone brought the Equipment: 4/5 sheets of butchers paper, 20+ texas, blu-tak
10 min correct materials to class Teacher Role:
st
1 Task Mind Map The teachers role is to observe what students are contributing to
Pre-assessment Mind Map each mind-map. If students are not getting involved, to
Equipment needed: dominating the group these are all different signs of readiness.
- large sheet of butchers paper The teacher should be moving around the classroom observing
- range of textas the different options and views put into the mind map. Even
5-10 - Blu-tak (Display them in class, posing different questions relating to comments already written
min so they can be referred to down or thoughts being discussed.
throughout) Description:
nd
2 Task Personal Trust Circle A mind map was put in place to give students a task where they
Appendix A can work as a group, while still speaking as an individual
Have students open their While colours look great on a mind map it is also an effective way
resources folder and pull out to teachers to see different hand writing, therefore different
Appendix A points of opinion all collaborated into one piece of work.
This task involves students Mind maps also display readiness levels, obviously from some
analysing who is in their life mind maps which may only have 5 points, other groups may take
and ordering them from least up the whole page. By observing roles taken within these groups
to most trustworthy or the (i.e scribe, leader, presenter) readiness levels are presented.
most safest. Who would you
call in an emergency
 Through group discussion: why
is everyones trust circle
different?
2nd Task Scenarios Appendix B
This task sees students given a
card, on which has a scenario.
The scenarios are tiered,
meaning some require more
work than others.
There are 4 scenarios to be
given out.
Scenario #1 is based on a
common relationships issue,
compared to number #4 which
is very in depth and will require
some student investigation to
deliver
Students have to option to
choose how this is presented.
15 min
planning Options are: detailed mind
time map poster, roleplay,
20 minute discussion etc.
presentation
time
Wrap up with Tea Consent
3 minutes
Video
https://www.youtube.com/wat
ch?v=pZwvrxVavnQ
Lesson Closure
3 minutes
Classroom pack up
Students are reminded to
complete their Plicker Entry
within 24 hours.
Teacher to fill out lesson Checklist
Appendix C
2nd Task Personal Trust Circle Appendix A
Equipment: Work sheet (appendix A)
Teacher Role:
As this is an individual task the teachers role is to observe the
students work and make note of what is being presented.
It is expected that not every students will be the same and from
this teachers can gain a better understanding of what surrounds
the student at home
Description:
This activity is in place to gain knowledge on what students are
bringing to schools. Some students will have obvious family
members such as mum or dad in their immediate circles where
as others may not. This is important to know because what is
present at home plays a huge role on what a learner brings to
the table at school
2nd Task Scenarios Appendix B
Equipment: Scenario work sheet (appendix B)
Teacher Role:
From the previous tasks and notes from the previous lesson in
this unit, teachers are to group there students into readiness
levels
These groups will be based upon the information and knowledge
presented in the mind map exercise and the knowledge students
have presented in previous health lessons.
The teachers role is to distribute the scenarios accordingly
Once they have been distributed the teachers role will be to
observe, challenge and prompt groups.
This task is not restrictive and students should be able to be as
creative as desired with it, and make the task completely theirs.
Description:
This task requires students to breakdown and find the key ideas
and points from the presented scenario.
Students have the option to be as creative as desired and need
to present in any form they wish.
Each scenario is different and requires different information to
be sourced.
Tea Consent Video
This is just in place as a wrap up task. To reiterate on of the key
ideas presented throughout the scenarios
When there is a short video that applies to the key ideas
presented in the class it will be played always as the final activity
 Lesson Closure/ Check for Understanding
How will you know whether students have achieved your lesson objectives?
This will be evident by the understandings shown in the scenario presentation
While there are different questions associated with each scenario, other questions will be asked to the
group for individuals to answer.
The students will also be reminded that they must log onto their Plicker account and submit the
lessons questions, before tomorrow. (Plicker is an app, downloadable for free, aimed to be used in an
education setting)
From their answers on Plicker it will be examined what needs to touched on again and what was fully
understood by todays lesson.

Explanation:
Provide 1-2 paragraphs expanding on your lesson plan notes to clearly explain how your lesson is an example of a
tiered lesson designed to address differences in student readiness, and what aspect/s of readiness you are aiming to
address. This explanation should demonstrate your understanding of differentiation by readiness, supported by the
topic readings and materials. If you are already familiar with the students in your class (if you will teach this lesson
during your professional experience placement) and some of the readiness-based differences they are likely to bring
to this task, this is also the place where you can explain what you know about your students and how your lesson is
specifically designed to address some of these needs.

This lesson is designed with no class in mind as I am doing a country placement in May. With this is mind I have built the
lesson plan in manner, where the teacher is able to investigate readiness and build individual relationships by discussing
opinions and prior knowledge with students in groups and 1 on 1. In relation to differences in readiness, students vary in
their own individual interests. As stated by Sousa & Tomlinson, (2011) Interest plays a powerful role in motivation and
engagement, and teachers can capitalise on this by designing tasks that are appealing, feel personally relevant, and allow
for student choice.

The introduction task of my lesson is in place to show readiness levels, in a group setting where all knowledge can be
discussed. With such a board topic of relationships students can branch out from this in any form possible. The nature
of Mind Maps can aid richer and broader suggestions and therefore enhance better learning (Buzan and Buzan 1993).
With mind maps students are fully engaged in active learning as they discuss ideas, and categories in creating a Mind
Map (Davies, 2011). This activity also helps the teacher in being able to walk around and observe/listen to the
conversations and discussions being made, making little prompts where needed to bring forward any other ideas
students may have. Tomlinson (2011) refers to readiness as defining a student's prior knowledge and skill in relation to
explicit task demands.

The second activity is in place to investigate the students as individuals. Being the 1 st lesson of the unit, this activity
allows the teacher to have a brief insight into home-life and what the students support system is like. This activity
doesnt need to be shared or presented to the class, as not all students will have the same and that could create some
discomfort within the classroom. Health is already a touchy subject for some students and knowledge can range from
novice to having a great understanding frequently.
From the lessons I taught on placement surrounding Health I have found group work to be very effective. Thats why
even though my scenarios are group based there are tiered in regards to the knowledge needed to resolve and added
challenge of researching further. The scenarios are tiered in a way from a situation most 14/15 year olds would have
some knowledge on, to more complex scenarios and more research required to answer. The students are also given the
option on how they would like to present their information also. Some ideas that could be suggested is performing the
scenario out in a role play, having a discussion in front of the class, perhaps as a discussion board or public speakers,
delivering the information on a poster, a letter or the option to design the presentation yourself. This is in place to also
cater for the different learning styles.

The tea consent video covers one of the big key ideas of the overall unit. I think while tiered lessons are extremely
beneficial for the individual student having a wrap up task as a whole group is a good way to end the lesson.

Plicker is a free downloadable app, which is designed for school use. It is basically an electronic exit card. Students can
submit their own answers outside of class and the teacher can have record of it. I have incorporated this because I dont
want to have students write down 1 word responses because the bell is about to go, hence they can answer in their own
time but still within a deadline. Hopefully this would mean better answers, opinions or concerns written from students,
which will help frame better tiered learning and levels of readiness.
These answers provided from Plicker and connection to learning throughout the lesson will be documented in a
checklist for the entire unit.

Effective and supportive education is a matter of balance. An educators academic performance should support
relationships by recognising and addresses advance of most children of the needs of individual students, at the same
time meeting the curriculum, assessment and reporting requirements (Tomlinson, 2011).

References

Budd, J. W. (2004). Mind maps as classroom exercises. The Journal of Economic Education, 35(1), 35-46.

Buzan, T., and B. Buzan. 1993. The Mind Map book: How to use radiant thinking to maximize your brains untapped
potential. New York: Plume.

Davies, M. (2011). Concept mapping, mind mapping and argument mapping: what are the differences and do they
matter?. Higher education, 62(3), 279-301.

Tomlinson, Carol Ann & Moon, Tonya R 2013, 'Assessment, grading and differentiation', in Tomlinson, Carol A & Moon,
Tonya R, Assessment and student success in a differentiated classroom, ASCD, Alexandria, Va., pp. 120-140.

Sousa, D. A. & Tomlinson, C. A. (2011). Differentiation and the brain: How neuroscience supports the learner-friendly
classroom. Bloomington, IND: Solution Tree Press.

Tea Cup Consent Video (2015) https://www.youtube.com/watch?v=pZwvrxVavnQ&t=64s

Checklist of assignment components:

Completed lesson context explanation
Completed clear learning objectives and essential questions for the lesson
Complete, step-by-step lesson description, with brief notes explaining how the lesson represents
an example of a tiered lesson to address readiness
Explanatory 1-2 paragraphs clearly linking your lesson planning decisions to the topic content
 (and citing sources as appropriate)
Supplementary materials (e.g., copies of directions, handouts, etc. provided to students)
Copy and/or description of pre-assessment task used to assign individual students to appropriate
tiers
Evaluation/ assessment criteria (e.g., rubric or checklist used to guide evaluation of student
work)
EDUC4720/1 EDUC9406 2017. Tiering format adapted from Tomlinson (1999)

Appendix A

My Circles of Trust

ME
Appendix B

Scenario 1
Steph has just started her first job as a waitress at her local pub. She is by far the youngest employee and often
feels pressure by her colleges to hang out after hours. On more then one occasion the bar staff have offered
her a drink after her shift and teased her when she hasnt taken it. After her shift last weekend a few staff
asked her to stay out after, and when she declined was bullied for not wanting to hang out with them. Steph is
only 15 and enjoys her work but always gets anxious when they ask her to start doing stuff with them.

1. What sort of conversation does Steph need to have and who with?
2. What is the legal drinking age
3. What are the key issues in this scenario

Scenario 2

Tyson and Julia (16) have been dating for 5 Months. Julia has been questioning Tyson about sex recently and he is
starting to feel pressured.
1. What are the key issues here
2. What kind of conversation do Julia and Tyson need to have?
3. Who is someone Tyson could talk to (out of his family circle) that could offer some advice?
4. If Tyson felt unsure on this situation where could he find more information?

Scenario 3

Oliver lives at home, with his parents and 3 siblings. His father recently left his job, as a work place accident occurred
making him unfit for the job anymore. Since this has happened he has noticed his father is drinking every night, often
causing arguments within the house. Because of the lack of income Olivers mother has taken extra hours at her job and
is always exhausted leaving the house often in quite an untidy state. Last week Oliver witnessed his father forcely push
his mother, with all siblings witnessing the incident.
1. What are they key issues
2. Reflecting on your on circle of trust, who are some people you might turn to for support of guidance in this
situation?
3. What help lines are applicable to this situation?
4. Who is someone within the school grounds Oliver could approach about his home life situation

Scenario 4
Last week at a party Issy and Gorgia went to their first house party. They were both told by their parents that
they were not allowed to consume alcohol and that they would be picked up by 12am. Gorgia ended up
drinking and left Issy by herself. Gorgia also messaged her mum that she would be staying at issys because the
party wasnt very good, when in fact she was planning on staying later at the party and just used Issy as an
excuse. When Issy was leaving she found Gorgia passed out on a couch from too much alcohol and left her
there as she didnt want her mum to see her like that.

1. What sort of conversation to Gorgia and Issy need to have?

Appendix C Example of Class checklist

STUDENT LESSON 1 LESSON 2 LESSON 3

NAME

All tasks All tasks Plicker Level of Plicker Level of Plicker Level of Plicker Submitted
attempted attempted Submitted Tiering Submitted Tiering Submitted Tiering
STUDENT NAME LESSON 4 LESSON 6 LESSON 6

Plicker Plicker Plicker Level of Plicker Level of Plicker Level of Plicker

Submitted Submitted Submitted Tiering Submitted Tiering Submitted Tiering Submitted