102098

CONTEMPORARY TEACHER LEADERSHIP

RE-DESIGNED UNIT OF WORK

PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL
EDUCATION (PDHPE) FACULTY,

YEAR 10, UNIT 3,

COPING WITH LIFES UPS AND DOWNS

1
 CONTEMPORARY TEACHER LEADERSHIP - UNIT EVALUATION.

EVALUATION AND RECONSTRUCTION OF YEAR 10

PDHPE UNIT: COPING WITH LIFES UPS AND
DOWNS
Assignment: Professional Task 1.
Prepared for: Western Sydney University, Unit 102098.
Prepared by: James Perrett
Date: 31/8/17

2
TABLE OF CONTENTS

Contents
102098 Contemporary Teacher leadership Re-designed unit of work Personal development, health and physical
education (PDHPE) faculty, Year 10, Unit 3, Coping with Lifes ups and downs ....................................................... 1
Evaluation and reconstruction of Year 10 PDHPE unit: Coping with lifes ups and downs ............................................. 2
Contemporary Teacher Leadership - Unit Evaluation. ................................................................................................. 2
Table of contents....................................................................................................................................................... 3
CTL - Professional Task ............................................................................................................................................ 5
EXECUTIVE SUMMARY ........................................................................................................................................... 4
Objective and Context ....................................................................................................................................... 5
Goals ................................................................................................................................................................... 5
Recommendations.............................................................................................................................................. 5
PART A:.................................................................................................................................................................... 7
Original Program Documentation .............................................................................................................................. 7
Original Documentation ............................................................................................................................................. 8
PART B:.................................................................................................................................................................. 11
Comparative Table of Unit Alteration ....................................................................................................................... 11
Part C: RECONSTRUCTED PROGRAM DOCUMENTATION................................................................................... 14
Scope and sequence Stage 5 ........................................................................................................................... 15
Concept Map ...................................................................................................................................................... 21
Assessment task ................................................................................................................................................. 22
Unit outline.......................................................................................................................................................... 24
REPORT ON RECOMMENDED ALTERATIONS ..................................................................................................... 41
Our vision is for everyone to wake to a reconciled, just and equitable Australia .... Error! Bookmark
not defined.
REFERENCES ....................................................................................................................................................... 45

3
Abstract

Research demonstrates that children from working-class families are highly susceptible to mental
health issues which can have significant impact on their wellbeing. Therefore, the teaching of
critical literacy skills that assist students in identifying and overcoming mental health issues is a
vital component of any personal development, health and physical education (PDHPE) course.
This report offers recommendations for alterations to reformat a year 10 PDHPE unit into part of a
wider-school health-awareness campaign. Recommendations aim to increase knowledge,
understanding and application of strategies for coping with mental health issues.

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 CTL - PROFESSIONAL TASK

EXECUTIVE SUMMARY
Objective and Context
This report has been prepared as an evaluation of the Personal Development, Health and Physical
Education (PDHPE) year 10 unit Coping with Lifes Ups and Downs, as originally designed. This
evaluation was undertaken as a result of research on the Penrith Local Government Area (LGA)
which indicates lower levels of health, education and employment than the Australian average
(ABS, 2012). This report outlines a number of alterations made to the prescribed unit of work that
bring attention to the contextual relevance of understanding mental health literacy (Whitely &
Gooderham, 2016) and the need for support in developing resiliency and coping mechanisms for
mental illnesses (Saul & Simon, 2016). Using Wiggins and McTighe (2005) Understanding by
Design (UbD) framework for unit development, the aim of this report is to demonstrate a culturally
relevant inquiry based approach towards creating meaningful learning experiences that emphasise
knowledge attainment, construction of meaning and knowledge transference.

Goals
Recommendations made throughout this report aim to:
- Enhance students knowledge about wellbeing, support networks and development of resilience

- Develop students understandings about challenges or events which may impact themselves or
others socially, emotionally or behaviourally

- Prepare students for life after school through teaching various coping strategies and outlets
used for overcoming set-backs or adverse life events

- Integrate a range of Australian general capabilities and cross-curriculum priorities

Recommendations
Inquiry based recommendations for improvements to this unit include:
- Increasing students attainment of knowledge through using Wiggins and McTighes (2005)
UbD framework to create a more directed unit design that involves a week-by-week exemplar
of inquiry learning goals and activities. These activities are based on the quality teaching
framework (NSW DET, 2003) that emphasise attainment of background knowledge, cultural,
and problematic knowledge, and higher-order thinking through methods that enhance
inclusivity, connectedness and students self-regulation.

- Effecting learning for change through developing literacy, numeracy and ICT skills, as well as
personal and social capabilities. These applications are exemplified through project based
learning activities and assessment items that connect to wider school health awareness and
resiliency campaign that is driven by the students.

- Preparing students for further studies/life after school through using a variety of differentiated
teaching methods such as videos, digital technologies (i.e. interactive quizzes and collaborative
documents), concept mapping, geographical insight, and collaborative exercises.

5
The teacher hopes to better develop students conceptualisations of mental health literacy through
the endorsement of Cross Curriculum Priorities and general capabilities that relate to personal
and social capabilities, critical and creative thinking, the development of capabilities in using
Information and Communication Technology (ICT) and overarching ethical understandings that
are conceptualised by students (ACARA, 2016a; ACARA 2016b).

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PART A:
ORIGINAL
PROGRAM
DOCUMENTATION

7
Original Documentation
Following is the original documentation as provided from the PDHPE faculty. It is noted that there was no original Scope and Sequence, Concept Map, or Assessment Task
to accompany the original unit outline that was provided.

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9
10
PART B:
COMPARATIVE
TABLE OF
UNIT ALTERATION

11
 Table 1. Areas of concern, suggested alterations and supporting research.
Specified concerns for
teaching and learning
No evidence of
documented scope and
sequence, concept map or
assessment task. Provided
outline had a vague
structure.
Some outcomes presented
did not come directly from
the syllabus and lack of
detail made it difficult to
ensure topics like mental
health are not taught in
isolation as suggested in the
PDHPE syllabus (BOS
NSW, 2003).
Minimal activities related
to physical activity,
though these were vague
and lacked an ordered
structure.
Given
Suggested alterations for unit
activities or design
Added Scope and Sequence,
Concept Map, Assessment task,
and Week-by-week breakdown
Identify and rearrange specific
outcomes and activities (including
between columns) based on a
week-by-week basis
Inclusion of physical activity unit
Create unit for physical activity as
based on scope and sequence
links in to outcomes 5.6 and 5.10
as discussed during unit.
Update and include specific
outcomes.
- Some new outcomes have been
added based on newly designed
Scope and Sequence
- Use of
12
Research that supports unit alterations Commented [J1]: -Increasing students attainment of
knowledge through using Wiggins and McTighes (2005)
UbD framework to create a more directed unit design that
involves a week-by-week exemplar of inquiry learning
goals and activities. These activities are based on the quality
teaching framework (NSW DET, 2003) that emphasise
attainment of background knowledge, cultural, and
problematic knowledge, and higher-order thinking through
methods that enhance inclusivity, connectedness and
students self-regulation.
-Effecting learning for change through developing literacy,
numeracy and ICT skills, as well as personal and social
capabilities. These applications are exemplified through
project based learning activities and assessment items that
connect to wider school health awareness and resiliency
campaign that is driven by the students.
Preparing students for further studies/life after school
through using a variety of differentiated teaching methods
such as videos, digital technologies (i.e. interactive quizzes
and collaborative documents), concept mapping,
geographical insight, and collaborative exercises.
Personal Development, Health and
Physical Education Years 7-10 Syllabus
Additional outcomes have been included
based on the statement under Outcome 5.6
that health issues should not be taught in
isolation, but rather through interrelation of
content (BOS NSW, 2003; Saul & Simon,
2016). This is further emphasised by (Saul
& Simon, 2016) who determined the
sensitive nature in which these issues need
to be approached. Specifically, the altered
unit focuses on teaching about mental health
through interrelation to the four learning
strands (self and relationships, movement
and skill performance, individual and
community health and lifelong physical
activity). Part of this aim relates to the need
for understanding relevant societal issues
related to health and social welfare as found
through background research on the area
(ABS, 2012; BOSCAR, 2017), while also
establishing a deep-seated knowledge
pertaining to background, cultural and
problem-based knowledges (NSW DET,
2003). Addressing this weakness also
allowed for higher-order thinking to occur,
 a key component of the lessons overall
structure and development (Callens, 2014).
Mitchell (2013) suggested that
experimental evidence points towards
synergy between conducting physical
activity in natural environments and
psychological benefits regarding mental
health. NESA (2017) also identified that a
scope and sequence will help organise the
years learning including the outcomes
and timing for each unit. This is the key
part of the UbD process (wiggins and
McTighe, 2005) which emphasises a
backwards method of design that begins
with the conceptualised learning goals
before determining content.

Resources old but still Keep (most) original resources Universal Design for Learning (UDL),
relevant but add newer, more relevant which promotes access to learning and
& resources that allow for relevant differentiated activities (e.g. games and
Addition of teaching approaches and visual learning), is employed throughout the
UDL/differentiated background understandings of unit to enhance all students connection to
strategies for teaching stories/ new age concepts etc. content (CAST, 2012).
and learning

Please note that all alterations made to the unit outline below have been highlighted in Yellow
A highlighted title indicates the section is new, while a highlighted section of text indicates where
the new change has been made altogether (e.g. a new activity added or Outcome placed against an
activity). All original inclusions have either remained as regular text or been crossed out
accordingly.

13
PART C:
RECONSTRUCTED
PROGRAM
DOCUMENTATION

14
Scope and sequence Stage 5

Year 9 Scope and Sequence

15
16
17
 Year 10 Scope and Sequence

18
19
20
Concept Map

21
Assessment task

22
23
 Unit outline

PDHPE Program Term: 3 Year 10 Teacher: _________________ Class:____

UNIT 3: Coping with life's ups and downs No of lessons: 10 Theory, 5 Practical
Rationale:
Located in the greater Sydney region, this school is an inclusive and supportive school that embraces student wellbeing through consultation, teamwork, and collaboration that looks towards
greater academic, cultural and sporting outcomes for students. Retrospectively, this school environment is important for the development of lifelong patterns of wellbeing (Rickwood, 2005)
which is accentuated through the fact that students now have the option to leave school before completion of year 10 due to exceptional circumstances (NESA, 2017). When viewed in a wider
context, this unit is vital as the most recent statistics available for the suburb (2011 census data) indicated lower rates of attaining post-school educational qualifications and an average lower age
than for that of the Australian average. Additionally, however, the suburb demonstrated a higher than average income and number of hours worked full time than that of the Australian average
(ABS, 2012). Additional research points to a higher number of physical assaults, robbery and theft, homicide and murder, and sexual offences for the Penrith LGA between April 2016 and
March 2017 than the rest of the state average (BOSCAR, 2017). These are significant findings as research has previously found the that employment can substantially impact family life, in
particular the mental health of children (Strazdins, OBrien, Lucas & Rodgers, 2013) who are often reluctant to seek help pertaining to mental health issues (Rickwood, Deane, Wilson, 2007).
Therefore, this unit aims to use inquiry based learning, as derived from the NSW quality teaching framework (NSW DET, 2003) to inform and develop the mental health literacy of students
through identifying different mental health disorders and treatments, decreasing stigma, developing help-seeking behaviours and understanding how to maintain and foster positive mental health
(Kutcher & Wei, 2014). This unit is designed to supplement part of a wider school health awareness campaign which prepares students for real-world challenges that may impact their health and
wellbeing, though acknowledges the vital understanding that it is not the teachers role to treat or diagnose mental health issues (Whitely & Gooderham, 2016) but to teach mental health literacy
that is interrelated with other topics (BOS NSW, 2003).
Outcomes: Life skills: Given the consistent real-world sense of learning throughout this unit, these life skills are
A student: broadly demonstrated within the activities students complete. The teacher may add them to their lesson
- evaluates strategies for dealing with the major periods of change throughout plan for each week of the unit.
their lives
- prioritises the beliefs they hold about lifestyle issues LS.1 A student recognises the personal characteristics and needs that make them similar to others yet unique.
- 5.1 - analyses how they can support their own and others sense of self LS.4 A student uses strategies to manage feelings and emotions.
- 5.2 - evaluates their capacity to reflect on and respond positively to challenges. LS.5 A student uses appropriate behaviours in social situations.
- 5.6 - a student analyses attitudes, behaviours and consequences related to LS.6 A student recognises factors that affect personal relationships.
health issues affecting young people. LS.8 A student demonstrates a range of movement skills across environments.
- 5.10 - adopts roles to enhance their own and others enjoyment of physical LS.9 A student participates in a range of physical activities.
activity LS.11 A student demonstrates safe practices that promote personal wellbeing.
- 5.12 - adapts and applies decision making processes and justifies their choices LS.17 A student identifies the appropriate and inappropriate use of substances.
in increasingly demanding contexts LS.18 A student recognises components of a balanced lifestyle.
- 5.13 - adopts roles and responsibilities that enhance group cohesion and the LS.19 A student demonstrates skills required to participate in a preferred physical activity.
achievement of personal and group objectives LS.20 A student demonstrates strategies required to participate in a preferred physical activity.

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Cross Curriculum Priority General Capabilities: Key Competencies: Differentiation/UDL strategies:
areas: - Literacy - Collecting, analyzing & organising Inclusion of parents/guardians and carers (e.g. counsellors or support
Aboriginal and Torres Strait - Numeracy information staff) in decision making for and assisting students with disabilities or
Islander histories and cultures - Information and communication - Communicating ideas & information learning difficulties.
Sustainability technology capability - Planning and organising activities Group discussion/collaboration + Think-Pair-Share
- Critical and creative thinking - Working with others and in teams Scribing + Concept maps + Note taking
- Personal and social capability - Using mathematical ideas & techniques ICT: BYOD + Video + Audio + Mapping tools + collaborative docs
- Ethical understanding - Solving problems Presentations: Construction of information + visual design + recorded
- Intercultural understanding. - Using technology presentations + Classroom leadership/teaching opportunities
Language and expression: Music analysis + drawings + creativity (e.g.
acting, interpretive dance, miming etc.)
Learn about Learn to Teaching and learning activities Evidence of learning and assessment
Students:
Week 1 - analyse how a positive sense - Elicit a discussion on sense of self, health and - Students develop a word list that can be grouped into three categories:
of self can influence behaviour wellbeing by scribing students responses. Refer sense of self, health and wellbeing
The interdependence in social contexts relevant to students back to previous work completed in semester Development of word list forms an artefact in students books
between a sense of self young people 1 and ask them to copy notes as they appear on the
and health and wellbeing board. Present scenarios (like missing the bus or
- how a sense of self can sporting injury) that illustrate their interrelatedness
impact on health and - explore the relationship
wellbeing between school, leisure, work - The class discussion is then focussed on how personal
- how personal health can and employment, and a sense health can also influence a sense of self, using diet,
impact on ones sense of of self physical activity and body image as examples. - Evidence of positive and negative factors completed through
self compiled list of think-pair-share activity
Think-Pair-Share - can match handwriting to placement on list.
- List the impact of both a positive and negative sense
of self on health behaviour (e.g., positive: physically
active, healthy body weight, outgoing; negative: drug
abuse, overeating). They then find a partner and
compile a joint list. This pair join another pair to make
a group of four, and compile another joint list. This list
is then presented to the class. - Fill in sign-up sheet on google docs and hard copy to show who
roles in physical activity has what role each week.
- administrative roles - investigate and make Determining group roles for physical activity lessons. - Students document progress with planning and implementation
- official roles decisions about the various - With the teachers guidance, students plan and each week.
- leadership roles roles they can adopt to conduct their own Practical lessons this term with the
enhance their own and others ordering of: Soccer, Cricket, Basketball, Touch footy

25
- individual and team participation and enjoyment of and Nukemball. Students select particular roles for
player roles physical activity their sports (outlined in learn-about column) that are
- coaching, instructing or scribed up on board. Within those roles, the teacher
choreography roles - select and perform a variety helps them prepare for the coming practical lesson
- media/publicity roles of roles as they organise, with the following roles assigned each week.
- volunteering manage and participate in - administrative role 2-3 students decide what games
physical activities are played (i.e. must contain at least 1 warm up game
and one Indigenous Australian game that includes
cultural background and significance of the game See
yulunga games at website https://www.
creativespirits.info/aboriginalculture/sport/traditional-
aboriginal-games-activities#axzz4rFIUYloW) and how
they operate (e.g. 2 smaller fields?)
- official roles i.e. game officials (referees)
- leadership roles (team captains)
- coaching, instructing or choreography roles (optional)
- media/publicity roles (optional)

- A Designing training sessions: Students work in pairs

within a group of six or eight. Select four sports to suit
the unit focus. Done this above. Introduce the activity
early in the unit to allow for preparation time.

Hand out and discuss assessment task

Week 2
- analyse how a positive sense Real time health website: Read through introduction Aboriginal and Torres Strait Islander perspective is conveyed through
The interdependence of self can influence behaviour and play the two videos introductions and families video and written text recorded information in students books/online.
between a sense of self in social contexts relevant to and chronic illness related to Indigenous Australian
and health and wellbeing young people experiences with health and adversity as found at this
- how a sense of self can website: http://education.realtimehealth.
impact on health and com/conditions/families-chronic-
wellbeing - explore the relationship illness?v=479&rtht=hHg37HWs Note the geographical
- how personal health can between school, leisure, work location and factors affecting health while reading
impact on ones sense of and employment, and a sense through introduction (students summarise key points
self of self via notetaking), and also tone/pitch of voice as
individuals share their stories.

26

mental health
- understanding mental
health
- maintaining connections
- help-seeking behaviours
- loss and grief: helpful
and unhelpful strategies
- reaching out: helping
yourself and helping others
Week 3
The interdependence
between a sense of self
and health and wellbeing
- how a sense of self can
impact on health and
wellbeing
- how personal health can
impact on ones sense of and employment, and a sense
self
mental health
- understanding mental
health
- maintaining connections
- help-seeking behaviours
- loss and grief: helpful
and unhelpful strategies
challenge negative community
perceptions of mental health
and identify reasons why these
have developed
- suggest positive strategies to
deal with loss and grief
- analyse how a positive sense
of self can influence behaviour
in social contexts relevant to
young people
- explore the relationship
between school, leisure, work
David-Beckham-starts-on-shaky-ground.html OR of
of self
challenge negative community
perceptions of mental health
and identify reasons why these
have developed
- suggest positive strategies to
deal with loss and grief
Discuss relevant factors behind these issues and why
(e.g. causes of illness, issues with time and Google docs and edit histories are available for the teacher.
appointments, burden on carers etc.)
Ask, what is mental health literacy? Why might it be
important and how do we apply it?
- BYOD*
Google docs collaboration/presentation
Point students to the following website and the years
10-12 pages.
https://studentwellbeinghub.edu.au/students/secondary/
10-12#/ Working in groups of 4-5, each group is
assigned one of the six wellbeing topics which they
summarise in Google docs and prepare a 5 minute
presentation for the following lesson.
Presentations based on previous lessons research Presentation slides/google docs
teacher to provide feedback and allow time for peer
based question and answers.
Paddle pop presentations
Teacher will tell a story related to mental illnesses and
anxiety disorders (Example stories are that of famous Students encouraged to take notes in their books too.
footballer David Beckham,
http://www.telegraph.co.uk/sport/football/2316871/
Australian TV actor, Ian Smith
http://www.msn.com/en-
au/entertainment/tv/neighbours-star-ian-smith-reveals-
battle-with-depression/ar-
AAqZVaj?li=AAavLaF&ocid=spartanntp) and how
they impacted the individual and their relationships. As
they speak, they hand out a paddle pop stick to a
student, who writes notes based on the teachers story.
When the teacher hands out the next stick, the previous
student stops writing and the new one takes over. At
the end, the students who wrote something line up in
27
- reaching out: helping order at the front of the room, and re-tell the story to
yourself and helping others their peers.

Week 4
mental health
- understanding mental
health
- maintaining connections
- help-seeking behaviours
- loss and grief: helpful
and unhelpful strategies
- reaching out: helping
yourself and helping others
The interdependence
between a sense of self
and health and wellbeing
- how a sense of self can
impact on health and
wellbeing
- how personal health can
impact on ones sense of and employment, and a sense
self
- challenge negative
community perceptions of
mental health and identify
reasons why these have
developed
- suggest positive strategies to
deal with loss and grief
- analyse how a positive sense
of self can influence behaviour
in social contexts relevant to
young people
- explore the relationship
between school, leisure, work
of self
BYOD* Gather information about different mental illnesses by answering the
- Use the booklet titled Understanding Mental Illness questions/issues in their books/google docs:
from the Mind Matters Resource to get students to
gather information about mental illnesses. Work
through mind-matters resource available from this
website: https://www.mindmatters.edu.au/docs/default-
source/learning-module-
documents/mc_li_mm_student-handout_module-4-
5_v4.pdf?sfvrsn=0
Gather information about different mental illnesses by
answering the following questions/issues
- What is the illness?
- Who gets it and how common are they?
- Describe some of the symptoms.
- List and briefly explain some of the main types of the
illness.
- What type of treatment is available?
- What support services are available?
- Who can I go to for help?
- Model the information gathering process to students
using anxiety disorders as an example

Week 5
mental health
- understanding mental
health
- maintaining connections
- help-seeking behaviours
- loss and grief: helpful
and unhelpful strategies
- reaching out: helping
yourself and helping others
- challenge negative
community perceptions of
mental health and identify
reasons why these have
developed
- suggest positive strategies to
deal with loss and grief
Hand out mental health continuum cards to students
within the class at random (place a dot on/withdraw
any cards displaying concern for students). Ask
students to place these cards along a continuum from
mentally well to mentally unwell. Do peers
agree/disagree? Why/why not? Following this, ask
students to Reflect (Dont move to that spot) where
they would place themselves on the continuum today, a
week ago, a year ago etc. Resource is found at the
reach out.com website: http://au.professionals.reachout.
Gather information about different mental illnesses by answering the
following questions/issues:
- What is the illness?
- Who gets it and how common are they?
- Describe some of the symptoms.
- List and briefly explain some of the main types of the illness.
- What type of treatment is available?
- What support services are available?

28
 com/destigmatising-mental-health-difficulties host a
strengthening resiliency - reflect on a past situation discussion about the stigma surrounding mental health
- characteristics of which has required change;
resiliency identify difficulties Place a set of yarnabout resource cards around the
- skills that enhance encountered and personal room and students move about to pick one up and share
resilience, eg problem- characteristics and skills what the image says to them. Each card has some kind
solving which assisted in dealing with of cultural, spiritual or community meaning behind it,
- self-monitoring this change meaning multiple rounds are possible. Students record
- maintaining a realistic their ideas and thoughts in their books. Resource cards
perspective are available from this website:
- attitudes to change http://www.healthinfonet.ecu.edu.au/key-
resources/promotion-resources/?lid=21290

Listen to and read the transcript for Nakitas story,

Running towards mental health, at the following
website:
http://splash.abc.net.au/home#!/media/1164068/
Discuss the key elements from her story and specific
strategies/support networks that may help.

Week 6 - reflect on a past situation - Examine the statement resilience is like a bungy jump Student volunteer to draw a mind-map on the board (from discussion)
strengthening resiliency which has required change; (Andrew Fuller) and encourage a discussion on for students to copy.
- characteristics of identify difficulties students understandings of resilience
resiliency encountered and personal
- skills that enhance characteristics and skills - Describe the environmental factors and personal skills
resilience, eg problem- which assisted in dealing with that promote resilience
solving this change
- self-monitoring - Use a traumatic life experience of a famous person
- maintaining a realistic - examine case studies of eg. Delta Goodrem (see unit resources below), Lance
perspective people who have overcome Armstrong, Tauria Pitt to investigate the concept of
- attitudes to change adversity, including resilience (PDHPE Zone Stage 5 p27)
Aboriginal and other
Indigenous people, and Tauria Pitts story 2 articles present a perfect
mental health identify their characteristics example of resilience from the following websites:
- understanding mental and qualities http://www.illawarra
health mercury.com.au/story/4805728/turia-pitt-talks-about-
- maintaining connections facing-fears-and-motherhood/ And

29
- help-seeking behaviours
- loss and grief: helpful
and unhelpful strategies
- reaching out: helping
yourself and helping others
Week 7
strengthening resiliency
- characteristics of
resiliency
- skills that enhance
resilience, eg problem-
solving
- self-monitoring
- maintaining a realistic
perspective
- attitudes to change
- challenge negative
community perceptions of
mental health and identify
reasons why these have
developed
- suggest positive strategies to
deal with loss and grief
- reflect on a past situation
which has required change;
identify difficulties
encountered and personal
characteristics and skills
which assisted in dealing with
this change
- examine case studies of
people who have overcome
adversity, including
Aboriginal and other
Indigenous people, and
http://www.bordermail.com.au/story/
4880940/turia-pitt-on-the-three-things-she-will-teach-
my-son/
Lance Armstrongs story (Video) is also available on
this website: Recording of narrative and answering of questions is key to
https://www.youtube.com/watch?v=WrEj-Syun-Q development of resilience
BYOD*
Students research a person of their choosing who has
experienced mental illness in their life and convey their
story through a means of their choosing. Key questions
are:
Was the person resilient?
What kind of characteristics did that person display?
What strikes you about that persons character?
What and how have you learnt from that persons
story?
Why is resilience important?
- Recall several examples from the media that they
have experienced that illustrate resilience on the part of
and individuals or groups. Share these with the class.
- Read the Mary Graham Story (Mind-matters Draw maps and answer specific questions about the concept of
Resource-Session Three Towards Tomorrow reconciliation and deep seated Indigenous Australian learning.
Stories of Contemporary ATSIC People) (see Appendix
resources column below: The Mary Graham Story).
This resource also contains an activity related to the
meaning of reconciliation, and societal impact on
mental health. This can be completed through using the
website: https://www.reconciliation.org.au/ Visually
represent the story and Answer questions based on the
Mary Graham Story
30
mental health
- understanding mental
health
- maintaining connections
- help-seeking behaviours
- loss and grief: helpful
and unhelpful strategies
- reaching out: helping
yourself and helping others
- 5.12 - adapts and applies
decision making processes
and justifies their choices
in increasingly demanding
contexts
- 5.13 - adopts roles and
responsibilities that
enhance group cohesion
and the achievement of
personal and group
objectives
Week 8
drug use
- Effects on relationships
- Effects on community
- Marketing strategies and
the media
- Influences on alcohol
use and binge drinking
- Influences on cannabis
use
- Polydrug use
- Other illicit drugs, eg
opiates, hallucinogens,
psychostimulants
identify their characteristics
and qualities
- challenge negative
community perceptions of
mental health and identify
reasons why these have
developed
- suggest positive strategies to
deal with loss and grief
examine the consequences
of alcohol use on the
individual and community
investigate marketing
strategies and media
influences associated with
tobacco and alcohol
describe the short-term
effects and long-term
consequences of illicit drug
use on the individual and
community
- Select a song that promotes resilience. Outline what Write key lyrics to draw deep meaning from the song conceptualise
the song is about and identify key lyrics that how could those lyrics extend to other lifestyle factors?
particularly emphasise the capacity to deal with
adversity. If students are comfortable, they may share
how that song relates to them with a peer/the teacher.
- Develop an advertising campaign that promotes the Advertising campaign may be audio recorded or graphical
following or a similar jingle Accentuate the representation etc.
positiveeliminate the negativelatch on to the
affirmativeDont mess with Mr In-between
Do now question (write the answers): Written questions and answers in books
What are the risks of using drugs and alcohol for
people with mental illnesses?
Why would an individual continue to use the drug if
they know the damage it can cause?
BYOD*
Create a cloze passage, which students complete
individually, from the information on Drugs, alcohol
and mental health from the beyond blue website: Production of fact sheet
https://www.beyondblue.org.au/the-facts/drugs-
alcohol-and-mental-health NB: Can also incorporate
Sexual health as part of this. Students are to work in
31
Consequences of illicit and
unsanctioned drug use
mental health
- understanding mental
health
- maintaining connections
- help-seeking behaviours
- loss and grief: helpful
and unhelpful strategies
- reaching out: helping
yourself and helping others
- challenge negative
community perceptions of
mental health and identify
reasons why these have
developed
- suggest positive strategies to
deal with loss and grief
groups of 3-5 to research and write a fact sheet related
to drug use and mental health.
Pick two areas to compare and create a profile of those areas, including
Mapping activity screen shots and statistics.
Using the Bureau of Crime Statistics and Research
(BOSCAR) crime mapping tool from the website:
http://www.bocsar.nsw.gov.
au/Pages/bocsar_crime_stats/bocsar_crime_stats.aspx
and the Australian Bureau of Statistics census quick
stats website: http://
www.censusdata.abs.gov.au/census_services/getproduc
t/census/2011/quickstat/SSC10835?opendocument&na
vpos=220, students will compare areas of Sydney and
NSW for both crime and wellbeing/SES statistics.

Week 9
roles in physical activity
- administrative roles
- official roles
- leadership roles
- individual and team
player roles
- coaching, instructing or
choreography roles
- media/publicity roles
- volunteering
- 5.12 - adapts and applies
decision making processes
and justifies their choices
in increasingly demanding
contexts
- investigate and make
decisions about the various
roles they can adopt to
enhance their own and others
participation and enjoyment of
physical activity
- select and perform a variety
of roles as they organise,
manage and participate in
physical activities
- Introduce the concept of feedback and its role in
physical activity
- Feedback experiment: Working in pairs or small
groups, students perform a selected skill development
activity that is appropriate to unit focus (e.g., netball
goal shooting). One student performs the activity
blindfolded while the other student gives direction and
feedback. The student performing the activity initially
only receives feedback based on knowledge of results
(e.g., identify whether or not the shot was successful).
After several attempts of the activity, feedback is then
based on knowledge of performance (e.g., more
specific feedback on technique and corrections
needed). Students swap roles. In pairs, students discuss,
draw and write about their experience, including
sounds they heard.
- Delivering feedback: Students conduct the blindfolded skill and then
write down all the sounds they heard during the test, a reflection on
how they perceived their performance, and also draw how they thought
they might have gone before and after completing the activity.
Working in small groups, students select a skill development activity or
modified game appropriate to the unit focus. Students participate in the
activity, with each student given the opportunity to perform the
coaching role. While performing the coaching role, students must focus
on delivering feedback. Depending on group size, the activity may need
to be changed to broaden skill development
- Feedback: Self reflection and teacher assessment in accordance with
the criteria and assessment guidelines.see appendix 2

They then exchange notes and examine whether the

notes were positively or negatively written, and then
write some encouraging feedback to their peer what

32

Week 10
mental health
- understanding mental
health
- maintaining connections
- help-seeking behaviours
- loss and grief: helpful
and unhelpful strategies
- reaching out: helping
yourself and helping others
strengthening resiliency
- characteristics of
resiliency
- skills that enhance
resilience, eg problem-
solving
- self-monitoring
- maintaining a realistic
perspective
- attitudes to change
The interdependence
between a sense of self
and health and wellbeing
- how a sense of self can
impact on health and
wellbeing
- how personal health can
impact on ones sense of between school, leisure, work
self
- challenge negative
community perceptions of
mental health and identify
reasons why these have
developed
- suggest positive strategies to
deal with loss and grief
- reflect on a past situation
which has required change;
identify difficulties
encountered and personal
characteristics and skills
which assisted in dealing with
this change
- analyse how a positive sense
of self can influence behaviour
in social contexts relevant to
young people
- explore the relationship
went well during the skill, before swapping books back
again.
Formative assessment:
BYOD* Stored data on Kahoot quiz website/application which
Kahoot quiz get the facts straight Teacher can record and save on a spread sheet for future study reference
Complete a Kahoot quiz which has questions about (e.g. exam prep)
Australian alcohol and drug use and mental illnesses
Summarise it
Students express their learning in this unit through a
means of their choosing (e.g. drawing, writing, poetry,
drama, song etc.)
Looking forward Option to record it and upload to google share drive with teacher/peers
Students reflect and record what do they hope to do
in life?
What do they need to do to get there and how will they
aim to get there?
How may their goals (e.g. work, financial, relational, Recorded information in books
social, etc.) impact their wellbeing?
Refer students to the Australian Human Rights
Commission website:
https://www.humanrights.gov.au/publications/2010-
workers-mental-illness-practical-guide-managers/1-
mental-health-workplace which outlines specific
guidelines for workplace wellbeing and maintains staff
health. Students summarise this information in their
workbooks and by repeating out loud to a peer what the
guidelines specify.
Assignments due
33
 and employment, and a sense
of self
Practical learning
component
Lessons 1-5
influences on skill
development and
performance
- transfer of skills and
concepts
- learning environments
- feedback
- importance of practice
- safety
- the role of rules and
regulations in safe
participation
aspects of movement skill
development
- body control and
awareness
- object manipulation and
control
- anticipation and timing
- technique
roles in physical activity
administrative roles
official roles
leadership roles
individual and team player
roles
coaching, instructing or
demonstrate movement Student-planned, directed and officiated lessons (with Teacher to record notes about organisation of games, effectiveness of
skills in increasingly teachers support where needed). set up, game play and pack down as students participate, student
complex and challenging engagement and those who are stepping up to take on more (merit
activities from a selection awards can be offered) and integration of Indigenous games and
of the following contexts: knowledge.
aquatics
athletics Students document progress with planning and implementation each
dance week.
games
gymnastics
recreational pursuits
aerobics/fitness
outdoor education
adapt, transfer and
improvise movement in
increasingly demanding
contexts, eg varying
space, rules, equipment
and apparatus, time
restrictions and rhythm
design and participate in
modified activities to
improve performance and
promote safe
participation in
increasingly complex and
challenging situations
- investigate and make
decisions about the various
roles they can adopt to
enhance their own and
34
 choreography roles others participation and
media/publicity roles enjoyment of physical
volunteering activity

strategies for enhancing select and perform a

others enjoyment of and
participation in physical
activity
awareness-raising
establishing policy
identifying and accessing
support structures
identifying physical activity
needs
- 5.12 - adapts and applies
decision making processes
and justifies their choices
in increasingly demanding
contexts
- 5.13 - adopts roles and
responsibilities that
enhance group cohesion
and the achievement of
personal and group
objectives
variety of roles as they
organise, manage and
participate in physical
activities
- analyse strategies to
enhance enjoyment and
improve participation in
physical activity
collaboratively design and
conduct an action plan for a
school, workplace or
community setting to increase
participation and enjoyment in
physical activity

Resources:
NOTE: the term BYOD* denotes Bring Your Own Devices specifically laptops, chromebooks, etc. with internet access. Remind students of this in the lesson prior.
Yulunga Play for life resource
https://www.creativespirits.info/aboriginalculture/sport/traditional-aboriginal-games-activities#axzz4rFIUYloW

Real time health: Families and Chronic health

http://education.realtimehealth.com/conditions/families-chronic-illness?v=479&rtht=hHg37HWs

Student wellbeing hub

35
https://studentwellbeinghub.edu.au/students/secondary/10-12#/

David Beckham Story http://www.telegraph.co.uk/sport/football/2316871/

David-Beckham-starts-on-shaky-ground.html OR

Ian Smith Story

http://www.msn.com/en-au/entertainment/tv/neighbours-star-ian-smith-reveals-battle-with-depression/ar-AAqZVaj?li=AAavLaF&ocid=spartanntp

Mental illness booklet

https://www.mindmatters.edu.au/docs/default-source/learning-module-documents/mc_li_mm_student-handout_module-4-5_v4.pdf?sfvrsn=0

Reach out.com Mental health continuum activity

http://au.professionals.reachout.com/destigmatising-mental-health-difficulties

Yarnabout resource/cards (Need to order or create own cards)

http://www.healthinfonet.ecu.edu.au/key-resources/
promotion-resources/?lid=21290

Nakitas Story Audio clip

http://splash.abc.net.au/home#!/media/1164068/

Delta Goodrem Story

Hearne, D., & Cox, Stuart. (2004). PDHPE zone. Stage 5. Port Melbourne, Vic.: Heinemann Harcourt Education.

36
Lance Armstrong Story
https://www.youtube.com/watch?v=WrEj-Syun-Q

Tauria Pitts Story and resilience

http://www.illawarramercury.com.au/story/4805728/turia-pitt-talks-about-facing-fears-and-motherhood/ And http://www.bordermail.com.au/story/4880940/turia-pitt-on-the-three-things-she-
will-teach-my-son/

37
Mary Graham Story

Reconciliation activity from Mary Graham story

https://www.reconciliation.org.au/

Drugs, Alcohol and Mental Health

https://www.beyondblue.org.au/the-facts/drugs-alcohol-and-mental-health

Bureau of Crime Statistics and Research (BOSCAR) crime mapping tool

http://www.bocsar.nsw.gov.au/Pages/bocsar_crime_stats/bocsar_crime_stats.aspx

Australian Bureau of Statistics census quick stats

http://www.censusdata.abs.gov.au/census_services/getproduct/census/2011/quickstat/SSC10835?opendocument&navpos=220,
38
Australian Human Rights Commission
https://www.humanrights.gov.au/publications/2010-workers-mental-illness-practical-guide-managers/1-mental-health-workplace

Unit Evaluation:

Teachers Signature: ____________________ Date:_____________

39
PART D:
PROFESSIONAL
REPORT ON
RECOMMENDED
ALTERATIONS

40
REPORT ON RECOMMENDED ALTERATIONS

The highly inclusive and supportive environment that is promoted within the respective high
school aims to embrace and enhance student wellbeing through teamwork, consultation and
collaboration with community and department bodies in order to achieve greater cultural,
academic, and sporting outcomes for students. This type of school environment is imperative to
the development of lifelong wellbeing (Rickwood, 2005), a factor that is now accentuated through
the option for students to now leave school before completion of year 10, due to exceptional
circumstances that may direct them towards other options (e.g. work or equivalent education
elsewhere (NESA, 2017). Invariably, this unit is vital for student development as the research
presented in the unit rationale outlines, the suburb is negatively impacted in terms of health and
wellbeing (ABS, 2012; BOSCAR, 2017). In light of previous research that these factors
substantially impact family life and in particular childrens wellbeing (Rickwood, Deane, Wilson,
2007; Strazdins, OBrien, Lucas & Rodgers, 2013), this unit is well placed within the syllabus and
learning sequence to provide for students learning, social, emotional and behavioural needs.
Therefore, the proposed alterations to this unit focused around the development of mental health
literacy skills which can assist students with coping and getting through difficult times. These
skills revolve around decreasing stigmas surrounding mental health, building confidence to
develop help-seeking behaviours, being able to identify various mental health disorders and
treatments, and understanding how to maintain and foster positive mental health (Kutcher & Wei,
2014). In recognising this need, the researcher acknowledges that it is not the teachers job to
diagnose or treat mental health issues (Whitely & Gooderham, 2016) but rather to convey mental
health literacy skills that are interrelated with other topics throughout the unit (BOS NSW, 2003;
Saul & Simon, 2016).
The year 10 Personal Development, Health and Physical Education (PDHPE) unit Coping with
Lifes Ups and Downs, was originally designed through the PDHPE faculty in order to enhance
students understandings of coping with stressful life events and associated mental health issues.
Accordingly, the evidence-based alterations made throughout the report are prescribed to bring
attention to the relevance of understanding mental health literacy (Whitely & Gooderham, 2016)
within the context of the local area, while jointly enhancing students development of resiliency

41
and coping mechanisms for mental illnesses (Saul & Simon, 2016). The approach to this task
employed Wiggins and McTighes (2005) Understanding by Design (UbD) framework for unit
development, which instigates a structured approach to designing teaching and learning through
backwards design. Inherently, this means that the teacher should first contextualise the unit within
the context of the wider school program, before developing their key outcomes and ideas that the
unit will engage in (Wiggins and McTighe, 2005). To this extent, the scope and sequence was
designed with a wider goal in mind, to progressively instigate teaching that is relevant and stage-
appropriate to students needs (Wiggins and McTighe, 2005). This is further suggested by the
New South Wales, Education Standards Authority (2017) to make the planning and preparation
process of learning easier as it displays a timeline for the years learning and outcomes. From there,
the concept map and assessment task were designed to integrate learning directions which ensured
connection between key outcomes for the unit. Consequently, the alteration of this original unit
drew on four key goals that were informed through the placement of this unit within the context of
all units across the stage 5 curriculum, the newly designed concept map and assessment task.
These four goals revolved around: assisting students to identify appropriate support networks and
enhancing their knowledge of resilience; building connection to understanding about social,
emotional and behavioural issues that are often impacted through adverse life events;
identification of wide and varied outlets and coping strategies that can assist in overcoming real-
life set-backs or disasters; and preparing students for life after school through the recognition and
teaching of a range of life skills that will assist student development beyond the classroom. In
addressing these goals, Table 1. outlines a series of inquiry-based recommendations for suggested
unit alterations and improvements that will help make content and learning acquisition more
relevant for students within the local area. These recommendations are based off the NSW quality
teaching framework (NSW DET, 2003) as well as a range of research-based recommendations for
alterations. Each of these recommendations will be now be explored.

The first recommendation identified was that of engaging students in the learning process to attain
deeper levels of meaning about mental health. The approach towards this was made through
learning about background, cultural and problematic knowledges that relate to individuals and
communities. Each of these types of knowledge are interspersed throughout the learning program

42
and are taught conceptually through connecting topics with one-another. A specific example of
this is in the first theory lesson, where students discuss their understandings of self, health and
wellbeing (background knowledges), before establishing challenging goals and researching
activities they will need to conduct their practical lessons (problematic knowledge). An example
of deep seated cultural knowledge relates to the originally included activity, the Mary Graham
story. This Activity stood out as a deep-seated exploration of Indigenous Australian culture as it
explored the issues related to colonisation and expression of Indigenous Identity, while drawing
out the deep-seated meanings behind key words like reconciliation. In this aspect, the students will
identify the pervasiveness of past histories, and how they still experience ongoing issues related to
past times. In addition to these knowledges is the conveyance of specific learning approaches
surrounding inclusivity, connectedness and self-regulation as students continue to delve into the
content of mental health and resilience. Specifically, students will develop connectedness and
inclusivity with their peers as they approach their group-based assignments and learning activities.
Inherently, these peer-directed skills relate directly to the implementation of group assignments
that allow for inclusivity and connectedness to occur, while the aspect of student self-regulation
also allows students to demonstrate the skills and learning they have acquired over the space of the
program through the assessments and practical learning components (BOS NSW, 2003).

Developing students abilities to apply their learning through: development of skills that address
connectedness, social support, substantive communication and expression of student direction.
These applications are exemplified through in-class activities such as debate and collaborated
problem-based learning tasks, as well as an assessment task that forms part of a contextualised
wider-school program about resiliency and student welfare.

The final recommendation looked into engaging students understanding about deeper levels of
meaning through geographical insight, and collaborative exercises with peers that relate to the
social, emotional and physical aspects of personal development and health. This expression of
assessable items and clearer goals for learning also allowed for higher-order thinking to occur, a
key component of the lessons overall structure and development (Callens, 2014). This includes the
cross-curriculum priority areas like sustainability and learning about Indigenous Australian health

43
and the impact of colonisation (ACARA, 2016), as seen with the above example. This
recommendation was made as a summative manner towards developing students abilities to apply
their learning through creative and diverse means that promote expression of student direction
through substantive communication and a well-rounded set of assessment and learning tasks that
challenge students perceptions and skills (BOS NSW, 2003). Inherently, based on the suggestion
of Mitchell (2013) the practical unit for this terms learning has been incorporated as a part of the
learning structure, wherein students are put in charge of planning, preparing and conducting
activities for themselves.

Utilising Universal Design for Learning (UDL) based activities (CAST, 2017) which employs
differentiated teaching methods, was recommended as a method to ensure greater levels of
engagement and understanding are drawn out within this unit. The use of differentiated strategies,
such as concept mapping, inclusion of parents and carers (e.g. school counsellors and support
staff) in decision making, digital technologies (i.e. interactive quizzes and collaborative
documents), videos, geographical insight, and collaborative exercises with peers, elicit specific
outcomes of student connection to content and hence, application of ideas and concepts to real-
world needs (CAST, 2012).

These key recommendations are, as discussed in the context of this unit earlier, vital to the
enhancement of emotional, social, and physical aspects of personal development and health.

44
References

Australian Bureau of Statistics. (2012). 2011 Census QuickStats: - Statistical Area Level 2,

viewed 28/8/17. Retrieved from

<http://www.censusdata.abs.gov.au/census_services/getproduct/census/2011/quickstat/124

051469?opendocument&navpos=220>

Australian Curriculum Assessment and Reporting Authority. (2016a). Cross-curriculum priorities.

Retrieved from http://www.acara.edu.au/curriculum/cross-curriculum-priorities

Australian Curriculum Assessment and reporting Authority. (2016b). General capabilities.

Retrieved from http://www.acara.edu.au/curriculum/general-capabilities

Board of Studies, NSW. (2003). Personal development, health and physical education: Years 7-

10: Syllabus / Board of Studies. Sydney, Australia: Author.

Callens, M. V. (2014). Using bloom's taxonomy to teach course content and improve social media

literacy. Journal of Interdisciplinary Studies in Education, 3(1), 17-25. Retrieved from

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bd684656a3ee0df1%40sessionmgr4004&vid=2&hid=4107

CAST. (2012). About universal design for learning. Retrieved from http://www.cast.org/our-

work/about-udl.html#.Wafbko9OKUk

Kutcher, S., & Wei, Y. (2014). School mental health literacy: a national curriculum guide shows

promising results. Education Canada, 54(2), 22-26.

Mitchell, R. (2013). Is physical activity in natural environments better for mental health than

physical activity in other environments?. Social Science & Medicine, 91, 130-134. doi:

10.1016/j.socscimed.2012.04.012

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crime statistics are you interested in? New South Wales Government, Justice. Retrieved

from http://www.bocsar.nsw.gov.au/Pages/bocsar_crime_stats/bocsar_crime_stats.aspx

New South Wales Department of Education and Training. (2003). Quality teaching in NSW public

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content/uploads/2012/02/qt_EPSColor.pdf

New South Wales, Education Standards Authority. (2017). Understanding the curriculum:

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the-curriculum/curriculum-development/equivalent-alternative-courses/

Rickwood, D. (2005). Supporting young people at school with high mental health needs. Journal

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Saul, J., & Simon, W. (2016). Building resilience in families, communities, and organizations: A

training program in global mental health and psychosocial support. Family process, 55(4),

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47