Summary Sheet for Assignment 2: Differentiated Learning Experience

Name & Student Number: Madeline Cox 2146955

Curriculum (Learning) Area of Lesson or Learning Task: Physical Education and Health
Specific Topic of Lesson or Learning Task: Nutrition – the impact of media.
Year Level/s: 10

Differentiation Choices
1. For this assignment, I have chosen to design a differentiated:
 RAFT

2. My lesson or learning task is differentiated to address differences in student:

 Interest

Context
This unit of work has been designed for a year 10 ‘Healthy Lifestyles’ class. The topic Healthy lifestyles
comes under the learning area Physical Education and Health and is designed for students who want to
focus on health education rather than physical activity and sport. The unit is designed as an eight-week
block composed of both practical and theory lessons that aims to challenge students to unpack and
analyse the nutritional choices they make, what impact peoples choices can have on their health and
wellbeing, and how they can identify and implements strategies to promote theirs and their community’s
health and wellbeing.

The task within this document will be implemented within the sixth lesson of this unit. At this stage
students have been unpacking what healthy and unhealthy choices are and what personal, social,
environmental and community factors can influence theirs and other people’s choices. This lesson is
specifically focusing on students applying their knowledge and understandings surrounding media
influences on people’s health. Students will be given a R.A.F.T task within this lesson that will require
them to produce an example of media that either conforms to or challenges stereotypes that are produced
within media regarding what ‘healthy choices’ are. This will require students to be able to identify a variety
of different techniques used within media to portray good health. This task will be the first step in an
ongoing summative assessment task. After students have produced their media product they will then be
required to evaluate their product, identify how this effects people’s health and then make
recommendations on how this could be improved or differently implemented within media.

This class consists of 24 female and male students who have different prior discourses, interests and
levels of readiness in relation to health and nutrition. When designing any lessons and tasks teachers
need to proactively plan to address these learning differences (Jarvis, 2015). The task within this
document will focus specifically on differentiation through the learner difference ‘interest’ guided by
‘respectful tasks’ (Tomlinson & Jarvis, 2009).

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Learning Objectives
Achievement Standard:

Students critically analyse contextual factors that influence identities, relationships, decisions
and behaviours.

Content descriptors:

Contributing to healthy and active communities

Plan, implement and critique strategies to enhance health, safety and wellbeing of their
communities (ACPPS096)

Being healthy, safe and active

Propose, practise and evaluate responses in situations where external influences may impact on
their ability to make healthy and safe choices (ACPPS092)

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

Students will understand that choices are dependent on a variety of contextual factors.

Know (e.g. facts, vocabulary, dates, information) Be able to (do) (Skills, processes)

Students will know that campaigns Students will be able to create a product that
(through media, government and represents how health is portrayed by the media.
community strategies) can have positive,
negative and no impact on people’s health
choices.

Students will know that the media

influences the idea of what health is
through a variety of strategies (photoshop,
product endorsement, make-up, filters and
stereotyping).

Essential Questions (These should help students engage with the “big ideas” or understandings)

What strategies can influence choices? (ACPP5096)

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 Year 10 Healthy Lifestyles R.A.F.T task – Understanding the medias influence on health

Role Audience Format Topic

Magazine journalist Reader of Advice column “Your four-week plan for a
‘Women’s better you”
Health’
Magazine.

Instagram fitness personality Followers on Instagram post Healthy lifestyle

your page (900k inspiration post
followers)

Newspaper reporter for ‘body South Australian News report Local health promotion
and soul’ readers in 2018 initiative

An employee of the South Listeners of 30-60 second radio A summary of ‘A healthy

Australian government asked local radio advert active Australia’
to produce a public health station
campaign.

Negotiated: Negotiated Negotiated Negotiated

If you have an idea that is not
listed above, please negotiate
with the teacher about another
area of interest.

(See appendix 1 for task descriptions)

(See appendix 2 for media examples)
(See appendix 3 for marking criteria)

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Explanation:
All classrooms are diverse with variations between students’ physical, cognitive, social and emotional
development and needs (Jarvis 2010; Duchense, McMaugh, Bochner & Krause, 2013). Changes within
Australian society including increasing multiculturalism, technological advances and student diversity
challenges educators to re-think how students are taught for current society (Jarvis, 2010). Within any
class there will be students who have different prior discourses, learning preferences, interests and levels
of readiness that will change over time and between topics (Sousa & Tomlinson, 2011). When designing
lessons and tasks teachers need to proactively plan to address these learning differences to ensure
positive learning experiences for all students (Jarvis, 2015). Teachers need to provide students with
opportunities to build on their knowledge, skills and interests in a variety of ways, this in turn; will advance
students learning and development through meaningful experiences (Tomlinson, 2004; Jarvis, 2010).

Teachers can respond to leaners differences through understanding and adhering to student’s readiness,
interest and learning profiles (Tomlinson & Jarvis, 2009). The task in this document focuses specifically on
differentiating through student interest. Interest within this context refers to a feeling or emotion that can
cause students to focus on or attend to a task because it matters to them (Sousa & Tomlinson, 2010;
Duchense, McMaugh, Bochner & Krause, 2013). Literature suggests that incorporating students interests
into tasks and lessons results in increased motivation which can lead to greater student engagement,
productivity and achievement (Sousa & Tomlinson, 2011 & Jarvis, 2018).
Sousa & Tomlinson (2010) also suggest that adhering to student interest can also make learning takes
feel like a ‘reward’, thus; resulting in student self-determination and autonomy.

The task ‘Understanding the medias influence on health’ has been designed as a R.A.F.T activity. R.A.F.T
activities encourage students to respond to the learning objectives within various writing perspectives
including the Role, Audience, Format and Topic (RWT, 2018). The objectives of the above task are for
students to produce a media product that reflects what is portrayed within our current society. The R.A.F.T
allows students to select a media source they are familiar with and interested in including: social media,
newspapers, radio advertisement or a magazine column. Students within this generation are constantly
engaging with media, technology, social media, thus; attaching their learning outcome to modes that they
are familiar with within their lives encourages transfer of knowledge that students can continue to build on
(Tomlinson, 2003). There is also a blank column listed as ‘negotiated’, the purpose of this negotiated
column is to allow students to explore another area of interest that meets the tasks objectives.
Giving students choice through teaching strategies such as R.A.F.Ts gives students a feeling of power,
freedom and enjoyment within their learning resulting in meaningful learning experiences (Duschense,
McMaugh, Bochner, & Krause,2013). Although all five options within the R.A.F.T have different product
outcomes that cater for individual student’s interests, students will still be working towards the same
learning outcomes, skill development and knowledge. All students will be required to apply their
knowledge and understanding surrounding media and the influences that it can have on people’s choices
through their chosen tasks.

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References
Australian Curriculum. (2018). Health and Physical Education: years 9 and 10. Retrieved from
https://australiancurriculum.edu.au/

Duschense, S., McMaugh, S., Bochner, S., & Krause, K. (2013). Educational psychology: for
learning and teaching. Vic: Cengage learning Australia.

Jarvis, J (2015). Inclusive classrooms and differentiation, in Weatherby-Fell, Noelene (ed.),

Learning to teach in the secondary school. (pp. 145-172) Cambridge University Press,
Cambridge.

Jarvis, J. (2010). Differentiation for the many, not the few. SERUpdate,, 20 (2), 3-6

Jarvis, J. (2018). Module five: Differentiating by interest and learning profile. [PowerPoint slides].
Unpublished manuscript, EDUC4720, Flinders University, Adelaide, SA.

ReadWriteThink. (2018). Using the RAFT writing strategy. Retrieved from

www.readwritethink.org/professional-development/strategy-guides/using-raft-writing-strategy-
30625.html

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

Tomlinson, C. (2003) Deciding to teach them all, Educational Leadership, 61 (2), 6-11.

Tomlinson, C. (2004). The how to’s of planning lessons differentiated by readiness. In C.

Tomlinson (Ed). How to differentiate instruction in mixed-ability classrooms (pp. 45-51).
Association for supervision and curriculum development, Alexandria.

Tomlinson, C., & Jarvis, J. (2009). Differentiation: Making curriculum work for all students
through responsive planning and teaching. In J. Renzulli, E. Gubbins, K. McMillen, R. Eckert &
C. Little (Eds.), Systems and models for developing programs for the gifted and talented (pp.
599-628). Mansfield, CT: Creative Learning Press.

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Appendix (support resources):

Appendix 1 - Task descriptions:

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Magazine journalist:
You are a magazine journalist for the popular magazine ‘Women’s Health’. You have been
asked by your editor to write an advice column on “Your four-week plan for a better you”. It is
important that your column highlights a modern nutritional and physical programme that women
would be interested in following.

Hint: your job is to sell magazines, you’re not a health expert.

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Instagram fitness personality:

You are an insta-famous social media personality. You like to do yoga poses on the beach
overlooking the sunset and Acai smoothie bowls. You have been asked to advertise ‘Better-way
protein powder’ to your 800k followers. It is your job to sell the item as the ‘ideal health option’.

Hint: choose your photo and caption wisely.

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Newspaper reporter:
You are a journalist for the Advertisers ‘Body and Soul’ section of the paper. Your job is to report
on a local health promotion campaign.

Hint: think school initiatives, local sporting communities, community gardens and the benefit they
have on the people involved.

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Government employee:
You have been hired by the Australian Government to come up with a 30-60 second radio add
campaign highlighting ‘A healthy active Australia’ you need to summarise is this time a key
health focus for Australians that will in turn promote better health.

Hint: think 2 & 5 campaign, healthy kids are active kids, etc.

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Negotiated:
If there is an area of interest you believe would fit the theme of this activity please speak to the
teacher and negotiate an alternative topic and come up with an outline together.

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Appendix 2 - Examples of media options:

Instagram:

Magazine article:

Radio ad examples:

www.flyingsolo.com.au/marketing/business-writing/how-to-write-a-radio-ad-script

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Newspaper example:

Appendix 3 – marking criteria:

Criteria Marks
You write from the roles perspective consistently from their point of view /5
You accurately represent health in the way the media form would to their /5
audience
You use powerful imagery/language to get the point of your media product /5
across.
Your product clearly meets the requirements of the topics big idea: ‘What /5
strategies can influence choices?’

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