AusVELS Level 10 Health and Physical Education

Teacher Notes

These curriculum materials have been developed in accordance with the requirements of the AusVELS. There are significant links with other areas in the AusVELS, the most notable of which are as follows:

·  English

·  Design, Creativity and Technology

·  Information and Communications Technology.

Key resources for Health and Physical Education

Film

Make a Film. Make a Difference. Teachers are advised to view the MAFMAD films before conducting activities and decide whether any may be deemed inappropriate for their school setting.

To view these resources visit www.mafmad.com.au

Print text

Mentally, teens drive best alone by Steve Biddulph

(Sydney Morning Herald – 11 January 2007)

Peer pressure kills young drivers by Jim O'Rourke

(Sydney Morning Herald – 4 May 2003)

Both articles are available electronically in these materials.

Websites

·  Pictures of You - www.picturesofyou.com.au

·  Transport Accident Commission - http://www.tac.vic.gov.au/road-safety

·  Road Safety Victoria – www.roadsafety.vic.gov.au

·  Make a Film. Make a Difference – www.mafmad.com.au

·  TAC Safety Statistics – www.tac.vic.gov.au

·  VicRoads Road Safety – https://www.vicroads.vic.gov.au/safety-and-road-rules

·  CrashStats (online crash database) – https://www.vicroads.vic.gov.au/safety-and-road-rules/safety-statistics/crash-statistics

·  Victoria Police: www.police.vic.gov.au

Assessment Task 1: Moral Development and Attitudes

The task

There are three stages involved in preparing for this task:

  1. View the Pictures of You materials from the Transport Accident Commission, followed by class discussion and note taking (Worksheet one).
  2. Read and discuss the article, Teens drive best alone by Steve Biddulph. Complete comprehension and discussion questions (Worksheet two).
  3. Read the article Peer pressure kills young drivers by Jim O'Rourke, which will prepare you for the reflective writing task (Worksheet three).

Students complete these initial tasks in preparation for the major task which is a reflective piece of writing (600 to 750 words). For the major task students write their own scenario about how their moral development has affected their decisions and actions (i.e. ideas about right and wrong) when surrounded by various groups of people. Students should submit all of their planning notes with their reflective piece of writing.

See the handout for students for Task 1 for details.

Assessment Task 2:

Part One: Working with MAFMAD

Resources required

·  Internet access

·  A3 size paper and sticky tape/Blu-Tack

·  Coloured Markers

The set-up

·  As a group watch the MAFMAD films once; no one is to be writing.

·  Students watch the films again, this time thinking about the themes and issues that arise in the films.

·  Place a piece of A3 paper around different areas in the classroom with the name of each film in the centre of each page.

·  Place students in groups of four or five.

The Task

Students are required to use a coloured marker to draw or note an issue that they feel was present in the short films. Students should be encouraged to draw or sketch symbols that they believe capture the essence of each film. This will provoke class discussion when students return to their seats.

Teachers should allocate 15 minutes for this activity.

Not all films need to be viewed. Teachers can select the films that they believe are most appropriate for their student group.

Some of the issues to be canvassed should be as follows:

·  Risk-taking behaviour in teenage years

·  Right and wrong, overstepping personal and moral boundaries in peer pressured environments

·  Value of relationships (Anything?, Pose, Price of Friendship, What’s On Your Mind?, I Should’ve Said Something)

·  Peer pressure (safety versus risk)

·  Risk and individual responsibility

·  The attitudes of members of the community in relation to young drivers (i.e. assumption that teenage drivers, especially males, are 'hoons')

·  Expressions of masculinity by adolescent males (Only a Mate, Wanker)

·  Responsibility that is associated with gaining independence

·  Conformity (i.e. when first male walks away from the group in Wanker).

Watch the short films once more.

Students are to complete the handout Attitudes in Society and thoroughly answer questions pertaining to each short film.

This will build a good foundation for the upcoming creative oral assessment (Assessment 2).

Assessment 2 – Creating a discussion forum and Welcome Page using ICT

The task

·  This task is divided into three parts:

o  Part One: students view the short films from the Make a Film, Make a Difference (MAFMAD) resource and respond by way of a group activity and individual questions.

o  Part two: students participate in a discussion forum based on issues and themes from the MAFMAD resource and present a brief report highlighting the main issues from the discussion.

o  Part three: students create a Welcome Page using ICT, which can be viewed outside of the immediate classroom community. Students will be assessed on the basis of the user-friendly nature of the Welcome Page and the materials that they choose to upload onto their site.

Links to the AusVELS

English (Writing)

·  Use writing to explore complex issues and points of view demonstrating an understanding of themes/issues from MAFMAD.

·  Used writing to explore complex issues and to argue for a particular point of view (depth of analysis of health issues discussion based on MAFMAD themes and issues)

Health (Health Knowledge and Promotion)

·  Knowledge of the rights and responsibilities associated with the increasing independence of young people

·  Knowledge of a variety of social and cultural factors that shape individual personal identity and values

Communication (listening, viewing and responding)

·  Engagement in ongoing discussion about factors such as personal experiences and attitudes that influence interpretation of presentations

Information Communications and Technologies

·  Application of collaboratively determined protocols when exchanging ideas and considered opinions through online forums such as blogs and forums and use of strategies that take into account ethical considerations.

Assessment 3 – Researching and Presenting Campaigns

AusVELS Level 10 progression points:

·  Identification of the major causes of injury, illness and death in Australia

·  Identification of a range of health needs of young people, including mental health

·  Identification of personal behaviours and community actions that affect health status, both positively and negatively

·  Identification of the health services and products provided by government and non-government bodies

·  an understanding of how health data informs service provision and health products

·  Identification of strategies that promote health (social and physical in association with car culture among teens)

·  Location of targeted websites, using general and specialised search engines; use of ICT presentation conventions and efficient processing techniques (ICT)

·  Use of a variety of verbal and non-verbal responses in different contexts; for example, small-group or whole-class discussions (communication)

Teacher instructions on how to conduct the task

Classroom planning

This assessment task is in two parts:

  1. A research and group discussion component and
  2. A design component, where students use ICT skills to produce a campaign targeted at a particular audience and issue.

The classes for this activity should be taught in rooms with Internet connection. The classroom should also be set up so that students are able to interact in groups of two or three. The school library would be an ideal space for this activity.

·  During the teaching of this unit, schools could also contact the Senior Program Officer (Traffic Safety Education) to speak with the students about the research being undertaken for this task and the target audience(s) for campaigns.

·  Distribute a table to each individual student.

·  The students' task is to research the campaigns listed in their tables.

·  They are to do this in expert groups of two or three. Students need to understand their allocated campaign at an expert level, so that they are able to subsequently educate other students.

·  They are to complete the tables using questions listed horizontally as a guide.

·  Once they have completed all questions relating to their allocated campaign, new groups are to be formed. This is best achieved by joining together two existing group so that they can report to each other.

·  New groups will be larger, with approximately four to six students per group. Each student will explain a different campaign to the others in the expanded group.

·  Students are to take turns in sharing their gathered information, using the questions answered as a guide.

·  Emphasise that it is important that the students who are not presenting at the time are listening and learning, as well as taking notes for the campaign in question, as per the table.

·  On completion of this task the table should be complete, with notes covering each campaign.

·  This task should precede the final assessment piece where students are to create their own campaign.

Management of the task

Part 1:

In expert groups research and evaluate campaigns targeting dangerous drivers on Australian roads:

·  Transport Accident Commission (TAC): www.youtube.com/user/TACVictoria

·  Police www.police.vic.gov.au

·  Make a Film, Make a Difference www.mafmad.com.au

Students should carefully navigate through these websites and identify one specific campaign; for example, the drug driving campaign of the TAC.

Part 2:

This task involves students imagining that they are working for the TAC and are asked to set up a campaign or an initiative in the local area that could meet the needs of adolescents who drive in a manner that is illegal on the roads.

The students need to consider the following:

·  Who is the target audience/ what is the target market?

·  What is the purpose of your campaign?

·  Why have you chosen this particular road safety/behaviour issue? Use statistics to back up your choice of issue (i.e. which cause of road death does your campaign focus on, support your reasons with statistics from the supplied sources below)

·  Transport Accident Commission: www.tac.vic.gov.au

·  VicRoads CrashStats: (www.vicroads.vic.gov.au )

·  Australian Transport Safety Bureau website: (www.atsb.gov.au )

·  Identify the process that would be required to get the initiative to happen in your community and what individuals and members of the community can do collectively to support the effectiveness of your campaign?

·  Do you think that this campaign would affect the problem positively? What would be the limitations of this campaign?

·  Identify people who would be involved in getting the initiative started.

·  Present this through persuasive promotional materials (use ICT).

Materials

Access to the Internet and creative software programs (i.e. MovieMaker or iMovie)

Submission of materials

At the end of both tasks teachers collect every student's table for the purpose of formative assessment. The students will be assessed on their performance within their groups and on individual synthesis of information. Summative assessment will be demonstrated through an oral and visual presentation of their own campaign that the groups are to create.