Kisane Irwin 22428273

EDU20010
Health Assignment Part B – Health Unit Proposal Template
Student Name: Kisane Irwin Student Number: 22428273
Stage/Age Group Stage 3: Year 5&6
Theme/Topic Alcohol
Title It’s time to get CLEAR when it comes to BEER and other
alcoholic beverages
Assumed Prior Knowledge (STAGE TWO) (previous Stage)
Outcome(s) and indicator(s):
Knowledge and Understanding:
PHS2.12 Discusses the factors influencing personal health choices.
• Explains the need for good health practices.
Location of selected • Discusses reasons why people use drugs for medical and nonmedical
Outcome(s) and Indicators purposes.
within a Learning Sequence Skills:
DMS2.2 Makes decisions as an individual and as a group member.
• Analyses the decision-making process and how it is influenced by:
– family/peers
– other significant people, media
– feelings and needs of others
Values and Attitudes:
V4 Accepts responsibility for personal and community health.
• Analysis of the effects of alcohol on the body.
Focus for this Unit (STAGE 3)(current Stage)
Outcome(s) and indicator(s):
Knowledge and Understanding
PHS3.12 Explains the consequences of personal lifestyle choices.
• Identifies the positive and negative effects of alcohol on the body.
• Identifies the effects of their decisions on themselves, others and the
environment.
Skills
DMS3.2 Makes informed decisions and accepts responsibility for
consequences.
• Considering the effect of drinking alcohol on others.
• Understanding the risk in drinking alcohol and the consequences.
• Evaluating decisions on whether or not to consume alcohol.
Values and Attitudes
V4 Accepts responsibility for personal and community health.
• Apply and promote the values and attitudes they have learned
throughout the unit in relation to the effects of alcohol on the individual
and community
Where to next? (STAGE 4) (subsequent Stage)
Outcome(s) and indicator(s):
4.6 A student describes the nature of health and analyses how health
issues may impact on young people.
4.7 A student identifies the consequences of risk behaviours and
describes strategies to minimise harm.
• The classification of alcohol.
• Reasons people use and do not use alcohol.
• Influences on the use of alcohol.
• Short-term and long-term effects of alcohol on health and wellbeing.
• Prevalence and patterns of adolescent drug use.
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• legal and economic consequences of alcohol use.

Rationale: (approx. 500 words)

Besides leading to poor decisions, overuse of alcohol can cause or exacerbate a range of threats to
health including, heart disease, diabetes and liver disease and research has discovered that it is
linked to the death of 3.3. million people annually (World Health Organisation (WHO), 2014).
Alcohol is currently one of the most widely used drugs in Australia with results from the 2016
National Drug Strategy Household Survey indicating that approximately 77% of Australians aged 14
and over had consumed alcohol in the previous 12 months, with 1 in 5 of those people drinking at a
level that put them at risk of alcohol related harm over their lifetime (AIHW, 2017). Current trends
suggest that 30% of Australian adolescents engage in short-term periods of drinking at high-risk
levels. This is concerning because brain development continues into early adulthood and could
have particular repercussions on functions that are shaped by experience such as, self-control,
judgement and emotions (White, 2003). Therefore, it is critical that educators and guardians begin
instilling accurate health promotion to ensure that individuals acquire the correct protective
knowledge and skills needed to maintain and improve their health (AIHW, 2011).

Although, current statistics are indicating that males are more likely to be of risk of alcohol related
harm, it is critical that educators develop all students’ potential for prevention and early
intervention by providing a holistic understanding of alcohol and the skills and attitudes that are
necessary to protect their own and other’s health and wellbeing (New South Wales Education
Standards Authority (NESA), 2018). This can be achieved through utilisation of the Ottawa Charter
guidelines, which refer to health promotion as “The process of enabling people to increase control
over and to improve their health” (World Health Organisation (WHO), 1986). Subsequently, a child’s
ability to understand and maintain a healthy lifestyle is achieved through the establishment of
supportive environments, such as creating a space to talk in the classroom. Additionally, this is
exacerbated through the utilisation of team work and class discussions that will promote and
establish positive connections and encourage the students to take care of, protect and support
each other, the community and their environments from threats to their health including the
misuse of alcohol.

When approaching alcohol as a health concept, it is critical to ensure that the students have clear
and accurate guidance of attitudes and behaviours, as it will enable them to discern between
conflicting messages from various sources (Board of Studies New South Wales (BOSTES), 2007).
Therefore, effective teaching is achieved students are not only provided with the correct
information but given opportunities to generate their own decisions through personal analysis.
Meaning rather than explicitly stating alcohol is bad and you shouldn’t drink it, the teacher gives
the children the necessary information to determine why they should not drink and the protective
behaviours they can implement. Additionally, teachers can ensure all children understand and take
interest in this health concept through adapting and utilising varying subject areas such as Creative
Arts, English and Mathematics to deliver the intended content on alcohol. In doing so, teachers can
then promote each individual’s ability to make reasonable choices and develop strategies and
coping abilities that will increase their capacity to take charge of their own health and wellbeing.

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Overview of Content: (approx. 500 words)

Consequently, the nominated strategies for this unit provide ongoing, developmentally appropriate and
explicit learning about alcohol. Each resource draws on multidisciplinary evidence-based research to
ensure that students are given learning opportunities to practice, create, apply and evaluate their
knowledge and understanding of alcohol (Herbert & Alford, 2017).

The unit will commence by first focusing on the students current understanding of the effects of alcohol.
Implementation of the Y-Chart, draws on the children’s prior knowledge and creates the opportunity for
the children to work as a team to ensure that all children start on the same level of understanding on the
topic(Herbert & Alford, 2017).

Next the students investigate the effects their health choices, in this case the decision to drink alcohol,
can affect them personally, others and the wider community. This is achieved through the utilisation of a
Cause and Effect Wheel (Herbert & Alford, 2017).. Consequently, after completing these two tasks the
students will have achieved the ability to identify the positive and negative effects of alcohol on the
body and the effects of their decisions on themselves, others and the environment, which addresses the
NSW BOSTES Syllabus PDHPE K-6 outcome “Explains the consequences of personal lifestyle choices”
(Board of Studies New South Wales (BOSTES), 2007).

Following establishing this clear understanding, the unit focuses on allowing the students to utilise the
knowledge they have obtained to make informed judgements on their personal health and wellbeing. To
establish this, the students are asked to determine what their response to drinking alcohol would be and
are instructed to record their reasoning on a Justification Flow Chart (Herbert & Alford, 2017). In doing
so, they develop the ability to defend their personal choice based on the discoveries they have
encountered in previous lessons and are addressing the syllabus outcome “Makes informed decisions
and accepts responsibility for consequences” (Board of Studies New South Wales (BOSTES), 2007).

To conclude the unit, the student’s learning of the consequences and effects of alcohol consumption will
be celebrated by a creative assessment activity. The students will be asked to promote the protective
knowledge, skills and behaviours necessary to minimise the effect of alcohol through generating an
advertisement campaign that could be shown amongst the community. This will be achieved through
the utilisation of a Word Association strategy which will allow the students to first design their script for
the advertisement before creating the final product (Herbert & Alford, 2017). In doing so, they are
putting the knowledge and skills obtain throughout this unit to a purposeful use and are addressing the
syllabus outcome, “Accepts responsibility for personal and community health” (Board of Studies New
South Wales (BOSTES), 2007).

Notably, it is important to recognise sensitivity to parent’s rights and students’ possible fears for parent
health (remembering alcohol can only be purchased by an adult). Therefore, it is crucial that the
students understand that this topic may be sensitive for some members of the class and acknowledge
that the classroom is a safe environment where students can talk without judgement or fear of what’s
being said making its way to the playground. Additionally, it is important to explain that if some students
feel that what they want to share is not appropriate for their classmates ears they are welcome to come
and talk to the teacher after class or write a note in the class’ “discussion box”.

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PLANNING FOR EFFECTIVE TEACHING AND ASSESSMENT

PEDAGOGICAL APPROACHES for HEALTH EDUCATION

BEST PRACTICE STRATEGY - EXAMPLE 1 (approx. 250 words)

Name of Y-CHART
Strategy
Bloom’s UNDERSTAND
Taxonomy
thinking level
Detailed A Y-Chart is a graphic organiser of information that is split into three-parts that
Instructions for describe three different aspects of a topic (Looks like, sounds like and feels like).
Use Individuals utilise the following template (can be provided of personally drawn)
and brainstorm aspects of a specific topic/concept in relation to the appropriate
headings or sectors of the chart.

HOW IT WOULD BE IMPLEMETED INTO THE LESSON ON ALCOHOL

CONSUMPTION:
LESSON FOCUS: UNDERSTANDING THE EFFECTS OF ALCOHOL
Teacher will present the children with the following task:
Using a Y-Chart show your UDERSTANDING of the effects of alcohol by
DESCRIBING what alcohol consumption looks, sounds and feels like.
(Note: It is important to not “dumb-down” the topic. Therefore, using words such
as consumption will increase the student’s knowledge base).
 Students are placed into small groups of around five people.
 Each group is given a larger piece of paper with the Y Chart on it.
 Teacher askes the students to fill the sheet out as a group based on what
comes to mind when they think of “alcohol consumption”.
 Ask the students to consider what this would “Look Like”, “Sound Like”
and “Feel Like” as the individual drinks more and more amounts of
alcohol.
 Children then brainstorm their ideas onto the paper.

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 EXAMPLE:

 After children have had enough time to brainstorm and write their ideas.
Ask the groups to identify which of their comments are positive and which
are negative by highlighting them in different colours.
 Teacher would then start a class discussion about what the students have
written and what their current understanding of drinking alcohol is.

Justification of The purpose for utilising this strategy is to provide a visual aid that enables the students
its value as a to brainstorm their knowledge and show UNDERSTANDING of what drinking alcohol
health looks, feels and sounds like(Herbert & Alford, 2017). Additionally, it is a valuable health
education education strategy because identifying the positive and negative effects of alcohol on
strategy the body addresses the NSW BOSTES Syllabus PDHPE K-6 outcome “Explains the
consequences of personal lifestyle choices” (Board of Studies New South Wales
(BOSTES), 2007).

Justification of This strategy has been included in the introduction of the unit because it establishes
where it will be student-centred learning which promotes the children to acknowledge their current
used in the unit understanding of the topic which will assist their ability to understand and direct their
and why it will learning in upcoming lessons.
be valuable Notably, it is directly influenced by one of the first stages of Bloom’s Taxonomy Thinking
and will be most effective when followed by strategies that appear later on this chart
there
(Herbert & Alford, 2017).

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BEST PRACTICE STRATEGY - EXAMPLE 2 (approx. 250 words)

Name of CAUSE AND EFFECT WHEEL

Strategy
Bloom’s INVESTIGATE
Taxonomy
thinking level
Detailed A Cause and Effect Wheel consist of a series of concentric circles.
Instructions for Students start by writing in the middle of the wheel and then work outwards to
Use explore the effects in greater detail.

HEADINGS (FROM THE CENTRE OUTWARDS)

1. TOPIC (Name the topic and write a short sentence about it)
2. EFFECTS ON THE INDIVIDUAL
3. HOW THIS AFFECTS OTHERS/ OTHER PEOPLE
4. HOW THIS AFFECTS THE WIDER COMMUNITY
Using the above headings, learners write down the effects of the topic in the
appropriate circles.

HOW IT WOULD BE IMPLEMETED INTO THE LESSON ON ALCOHOL

CONSUMPTION:
LESSON FOCUS: INVESTIGATING THE EFFECTS OF ALCOHOL ON INDIVIDUALS,
OTHERS AND THE COMMUNITY
Teacher will present the children with the following task:
INVESTIGATE how alcohol can affect individuals and others in the community.
 Students are given a piece of paper with the above template on it.
 Teacher explains to the class that they are to use the template to
EXAMINE how drinking alcohol not only effects the individual but those
close to them and the community.

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 Children work in small groups to each complete the task.

 Groups discuss the effects of alcohol and each individual writes the groups
responses in the appropriate sectors on their wheel.
 Upon completion, the class would reassemble and compare responses.
EXAMPLE: (FROM THE CENTRE CIRCLE OUTWARDS)
1. TOPIC: Alcohol is a drug that slows down the brain and nervous
system.
2. EFFECTS ON THE INDIVIDUAL:
Effects body parts such as the Kidneys, Brain and Liver.
Mood changes, impairs concentration, slows reflexes, impairs reaction
time and co-ordination.
3. HOW THIS AFFECTS OTHERS/ OTHER PEOPLE
Can cause people to yell, fight, hurt others and have domestic
disputes.
4. HOW THIS AFFECTS THE WIDER COMMUNITY
Accidents, health costs, violence and crime, decreased worker
productivity, unemployment and pollution.
EXAMPLE USING THE WHEEL:

NOTE: The above image has been completed on a word document. Although the
nominated example stated the students would be writing their answers, this
demonstrates how a teacher could adapt the task to include another learning intention
such as, ICT.

ADDITIONAL UTILISATION OF THIS STRATERGY: After completing the above task, the
teacher could provide the children with a scenario that is written in the centre circle
and the children that investigate how that scenario will affect the individual, others and
the community.

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Justification of The purpose for utilising the cause and effect wheel is to understand the relationship
its value as a between cause and effect, action and reaction. When completing their wheels, students
health will begin to consider relationships between an individual’s decision to consume alcohol
education and the possible effects this decision may have on others and the community (Alford &
strategy Herbert, 2017).
Consequently, this strategy is developing the student’s knowledge and understanding
which addresses the NSW BOSTES Syllabus PDHPE K-6 outcome “Explains the
consequences of personal lifestyle choices” (BOSTES, 2007).
Justification of This strategy encourages the learner to INVESTIGATE and EXAMINE all the factors of
where it will be the topic to establish a holistic understanding of the effects and consequences of
used in the unit consuming alcohol. Consequently, upon completing the task students will have
and why it will established a sufficient knowledge and understanding of the effects of alcohol which
be valuable will enable them to commence evaluating the concept; meaning they will be able to
employ skills and make a decision or judgement about consumption of alcohol based on
there.
the knowledge they have ascertained during their analysis (Herbert & Alford, 2017).
Consequently, utilising the strategy at this stage enables the teacher to build towards
achieving the NSW BOSTES Syllabus PDHPE K-6 outcome “Makes informed decisions
and accepts responsibility for consequences” (BOSTES, 2007).

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BEST PRACTICE STRATEGY - EXAMPLE 3 (approx. 250 words)

Name of JUSTIFICATION FLOW CHART

Strategy
Bloom’s JUDGE
Taxonomy
thinking level
Detailed A Justification Flow Chart consist of a series of boxes that enable an individual to
Instructions for explain their beliefs through a step-by-step visual account of a topic, solution or
Use process.
Individual’s start at the top of the chart and work downwards.

1. DECISION: The responder writes what they have decided their belief of
the topic is.
2. JUSTIFICATION: Then they comment/justify why they hold this belief.

HOW IT WOULD BE IMPLEMETED INTO THE LESSON ON ALCOHOL

CONSUMPTION:
LESSON FOCUS: JUSTIFY WHY PEOPLE SHOULD/ SHOULD NOT CONSUME
ALCOHOL.
Teacher would present the following task:
JUSTIFY why you believe alcohol should/should not be consumed. (Note: I have
provided children with the option here because it allows grants the children the
opportunity to express what they personally believe. If Children do argue in
defence for the consumption of alcohol teachers should take this opportunity to
start a class debate where both sides have the opportunity to defend their
positions).
 Students would draw a Justification Flow Chart in their books and work
independently to justify their decision.

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EXAMPLE:

Justification of The purpose of utilising a Justification Flow Chart is to enable the students to identify
its value as a and DEFEND why their decision is best. It is a good tool to utilise during health
health education because it promotes the ability for the students to make good decisions
education (more specifically whether or not to drink alcohol) and provides a format for them to
strategy validate their choices (Herbert & Alford, 2017).
Consequently, because the strategy provides an opportunity for the students to justify
personal opinions through citing evidence and recognising opinions presented, it is
addressing the NSW Syllabus English K-6 outcome “Responds to and composes a range
of texts that express viewpoints of the world similar to and different from their own”
(BOSTES, 2007).
Justification of This strategy employs the students to decide where they stand on the topic of alcohol
where it will be consumption and to utilise the knowledge and understanding they obtained in the
used in the unit previous strategies to JUSTIFY this decision. By utilising this strategy at the stage in the
and why it will unit, the teacher is allowing the students to develop their ability to consider the effects
be valuable and consequences of consuming alcohol and then evaluate whether or not they should
consume it (Herbert & Alford, 2017). Therefore, it is paramount that this strategy is
there.
implemented in this position of the unit as it enables an effective learning sequence for
the students and addresses the NSW BOSTES Syllabus PDHPE K-6 outcome, “Makes
informed decisions and accepts responsibility for consequences (BOSTES, 2007).

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SUMMATIVE ASSESSMENT PLANNING

ASSESSMENT STRATEGY - EXAMPLE 4 (approx. 250 words)

Name of Word Association

Assessment
Strategy
Bloom’s DESIGN
Taxonomy
thinking level
Detailed A Word Association tool is an effective strategy to generate ideas during the
Instructions for creating process. It is best utilised as planning strategy; whereby teachers first
Use explain to the students the assessment task they are to complete and then have
the students develop their ideas utilising the Word Association tool.
TEMPLATE:

STEP A: Launch pad word or

topic used as a launch pad to
generate ideas. i.e. ICE
CREAM

STEP B: Write associated or

linked words that come to
mind when thinking about the
topic. i.e. ICE CREAM; melts,
messy.

STEP C: When the words

generate an idea in your mind
USING EXAMPLE: write it down and place a box
around it. i.e. ICE CREAM;
melts, messy; a little boy
trying to eat an ice cream
before it melts.

After completing step c,

repeat steps C and B until you
have generated enough ideas.

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HOW IT WOULD BE IMPLEMETED INTO THE LESSON ON ALCOHOL

CONSUMPTION:
LESSON FOCUS: CREATING A NEW WAY TO EXPRESS WHY INDIVUDAL’S
SHOULD NOT DRINK ALCOHOL
Teacher will present the children with the following ASSESSMENT task:
Using the digital format “Draw and Tell” CREATE a 1-minute advertisement to
convince people not to consume alcohol.

STUDENTS WILL BE ASSESSED ON THEIR ABILITY TO:

 -Brainstorm the task using the WORD ASSOCIATION strategy and word document
(which will assist them in the creation of their final work, which will be completed utilising
a online program).
-Identify a range of benefits of not consuming alcohol that relate to the physical and that
there are social, environmental and economic consequences of alcohol consumption.
-Develop a creative advertisement that clearly illustrates why someone should not
consume alcohol.

 Before commencing the final work, teacher explains that the students are
going to use the Word Association thinking tool to generate their ideas
and create a script for the advertisement that explains why people should
not drink alcohol (the negative effects/ consequences).
 The following template is provided/shown to help understand how this
strategy is to be utilised.

STEP A: Launch pad

word is already given
to them (alcohol).

STEP B: Associated
EXAMPLE: words to do with the
launch pad word.

STEP C: Ideas or
suggestions to not
drink. Note: Explain
to the students that
this is to be no longer
than 1 short sentence
(approx. 10 words)

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 After completing this, the students should have enough information and
ideas to create their advertisement.
 The students utilise the schools IPAD to access the interactive AP, “Draw
and Tell” and create a 1-minute video. (The children are familiar with this
AP and have utilised it in a previous lesson).
 DRAW AND TELL:
http://www.duckduckmoose.com/educational-iphone-itouch-apps-for-
kids/draw-and-tell/

Justification of The purpose of this strategy is to allow the students to express and bring to life their
its value as a own original thoughts. It is a purposeful tool because it allows the students to explain
means of their reasoning behind their ideas and to deeply consider the meaning behind the topic
collecting “alcohol” and enables them to explain the concept through their personal association or
useful understanding (Herbert & Alford, 2017).
Consequently, the strategy is enabling the students to apply and promote the values
information
and attitudes they have learned throughout the unit in relation to the effects of alcohol
about what on the individual and community. Thus, it is addressing the NSW BOSTES Syllabus
students have PDHPE K-6 outcome “Accepts responsibility for personal and community health”
learned from (BOSTES, 2007).
this unit. Additionally, it is a useful tool for summative assessment because it demonstrates the
student’s ability to utilise digital representations to represent ideas, experiences and
information suited towards the intended purpose, criteria and audience which meets
the NSW Syllabus English K-6 outcome, “Thinks imaginatively, creatively and
interpretively about information, ideas and texts when responding to and composing
texts” (BOSTES, 2007).

How will Upon completion of the task, time will be allocated to allow students take turns to show
students the class their advertisement (This will be conducted in a roster system where 5
receive children present their video at a time – alike how class news is rostered). After each
feedback about child plays their clip the class will take the time to provide 3 positive comments about
their learning? the advertisement, to give the student positive feedback about what they have created.
In addition, the teacher will utilise the criteria expressed during the instructions to
assess the students, taking into consideration the child’s development and over-all
understanding of the topic (Hattie & Timperley, 2007).

How will It is my desire to maintain parent inclusion throughout this unit as I believe it is an
parents receive important contributor to a child’s overall understanding of the topic. Because this
feedback about program will be completed utilising ITC, it will make it easier for me to provide written
students’ feedback to the children’s parents, as I will be able to send them the student’s
learning? completed works. Therefore, parents will not only be notified of the unit before its
commencement, they will receive feedback upon the completion of the unit. This will
encompass the learning intention of the unit provide information on how and why the
student has or has not met the criteria and will provide strategies that would help the
student to improve (Hattie & Timperley, 2007).

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REFERENCES

Assessment Resource Centre (ARC). (2018) Personal development health and physical education K-6. NESA
NSW: Sydney Australia. Retrieved from https://arc.nesa.nsw.edu.au/go/stage-3/pdhpe

New South Wales Education Standards Authority (NESA). (2018). Personal development health and physical
education K-6 Syllabus. NESA NSW: Sydney Australia. Retrieved from
http://educationstandards.nsw.edu.au/wps/wcm/connect/f63e7d9d-fa2a-471b-bf3c-
d5b362fddb00/k6_pdhpe_syl.pdf?MOD=AJPERES&CVID=

Board of Studies NSW. (2007). Personal development, health and physical education K-6 syllabus. Retrieved
from http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/pdhpe/pdhpe-k-
6-syllabus

Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1).

Herbert, P. & Alford, G. (2017). The beginning teachers’ companison (2nd Ed.). ITC Publications. Australia
ISBN: 978-0-9806598-9-4.

ITC Publications. (2017). Explicit Instruction for the Australian Curriculum (Incorporating a thinking skills
framework). Retrieved from SCU EDU20010 Blackboard.

Lowe, K. (2016). Assessment, feedback and reporting. In R. Churchill., S. Godhino., N. F. Johnson., A.

Keddie., W. Letts., K. Lowe., J. Mackay., M. McGill., J. Moss., M. C. Nagel., K. Shaw., P. Ferguson., P.
Nicholson., & M. Vick (3rd ed.), Teaching: Making a difference (pp. 420-478). Milton, QLD: John Wiley &
Sons.

World Health Organisation (WHO). (1986) Ottawa Charter for health promotion. Geneva, Switzerland
Retrieved from http://www.who.int/healthpromotion/conferences/previous/ottawa/en/

World Health Organisation (WHO). (2014). Global status report on alcohol and health. Geneva,
Switzerland.
Retrieved from http://www.who.int/substance_abuse/publications/global_alcohol_report/en/

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