FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2, YEAR LEVEL: 9 LEARNING AREA/TOPIC: Health and Physical Education
Week 5-6

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom:

 Students to have access to the use of a computer (one per student) and the internet.
 Students are issued with an iPad in some classes when required.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 5 Health and “Safer” sex practices; Formative Introduction: Safer sex definition,
Lesson 1 Physical assessment: using  Ensure ground rules are established before beginning this Deapartment of Health
Education.  Determine the level of risk Kahoot to assess lesson. WA:
associated with different forms students  Initiate a classroom discussion around what students think https://healthywa.wa.gov
Impact of external of sexual activities whether understanding of is meant by ‘safe sex’. Ask students to explain the .au/Articles/A_E/About-
influences on the they be safe, low risk or high ‘safer’ sex difference between ‘safe sex’ and ‘safer sex’ and once safe-sex
ability of risk. practices. students have developed their own ideas, provide them
adolescents to with the definition according to the Department of Health Kahoot Online Quiz:
make healthy and  Create an educational video on Formative WA website. https://kahoot.it/
safe choices the correct technique when assessment:  Instruct students to use their personal laptop devices to
relating to putting on a condom. Educational video access Kahoot, where students will complete a quiz to Weebly will contain
sexuality. using ‘Clips’ to demonstrate their current level of understanding of ‘safer’ lesson instructions with
(ACPPS092) explain the process sex practices. links to Kahoot and
of putting on a  This activity is not concerned about how students perform educational videos.
condom. on the quiz. It is designed so that the students can identify www.weebly.com
what they already know and which issues regarding safer
Formative sex they need more information about. Demonstration of
assessment: Exit condom video link:
 Students will be required to select the level of risk that
Slip Task, to get an https://teachingsexualhea
best describes the form of sexual activities listed.
understanding of lth.ca/teachers/resource/
For example, students will be need to determine if the
what the students male-condom-
following sexual activities are safe/low risk/high risk:
have learnt. demonstration/
Kissing, massage, having sex without a condom, cuddling
etc.

Body:
 Lesson instructions will be explained to the class, but
students will also have access to the lesson instructions on
the Weebly page.
 Students will explore reasons for using condoms and learn
the correct procedures for use. The following material is
not to encourage students to engage in sexual activity, it is
 designed to provide an understanding and clarification for
those who make the decision to be sexually active in a
safer way.
 Instruct students to watch the video demonstration of how
to put on a male condom, link on the Weebly website.
 Activity: Students will get in groups of 2 and will be
required to make their own educational video using a
condom and a banana. Using the classroom iPads, one
student will be filming, the other students will correctly
put the condom on the banana. Once the footage has been
taken student will insert their video into the app ‘Clips’
and make their own educational video using the different
functions on the app.
 Through the use of this app, it will give students the ability
to insert titles, subheadings and voice over, to help explain
the process and procedures to correctly put on a condom.
 Videos will be picked at random to show to the class (not
enough time in lesson to go through everyone’s videos)

Conclusion:
 Exit Slip task: Students will be required to answer three
questions at the conclusion of the class.
These will be:
1. Write two things you have learnt today.
2. Write one thing you found interesting.
3. Write one question you have about today's lesson.

Week 5 Impact of external Safer Sex Practices; Formative Introduction: Weebly will contain
Lesson 2 influences on the assessment: using  In Year 8 students were introduced to birth control and lesson instructions with
ability of  Determine the possible ‘Socrative’ to Sexually Transmitting and Blood Borne Infections links to Socrative and
adolescents to risks associated with being assess students (STBBIs). For a review of this content, students will be QR Codes.
make healthy and sexually active. prior understanding required to participate in an online quiz using the website www.weebly.com
safe choices of STBBIs and ‘Socrative’.
relating to  Construct a presentation of Birth Control.
sexuality. the symptoms, effects,  Similar to lesson 1, instruct students to use their personal Department of Health
(ACPPS092) treatments and prevention laptop devices to access Weebly for the link to Socrative. WA Website:
for common sexually Formative Students will be required to answer true or false Q’s to https://healthywa.wa.gov
transmitted diseases; assessment: using briefly jog the memory of previous learning surrounding .au/Articles/A_E/About-
Chlamydia, gonorrhea, ‘Explain birth control and STIs. Examples of these questions are: sexually-transmitted-
genital herpes and genital Everything EDU’ - Is withdrawal a highly effective birth control method? infections-STIs
warts. app to create a - Does a female must have to orgasm to become
presentation about pregnant? Learning Sequence 4
the different STI’s. Worksheet: STI’s and
Body: Symptons
Summative  Class discussion on the things to consider when being https://www.sex-
assessment: sexually active and determining what students consider the ed.com.au/wp-
Learning sequence key issues might be. content/uploads/2014/03/
4 worksheet –  In particular, focusing on getting pregnant, feeling used, catching-on-later.pdf
matching up STI getting a STI, breaking up, sexual pleasure-giving and pg283
with the symptom. receiving, parents disapproving, getting a reputation and
friends disapproving.
 Activity: Instruct students to use the class iPads to scan the
four QR codes that have been placed around the
classroom. Students will listen to the videos of each QR
code and be required to take notes of the symptoms,
effects, treatments and preventions for four STIs.
 Students will be placed into groups of four and need to
construct a presentation using the app ‘Explain Everything
EDU’.
 Students will be required to use as many of the features on
the app as possible in order to create a presentation that
will be engaging and informative whilst ensuring that all
content is demonstrated appropriately.
 Each presentation will be briefly presented to the class.

Conclusion:
 Provide students with ‘Learning sequence 4’ Worksheet
outlining each STI and the symptoms associated with
them.
 Students will be required to match up the STI with the
correlating symptoms.
 Worksheets will be collected up at the end of the class,
marked and returned to the students next lesson.
Week 6 Impact of external Safer sex practices; Formative Introduction: Weebly will contain
Lesson 1 influences on the assessment: using  Instruct students to use their personal laptop devices to lesson instructions with
ability of  Review lesson objectives google forms to get access the Weebly Website. links to Google Forms
adolescents to from previous two lessons a gauge as to what  Students will be required to click on the google forms link and instructions to use
make healthy and regarding safer sex students have learnt which will be provided on Weebly. This provides an Canva if students have
safe choices practices. from the past two opportunity for students to demonstrate their level of forgotten.
relating to lessons on safer sex understanding developed of ‘safer’ sex practices over the www.weebly.com
sexuality.  Create an infographic practices. past two lessons. This also gives the teacher the the ability
(ACPPS092) poster demonstrating the to review each student’s answers, bringing to the teacher’s
effectiveness of Summative attention the students who may need require some Department of Health
contraceptives in relation assessment: assistance. WA Website:
to STI and pregnancy. Students to design https://healthywa.wa.gov
an infographic Body: .au/Articles/A_E/About-
using ‘Canva’  Students will be required to create a presentation using sexually-transmitted-
relating to the ‘Canva’. This is an activity which will be assessed infections-STIs
effectiveness of individually and students will be required to design an
contraceptives. This infographic poster on the effectiveness of different Canva App on iPad
will be graded by contraceptives in terms of pregnancy and sexually
the teacher and transmitted diseases. Students will have previously used
worth 10% of the this app in other classes so should have a good
students grade. understanding of the app functions, templates, and the
tools to create a unique poster.
 Explain to students that this is graded assessment and the
purpose of the assessment is to clearly explain the form of
contraceptive and its effectiveness in relation to pregnancy
and STIs.
 Students will have the Department of Health WA website
as a resource to find statistics and information. The link
will be provided on the classrooms Weebly page.

Conclusion:
 Students will be required to submit their infographic
poster at the completion of the lesson by uploading their
poster under the assessment section on the Weebly
website.