Sample unit: Personal Development, Health and Physical Education

Sample for implementation from 2019

Unit title Second opinion Stage 5 Duration 10 weeks

Unit overview
Students explore the influence of media on the health, safety, wellbeing and physical activity levels of young people. They critique different sources of health
information and how to assess their credibility and relevance. Students evaluate the options available for young people seeking help.
This unit includes personalised adjustments for a student with disability. Read the student’s case study.
Key inquiry questions
 What strategies can I plan and prioritise in my community to empower individuals to lead safe, healthy and active lifestyles for the benefit of my own and other’s
wellbeing?
 How can I plan and advocate for health, safety, wellbeing and participation in a lifetime of physical activity?
 Why are external influences an important aspect of my own and other’s health, safety, wellbeing and participation in physical activity?
Outcomes
A student:
 researches and appraises the effectiveness of health information and support services available in the community PD5-2
 critiques contextual factors, attitudes and behaviours to effectively promote health, safety, wellbeing and participation in physical activity PD5-6
 plans, implements and critiques strategies to promote health, safety, wellbeing and participation in physical activity in their communities PD5-7

PDHPE skills

The following self-management skills (S) are focused on throughout the unit: The following interpersonal skills (I) are focused on throughout the unit:
 Strengthening personal identity  Communication
 Self-awareness  Collaboration, inclusion and relationship building
 Decision-making and problem-solving  Empathy building
 Help-seeking  Leadership and advocacy
 Social awareness

Assessment for, as and of learning

Assessment for, assessment as and assessment of learning are approaches that enable teachers to gather evidence and make judgements about student
achievement. These are not necessarily discrete approaches and may be used individually or together and formally or informally.

Some examples of assessment FOR learning in this unit include:

 clear learning goals or intentions for the learning activities
 self-assessment and peer-assessment, eg peer assessment of examination of marketing strategies (PD5-6), using rhetorical questioning to encourage thinking and
reflection
 Seeking help for ourselves and others (PD5-2)

Some examples of assessment AS learning in this unit include:

 inquiry-based learning that encourages students to take responsibility for their own learning, eg gender roles in popular culture (PD5-6), developing and applying
criteria to assess health information, products and services (PD5-2, PD5-6), research inquiry (PD5-2), examination of marketing strategies (PD5-6), impact of
media messages associated with physical activity and sport (PD5-6).
 use of self-reflection and peer feedback to refine understanding and skill, eg personal reflection in 24-hour media diary (PD5-6), peer feedback on strategies for
young people to access appropriate services (PD5-7).

Some examples of assessment OF learning in this unit include assessing achievement of success criteria through:
 questioning to assess students’ knowledge and understanding to plan for future learning, eg gallery walk, physical barometer, pinwheel discussion, affinity
mapping, concentric circles, conver-stations, fishbowl, snowball discussions, talk moves, think-pair-share, basketball questioning, funnel questioning, leading or
reflective questioning, Quizlet or Human Bingo, see resources
 observation of students’ knowledge, understanding and skills through their work and participation in activities, eg discussion of the local services that promote the
health of young people.

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Syllabus content Teaching, learning and assessment (with adjustments)

Students: Understanding and critiquing media

 investigate media strategies,  Provide the context for learning for the following lessons, for example:
marketing and influences associated - Young people are living in a world revolving around digital technology and have wide access to digital devices. Many
with health issues affecting young people have a heavy reliance on the internet and social media for information and communication.
people: - Digital media can be very influential. Media offers many positives such as entertainment, news, sport and education,
- critique media messages and and can also send strong messages to young people about how to look, act and behave. These messages can have
evaluate how different either positive or negative health consequences.
interpretations can impact the - Consequently, it is important for students to investigate how the media often misrepresents what it means to be ‘healthy’
health, safety, wellbeing and and can influence a young person’s decision-making.
physical activity levels of young  Place a variety of media messages relating to body image, nutrition and mental health around the room. Ensure the
people, eg messages regarding language used in the media messages is suitable for the literacy levels of the students. A variety of messages may be
body image, nutrition and mental suitable.
health S  Students move around the room and record their interpretation of each media message. Encourage students to discuss
their interpretations with each other as they review each message.

My 24-hour media diary (Assessment opportunity – PD5-6)

 Students reflect on the past 24-hours and create a diary/list that includes all the different types of media they have been
exposed to, eg television shows and advertisements, radio, magazines, podcasts, billboards, newspapers and social media.
 Students identify and describe all the media messages they have received during this time regarding body image, nutrition
and mental health.
 As a class, discuss how these messages may be interpreted differently and impact on young people’s attitude, behaviour
and perceptions of health.
 Students assess how these messages/interpretations impact their own levels of health, safety, wellbeing and participation in
physical activity. What strategies could they implement to challenge media messages to improve their health, safety,
wellbeing and participation in physical activity?
Personalised adjustments (see Appendix 1)
 Provide Henry with a scaffold to record his results for the media watch task with an example of a completed entry.
Students: Issues in the media: body image, nutrition and mental health
 investigate media strategies,  Think-Pair-Share: individually, students respond to the following questions:
marketing and influences associated 1. What is media vs mass media?
with health issues affecting young 2. What is the purpose of media?
people: 3. How are media messages constructed?
 examine marketing strategies to

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Syllabus content Teaching, learning and assessment (with adjustments)

determine the influence they 4. What is media literacy?

have on young people’s Students then find a partner and discuss their responses to the questions. As a class, discuss the various responses to each
attitudes, behaviour and question.
perceptions of health, eg healthy  In pairs, brainstorm ‘how media literacy skills influence our decisions’, share responses with the class. Reponses could
food habits, drug use, sexuality, include:
gambling, sexual health, alcohol - Media literacy emphasises critical thinking
consumption S - Being media-literate is part of being an educated citizen
- Media literacy promotes active participation in a media-saturated environment
- Media literacy helps us to understand key messages and their intentions.
 Using 2 different advertisements (print/video/radio), eg ‘Uber eats’ and ‘R U OK Day’, students reflect on the following
questions:
- Who are these advertisements targeting?
- What are the key messages for each advertisement?
- Why are these message being delivered?
- What techniques are used to attract/engage the audience’s attention?
- How effective are the techniques used to engage the audience and why?
- What values, lifestyles and points of view are represented in, or omitted from, these advertisements?
- How do these advertisements influence your attitudes, behaviours and perceptions about body image, nutrition and
mental health?
Personalised adjustments
Provide Henry with a glossary of the following terms; media, mass media, media literacy, saturated, citizen, values with visual
examples to consolidate meaning. Explicitly teach the meaning of this vocabulary within the context of the questions, eg
emphasises critical thinking, being media literate. As the class engage in the discussion, model the use of recording ideas using
a graphic organiser such as the online tool Bubbl.is. Following the discussion, Henry will identify four reasons why media
literacy is so important for young people today.
 Students detail their own account of what they believe to be the core issue with the media’s influence on body image,
nutrition and mental health.
 Using ICT tools, eg Photoshop, students manipulate an image to enhance its features/advertising appeal. Discuss the
impact editing and/or using filters on pictures can have on a young person’s body image, eating habits and mental health.
Propose ways to educate young people about the techniques advertisers use to sell their products/lifestyle.
 Students watch the TED Talk by Dr Renee Engeln (15 mins) 'An epidemic of beauty sickness' and write down three major
points from her presentation about the influence marketing strategies have on young people’s attitudes, behaviours and
perceptions of health. Students discuss responses in small groups.
Personalised adjustments (see Appendix 2)
Define and discuss key terms of body image, fad diets, depression, bulimia and anorexia nervosa with Henry. Prior to viewing,
ensure Henry has a note-taking scaffold or mind map for recording key points. Allow Henry extra time for viewing and

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Syllabus content Teaching, learning and assessment (with adjustments)

discussing the clip. If possible, Henry could view the clip before the lesson. Provide Henry with a scaffold to support him when
answering this question. Provide Henry with a vocabulary list of connectives and language of opinion to support his writing. For
example; such as, so that, therefore, It is my belief that …, I’m of the opinion that …

Examination of marketing strategies (Assessment opportunity – PD5-6)

 Meet the Panel: In small groups, students plan an informative television news show (up to 5 mins) where the target
audience is young people (13-16 years). In small groups, students are allocated one of the following topics by the
teacher:
- healthy food habits
- drug use
- sexuality
- gambling
- sexual health
- alcohol consumption.
 Groups discuss the role of each group member based on student strengths. The news show should include the
following:
- introduce the topic and give a brief background
- use trends to support why the topic needs to be broadcast to inform, educate and empower young people
- identify and describe the marketing strategies used to influence young people as consumers, eg television commercials
for sweets, snacks and fast food as mainstays of advertising which targets children and young people, advertisements
during sport broadcasting, alcohol advertising and sponsorship in sport.
- assess how this topic influences young people in a positive and negative way including how these strategies influence
young people's attitudes, behaviours and perceptions of health.
- provide a closing argument and advice for young people watching the show.
 Using a teacher-developed scaffold, each group presentation is provided feedback by the class/audience and teacher
using the criteria:
- how well the group researched and assessed the media strategies for the topic covered
- how thorough the group were in assessing the influences on attitudes, behaviours and perceptions of health
- how appropriate the advice was for young people in regards to promoting positive attitudes, behaviours and perceptions
of health
- collaboration and communication skills S
- leadership, advocacy and social awareness. I
Personalised adjustments
Discuss with Henry the requirements of the task and collaboratively select a topic that builds on his strengths and interests.
Specify and define the various roles and responsibilities required to complete the task. Scaffold and explain these roles to Henry
and his group. Support Henry to access research material with a suitable reading level and provide guided reading questions

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Syllabus content Teaching, learning and assessment (with adjustments)

such as:
 How do companies use advertising to persuade young people to make healthy or unhealthy food choices? Describe at least
TWO techniques.
 How could these advertising techniques change a young person’s behaviour?
Students: Impact of media messages associated with physical activity and sport in Australia
 investigate media strategies, (Assessment opportunity – PD5-6)
marketing and influences associated
with health issues affecting young
Note: The role of physical activity in promoting health is highlighted in public health campaigns, news and current affairs, reality
people:
television and other media. Physical activity campaigns should deliver positive and practical messages.
- explore the impact of media
 Students investigate the different types of media messages associated with physical activity, outdoor recreation and sport in
messages associated with
Australia, eg social media messages, reality television shows, sporting television shows, active after-school initiatives.
physical activity, outdoor
recreation and sport in Australia  When exploring the media messages, students are encouraged to consider:
and propose how this might - objective examples from different measures including student/class surveys and physical activity research journals (eg
influence the health behaviours Active and Healthy Journal)
and actions of young people S I - how the same media messages may influence young people differently in relation to the determinants of health.
 Students discuss the impact (positive and negative) of these media messages in relation to their influence on the health
behaviours and actions of young people in Australia. Students propose ways to reduce this impact.

Personalised adjustments
Provide Henry with two examples of different media messages associated with physical activity, outdoor recreation and sport in
Australia. Support Henry to complete a comparison table that identifies the purpose, audience, key message and advantages
and disadvantages of both examples. Encourage Henry to use his information to make an evaluation decision about which
message is the most effective in promoting healthy lifestyles.
Students: Gender messages in popular culture
 investigate media strategies,  Students participate in a metalanguage brainstorm. This can include the teacher defining with class:
marketing and influences associated - What is a gender stereotype?
with health issues affecting young
- What is pop culture?
people:
- critically analyse gender  In small groups, students create a list of words associated with the following statements:
messages in popular culture and - ‘Act like a man’, eg don’t cry, stay strong, be tough.
consider their impact on - ‘Be ladylike’, eg refined, polite, elegant, demure, sophisticated.
individual and community health,
safety, wellbeing and
Talking walls – images of gender roles in pop culture
participation in physical activity S

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Syllabus content Teaching, learning and assessment (with adjustments)

I  Print images that represent gender roles in popular culture, eg sport, music, art, film, fashion, books, magazines, social
media. Put these images around the classroom.
 Students move around to each image and record what they perceive as the gender-role message from each image.
 Discuss the various images as a class and the different perspectives recorded. Additional questions may include:
- Where do we learn these gender roles?
- Who teaches us these stereotypes? Eg entertainment, sports, media?
- Why may it be perceived ‘different’ or ‘strange’ to see boys playing with barbie dolls and girls playing with monster
trucks?
 Students participate in a teacher-facilitated discussion on gender stereotypes. Talking points may include:
- ‘... Women and men behave similarly over 98% of the time, but the differences come out so strong in the media …’
(Vogel et al. 2011)
- Do all advertisements we view on television promote gender stereotypes?
- Why is valuing difference and diversity so important?
- What impact might gender stereotypes have on individuals and communities?
Personalised adjustments
Explicitly teach key terms such as gender, stereotype, and pop culture with examples. Henry could match visual examples to
the key terms or compose a sentence using the terms and illustrate it with an image.

Inquiry learning – gender roles in popular culture (Assessment opportunity – PD5-6)

 Students:
- record a gender stereotype that they feel exists in their broader community
- research evidence of this stereotype, eg news articles, advertising, social media posts
- write a structured response critically analysing why the stereotype exists, what impact it has on individuals and the
community and what strategies could be put in place to challenge this stereotype
- share their responses.
Personalised adjustments
Select a gender stereotype that is accessible to Henry, eg rugby league is only played by men. Provide Henry with one article or
advertisement that supports this stereotype and ask him to find one or two more visual images or social media posts. Provide a
scaffold for Henry to construct a paragraph describing the stereotype, the impact it has on individuals and the community, and
strategies to challenge the stereotype. For example:
 Introduce the topic.

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Syllabus content Teaching, learning and assessment (with adjustments)

 Describe how this is presented in the media, eg through sports broadcasts, advertisements, images, social media.
 Explain how this affects both men and women.
 Outline one way we could challenge this stereotype.
If required, provide sentence starters to assist with each of the elements above.
Students:  Review from last lesson how gender stereotypes can impact on individual and community health. What situations may arise
 plan, rehearse and evaluate options as a result of these stereotypes? What other risk taking situations exist for young people? For the various situations
for managing situations where their identified, what strengths do them and others draw on to minimise any short or long term risks?
own and others’ health, safety and
wellbeing may be at short-term or
long-term risk (ACPPS091) Seeking help for ourselves and others
- evaluate the effectiveness of  In small groups, students complete each step of the Visible Thinking routine, ‘Generate, Sort, Connect, Elaborate’, before
help and crisis services available moving on to the next step. As a class, discuss a criteria for what might make a service effective.
to young people S
(Assessment opportunity – PD5-2)
- Generate a list of all the different types of services available to young people from the situations identified above.
- Sort the list into help and/or crisis services.
- Connect the help and crisis services available to the various situations
- Elaborate: evaluate the effectiveness between the situation and the help and/or crisis service as identified in the
previous step.
Use a Likert scale (1–5) to assist students who are finding this concept difficult. Students can then explain why they
selected a particular point on the scale.
 Groups present their work to the class.
Personalised adjustments
 Embed explicit teaching of vocabulary into the lesson for Henry. Define the key terms of health, safety, wellbeing, risks,
short-term and long-term. Create a personalised dictionary that Henry can add subject-specific terms to as he progresses
through the unit.
 Provide Henry with a summary of the notes from the first activity so that he can refer to them when completing this task.
Encourage Henry to use a writing scaffold or graphic organiser to separate his ideas between the risks and the
effectiveness of the help/crisis centres. Provide Henry with sentence scaffolds that use vocabulary of connectives to assist
him in his writing, eg This service provides help because …
 Students are given case studies showing examples of the types of health issues young people may experience and the
ways in which they can be managed. For example, beyond blue personal stories. Students read a personal story and
answer the following questions:
1. What was the health issue encountered by the young person?

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Syllabus content Teaching, learning and assessment (with adjustments)

2. What did they do to try and manage their situation?

3. What were the short-term and/or long-term risks?
4. Assess the effectiveness of each help and crisis service for each young person’s health, safety and wellbeing.
Personalised adjustments
 Select a personal story that reflects Henry’s current reading and comprehension levels. Collaboratively define the key terms
and summarise the main messages from the story with Henry. Use visual images that relate to the main messages to
consolidate Henry’s understanding. Read and define the questions before supporting Henry to re-read the story and answer
the questions.
 Provide Henry with sentence scaffolds and vocabulary lists that use language of ‘evaluation’ to describe the effectiveness of
up to three selected help or crisis services.
Students: Developing and applying criteria to assess health information, products and services
 critically analyse health information, (Assessment opportunity – PD5-2, PD5-6)
products and services to promote
health, safety, wellbeing and physical
Note: remind students about the sensitive nature of sharing and discussing health services and products used. Students should
activity levels:
only share what they are comfortable to share.
- develop and apply criteria to
 Students are asked if they have heard or read of claims made promoting health products or services, for example:
assess health information,
products and services and - prevents colds and flu
propose actions that may assist - guaranteed to help you lose weight
young people to select credible - keeps hair shiny and healthy
sources of information and - renews skin overnight
advice S - builds muscle fast.
Driving question:
How do we know these claims work before we buy and use the product or service?
 Use the following questions to stimulate discussion with students:
- Identify the sources from which they acquired their information about the products discussed in the previous activity.
- How reliable is this information?
- How do we choose between different health practitioners or health and wellness brands?
- Discuss the potential problems faced by young consumers who want to buy a product to meet a health need.
 What actions may assist young people to select credible sources of information and advice?
 Students list the health products and services they use to meet their health, safety, wellbeing and physical activity
requirements.
 In small groups, students:
- compare their lists with those in the group to generate a refined list of products/services commonly used

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Syllabus content Teaching, learning and assessment (with adjustments)

- discuss similarities and differences in health product/service use and their knowledge about particular products/services
- review established criteria for evaluating health information on the internet, eg Evaluation of health information on the
web
- discuss what the criteria says and whether you agree or not.
- develop a set of criteria (up to 5) to assess health information, products and services, and trial it on samples – one
brochure or fact sheet, health product and service
- use a suitable platform, eg whiteboards or electronic discussion board to share their criteria with other groups.
 As a class, decide on three to five criteria to assess the validity and reliability of health information, products and services.
Students may need an explanation of ‘validity’ and ‘reliability’ in context.
 Students use the criteria to develop advice to assist young people in selecting credible sources of information, products and
services. Students share their advice with another person.
Personalised adjustments
Explicitly teach key vocabulary terms such as consumer, bias, practitioner, valid and reliable, encouraging Henry to add them to
his dictionary. Provide Henry with visual images to represent the various health products available on the market as a stimulus
for discussion. As Henry compares his list with his peers, encourage him to use language of ‘comparison’ to enable him to
evaluate his list with other students in his group, eg in contrast, similar, likewise, dissimilar. Support Henry to prepare a
response to the class discussion by considering:
 Where are health products advertised and sold?
 How do people choose which products to buy?
 What can young people do if they are unsure which products are safe to use?
Students: Local health and support services
 critically analyse health information,  Before students begin researching local health and support services it would be advantageous to conduct a diagnostic
products and services to promote assessment and ask the following questions:
health, safety, wellbeing and physical - What types of health-related issues may require advice and support?
activity levels: - What are the names of local health and support services available to them?
- research local services that - How can the appropriateness of these health and support services be determined?
promote and support the health,
safety, wellbeing and physical Research inquiry (Assessment opportunity – PD5-2)
activity levels of young people
 Students complete the following inquiry activity:
and plan ways to share the
- Use ICT tools to complete a table similar to the one below.
information of these services, eg
- Gather and evaluate the help and crisis services available to them at their own school and in their local community.
within social networks S I

Name of help or crisis service Methods of help Advantages/disadvantages Overall effectiveness

and why

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Syllabus content Teaching, learning and assessment (with adjustments)

 With guidance, students create a visual representation of how they might promote these services, eg mind map of different
types of social networks, and prepare a social media post to share the information of these services with young people. This
may be used on the school Facebook page to raise awareness.
Students:  In small groups, students:
 critically analyse health information, - outline the ways young people can access the services identified. Analyse/critique how each health and support service
products and services to promote provides advice and support for young people and evaluate if the support that is offered and provided is appropriate.
Use examples from health and support services researched.
health, safety, wellbeing and physical
activity levels: Personalised adjustments
- critique the appropriateness of  Provide Henry with a list of local health and support services with visual supports or use the research inquiry table from the
health and support services that previous lesson. Provide Henry with a list of three websites to refer to for this task. Encourage Henry to use a note taking
scaffold to record his answers to the following:
provide advice and support on
- What does the service do?
health-related issues and - How can a young person get help from this service?
propose strategies to encourage - Is this support service helpful for a young person? Give two reasons and explain why you feel this way.
young people to access  Provide Henry with sentence scaffolds that use vocabulary of ‘comparison’ so that he can evaluate the effectiveness of the
appropriate services S I services. For example;
- compared to
- a similarity between
- unlike the
- instead of having
- they are comparable in that.

Strategies for young people to access appropriate services (Assessment opportunity – PD5-7)
 In small groups, students:
1. choose one of the listed local services above
2. design a podcast, website, infographic or any other similar product that can be shared among young people
3. provide detailed information about this health and support service
4. explain the process for how young people can seek advice and support from this local service
5. propose three strategies to encourage young people to access this service
6. articulate how their product can be shared within social networks.
 The final products should include a peer assessment with a prescribed marking rubric, for example:
- depth and clarity of information researched
- level of appraisal of the effectiveness of one health information and support service available in the community.

Optional activity: students present/provide their podcast, website or infographic to the local health service and demonstrate how

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Syllabus content Teaching, learning and assessment (with adjustments)

it can be shared within social networks.

Personalised adjustments (see Appendix 3)

 Specify and define the various roles and responsibilities required to complete the task with Henry and his group. Roles
could include researching information, collecting or creating images, writing scripts or texts and editing the product. Scaffold
and explain these roles to the students.
 Building on his verbal strengths, encourage Henry’s group to create a podcast. Provide Henry with a self-organisational
checklist to support his planning and completion of the task.
 Give Henry a scaffold to use when researching this local service. The scaffold should include specific questions that targets
the purpose of the podcast such as:
- What is the first step that a person must take to access this service?
- How can a young person be encouraged to access this service?
- Where are you going to share this information on a social network?
 Provide Henry with vocabulary lists that use language of ‘sequencing’ to describe the steps a person must take to access a
support service, eg initially, first of all, then.

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Resources
Tools for teaching and learning
 Audacity: http://www.audacityteam.org/home/
 Canva: https://www.canva.com/
 Human Bingo: a fun game where the teacher generates a series of questions on paper. Each question is in a box. Students are handed a copy and they need to
move around the room to get the signature of students (in the question box) who are confident they can answer the question. Once a student has signatures in all
boxes, they say ‘bingo’. This student stands out the front and reads out the question and asks the student who signed their name in a box to answer the relevant
question. Other students are encouraged to put their hands on their head if they can contribute to the response. If no-one puts their hand on their head and the
teacher believes the answer is correct, the class should clap the respondent. Repeat this process for each question.
 Quizlet: https://quizlet.com/en-gb
 Visible Thinking – Generate, Sort, Connect, Elaborate: http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/
03d_UnderstandingRoutines/GSCE/GSCE_Routine.html
 Weebly: https://www.weebly.com/au
 Wix: https://www.wix.com/
Videos
 YouTube video - TED talk – An epidemic of beauty sickness: https://www.youtube.com/watch?v=63XsokRPV_Y
Websites
 ACHPER Active and Healthy Journal: https://www.achper.org.au/publications/active-healthy-journal
 Australian Government: https://www.australia.gov.au/information-and-services/health/medicine-and-health-products
 Health Direct: https://www.healthdirect.gov.au/teenagers-health
 Independent News:
http://www.independent.co.uk/life-style/health-and-families/features/teenage-mental-health-crisis-rates-of-depression-have-soared-in-the-past-25-years-
a6894676.html
 Kids Helpline: https://kidshelpline.com.au/teens
 Mind Matters – Activity 5 Helping friends and peers:
https://www.mindmatters.edu.au/docs/default-source/learning-module-documents/mm_module4_5-teacherguide.pdf?sfvrsn=2
 Mind Matters – Looking after your friends: https://www.mindmatters.edu.au/explore-modules/looking-after-your-friends
 Mind Matters – Module 4.7 Who can help?
https://www.mindmatters.edu.au/docs/default-source/learning-module-documents/mm_module4_7-moduleoverview.pdf?sfvrsn=2
 Mirror, mirror – A summary of research findings on body image by SIRC (2017): http://www.sirc.org/publik/mirror.html
 NSW Health, Health services for young people: https://www.health.nsw.gov.au/kidsfamilies/youth/Pages/health-services-yp.aspx
 NPS Medicinewise: https://www.nps.org.au/medicines-line-1300-medicine-fb5f6caab8c109b3
 Physical activity in the mass media: an audience perspective: https://www.ncbi.nlm.nih.gov/pubmed/25697582

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 Unit evaluation Yes
 The unit adequately addresses syllabus outcomes. 
 The unit reflects the needs, interests and abilities of students. 
 The unit provides opportunity for students to demonstrate what they know and can do. 
 The unit includes a variety of teaching and learning activities, and resources to address the learning needs of all students. 
Additional comments and suggestions for improvement:

How have the Propositions been embedded in the unit? How effective were they in assisting students to achieve the outcomes? What could be done to
improve / enhance the propositions in this unit for next time?

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APPENDIX 1: PERSONALISED ADJUSTMENT – Henry’s media task scaffold
Record all examples of media you see, listen to or read in the past 24 hours.

Media Type Purpose Body Image Nutrition Mental health

eg, Television To sell perfume Black and white images of Ad is trying to suggest that by
advertisement young, slim women, suggests purchasing the perfume we can all be
that we should all try to look like as happy and successful as the women
this. shown.

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APPENDIX 2: PERSONALISED ADJUSTMENT – Henry’s note-taking scaffold
Task description:
What do you think is the most important issue regarding the media’s influence on body image and mental health?
Watch the TED talk An epidemic of beauty sickness.
Write down three key points that you learnt about how messages are received from the media.

What do you think is the most important issue regarding the media’s influence on body image and mental health?
Key message/idea/point Why is it important?
POINT 1:
POINT 2:
POINT 3:

Key terms: media, attitude, behaviour, persuade, effect, perceptions, depression, anorexia, unrealistic.

PDHPE Stage 5 Sample Unit: Second opinion Page 16 of 17

APPENDIX 3: PERSONALISED ADJUSTMENTS – Henry’s checklist for the podcast

Talk to your group about your role in the show. Decide with your group what local health service you would like
to research.

Go to the websites that have been given to you and find THREE facts about your service.

Write down TWO steps for HOW people can get advice from this local service.

Write down TWO ways that encourage young people to use this service.

Find an image that represents this local health service.

Practise your presentation with the group.

PDHPE Stage 5 Sample Unit: Second opinion Page 17 of 17