Student Name: Sean Evans Student Number: s5260368

School: South Queensland School

Focus Area: Health Benefits of Physical Activity

Unit Title: How Movement can Improve Ourselves and Others Year: 10 Term: 3

School Description: South Queensland School is a Gold Coast Secondary school, with an ICSEA value of
1064, placing it within the 74th percentile of all ICSEA rated schools. This school has a 2023 enrolment of
1970 students, a 2% Indigenous population, and 41% of students claiming a language background other
than English.

Preceding Unit: Personal and Community Movement

Context: Students continue to develop locomotor/non-locomotor, and object control skills within a range of
games and activities. A focus on the cognitive verb analyse is undertaken, as students follow related
content descriptors to analyse their movement sequences and concepts.
Focus Area: Fundamental Movement Skills
Related Content Descriptors:
AC9HP10M02
create and refine movement strategies to achieve successful outcomes across a range of
challenging movement situations

AC9HP10M03
apply movement concepts in new or challenging movement situations and analyse the impact
each concept has on movement outcomes

Following Unit: Mental Health of Us and Others

Context: Students develop and understanding of mental health of themselves and the community,
understanding what impacts mental health, the importance and widespread issue it has, and what tools
are available to minimise/prevent mental health concerns.
Unit Focus: Mental Health and Wellbeing
Related Content Descriptors:
AC9HP10P06
evaluate emotional responses in different situations to refine strategies for managing emotions.

AC9HP10P08
plan, rehearse and evaluate strategies for managing situations where their own or others’ health,
safety or wellbeing may be at risk.
Unit Overview: Throughout the unit How Movement can Improve Ourselves and Others, students will
follow the focus area: Health Benefits of Physical Activity. A strengths-based pedagogical approach will be
followed when teachers show students how movements are performed, and encouraging students to
participate in new movement skills/sequences. ‘
The Centers for Disease Control and Prevent recommends adolescents perform one hour of vigerous
physical activity per day, with intermediate low intensity activity throughout the day. As such, this unit will
help students develop their own personalised plan to reach this recommended goal. Further, the
Australian Curriculum asks students to become aware of how physical activity can play a role within the
community, another focus of this unit.

Teacher should adopt a strengths-based approach when teaching this unit, as it will help students develop
strategies for themselves and their community to improve their physical abilities/inclusion. A strengths-
based approach will also help students lead into the following unit: Mental Health of Us an Others.

3080EDN: Health and Physical Education Curriculum – Junior Secondary 1

Student Name: Sean Evans Student Number: s5260368

Content Descriptions/Applicable Elaborations

 AC9HP10M06: Design, implement and evaluate personalised plans for improving or

maintaining their own or others’ physical activity levels to achieve fitness, health and
wellbeing outcomes.
1. Using digital tools to design, implement and monitor a personal fitness plan that
includes a timeframe, goals, and a variety of specific activities that meet the
needs of different people.
2. Justifying the selection of physical activities included in a personalised plan linked
to physical activity goals and wellbeing outcomes they wish to improve or
maintain.
 AC9HP10M04: Participate in physical activities designed to enhance health, wellbeing
and fitness, and design, apply and evaluate strategies for incorporating these activities
into their lives.
3. Setting realistic physical activity goals, and designing, implementing and evaluating a
personalised program to incorporate regular physical activity into their weekly routines.
4. Participating in a range of physical activities and evaluating individual responses such as
heart rate, breathing rate, ability to talk and recovery rate.

General Capabilities/ Cross-curriculum Priorities

 AC9HP10M06
o Critical and Creative Thinking; Identify, process and evaluation information.
o Digital Literacy; Select and Operate Tools.
o Literacy; Understanding Texts.
 AC9HP10M04
o Critical and Creative Thinking; Draw conclusions and provide reasons/Evaluate actions
and outcomes.

Unit Learning Goals:

5. Students will identify causes for health impacts and understand how these impacts affect both the
individual and the community.
6. Students will design weekly programs targeted at improving the health of individuals with a focus
on physical movement.
7. Students will use ICT tools to aide them in improving their understanding of the physical health
impacts of themselves and others.

Resources:
Within this section are example resources where lesson plans are not provided. Lesson four may include
resources found within these links, or alternatively, shown at the end of this report. A SMART goals
worksheet and personalised plan aim to give students clear success criteria, and therefore allow a deeper
level of understanding for the content without confusion of the task. These resources will greatly allow
students to take away the content and apply it outside of a school setting.
https://www.smartsheet.com/blog/essential-guide-writing-smart-goals

https://marketplace.canva.com/EADaj6co8is/1/0/1131w/canva-orange-line-simple-physical-education-
lesson-plan--blXo42ET44.jpg

3080EDN: Health and Physical Education Curriculum – Junior Secondary 2

Student Name: Sean Evans Student Number: s5260368

Assessment Task

Background: In this unit, you have investigated what makes a healthy lifestyle for yourself, and others.
You have analysed healthy benefits of participating in physical activity, the benefits of frequent movement,
social/emotional benefits of frequent movement, impact of sedentary behaviour, and how to minimise
sedentary behaviour. You will use this previous investigation to aid you in your assessment task.

Task: 3 Parts
Students will (in groups of 4) create a 4-minute video presentation of how peers health habits can affect
others, a 2 minute presentation and personal plan of how your will stay health individually, and a 500 word
analysis of the plan.

Conditions:
 Part 1: You will work in a group to create a 4-minute presentation of what healthy movement at
school might look like, and how your decisions can impact your friends’ decisions. Your
presentation should have the included sections: Introduction, Positives, Negatives,
Conclusion.
You may ask these questions to guide your responses:
- What physical activity do you/your friends do at break time?
- What physical activity do you/your friends do before/after school?
- How might your choices positively/negatively impact your friends?

 Part 2: You will create a 2-minute presentation by yourself to analyse any personal changes you
can make to ensure a healthy lifestyle, and create a 7 day “Stay Active” plan detailing what
physical activities you can partake in. You should include research of the average amount of
exercise a teenager should perform per week.
You may ask these questions to guide your responses:
- What you do in your free time.
- Do you play any sports?
- Do you meet the suggested amount of exercise per week?
- What resources do you have at your disposal to stay active?
- How viable is your “Stay Active” plan, and can everyone follow it?

 Part 3: You will write 500 words analysing the effectiveness of this plan, ease of implementation,
what areas you might have missed, which areas you did well on, etc. You should include any
improvements and suggestions to your plan. This should be in an essay format, with a (short)
introduction, body paragraph, and (short) conclusion.

3080EDN: Health and Physical Education Curriculum – Junior Secondary 3

Student Name: Sean Evans Student Number: s5260368

Criteria:

Outstanding Well Done (6- Satisfactory Below Not Done

(8-10) 8) (4-6) Satisfactory (0-2)
(2-4)

Selection of Significant Significant Clear thought Unclear Work is not

content and thought and thought about about thought about organised
ability to discerning selection of selection of selection of
organise selection of order when order when order when
coherently order when organising organising organising
(___/10) organising information. information. information.
information.

Ability to An obvious An obvious A use of ICT Some use of A clear lack

display use of ICT use of ICT tools that ICT tools that of ICT tools
effective use tools used to tools used to follows the fails to follow that does not
of ICT tools great purpose great purpose genre, the genre in meet the
in adherence and extent that aligns to providing some areas. task.
with the that aligns the genre. some
genre closely to the meaning.
(___/10) genre.

Ability to A strong A good An analysis A poor A very

analyse analysis of analysis of of the analysis that unclear
situations of the situation the situation situation that shows some analysis.
both and effects and effects shows some thought
themselves that follow, that follow, thought processes
and the showing showing processes. are present.
community thought thought
with physical processes processes.
education that are
(___/10) detailed.


3080EDN: Health and Physical Education Curriculum – Junior Secondary 4

Student Name: Sean Evans Student Number: s5260368

Week Lesson 1 Lesson 2

1 Topic: Scaling Lessons Topic: Energy Systems

Lesson learning goals: Lesson learning goals:
 Students will complete a formative  Students will understand energy
worksheet aimed at assessing their systems and the different demands
health literacy comprehension, and the human body has when
understanding of how physical performing anaerobic vs. aerobic
activity can impact themselves and exercise.
the community.

2 Topic: How our body responds to exercise. Topic: Physical Activity goals/plans.
Lesson learning goals: Lesson learning goals:
 Students will take their understanding  Students will understand what
from the previous lesson to infer how SMART goals are, and what
humans react to different exercises constitutes a personalised physical
(focus on breathing, heart rate, and plan.
so on).

3 Topic: How to research with Health Literacy Topic: How physical activity impacts the
community.
Lesson learning goals:
Lesson learning goals:
 Students will develop their own
health literacy, and be provided tools  Students will understand how
to develop their skills individually. physical activity plays a role in the
community, and what they can do to
encourage it.

4 Topic: Receive Assignment/Groups and Topic: Teacher Conference about plan,

create initial plan of assignment. workload of group members, and progress.
Lesson learning goals: Lesson learning goals:
 Students will receive their Student groups for the assessment will
assessment, and be assigned into conference with the teacher regarding their
groups of four for the assessment. approach to the assessment, what workloads
Students will begin initial planning have been delegated, and the overall
sequence. progress.

5 Topic: Filming Topic: Make final edits to

assessment/Submission
Lesson learning goals:
Lesson learning goals:
 Students will work together to film
their assessment using suitable ICT  Students finish editing their
tools. Students will also begin editing assessment and submit.
their assessment using suitable ICT
tools, such as i-Movie or the Clip
Tool.

3080EDN: Health and Physical Education Curriculum – Junior Secondary 5

Student Name: Sean Evans Student Number: s5260368

Lesson Number: 5 Lesson Topic: How to research with Health Literacy Duration: 70 minutes Class size: 24

Content Description(s)

 AC9HP10M06: Design, implement and evaluate personalised plans for improving or maintaining their own or others’ physical activity levels to
achieve fitness, health and wellbeing outcomes.
- Related Elaboration: Justifying the selection of physical activities included in a personalised plan linked to physical activity goals
and wellbeing outcomes they wish to improve or maintain.

Learning Intention (We Are Learning To – WALT):

 We are learning to develop our health literacy, and effectively utilise tools to deconstruct health related research.

Success Criteria (What I’m Looking For – WILT):

 Students will make informed judgements about research relating to physical activity on the basis of its reliability, credibility, and applications.

Resources, Materials and Equipment: The teacher will need whiteboard markers, a laptop, and 24 printed copies of the News Article Analysis Document.

Time Student Task Teacher Actions and Considerations

Introduction Knowledge List Activity (2 Steps) 1. Organisational considerations: The teacher will organise students into their seating plan and
(15 min) ask them to open books. While students are opening books, the teacher will write down the
1. Students will write down in their
learning intention/success criteria. The teacher will then explain the first step to the
books a list of everything they
Knowledge List Activity. The teacher will then walk around the classroom, ensuring to keep
know/think has to do with health
watch of students with laptops as per the differentiation.
literacy.
2. Students will come up to the board
2. Differentiation: Students with poor visions should be moved to the front in preparation for step
and write down their answers for
2 of the Knowledge List Activity. Students who have difficulty with writing quickly should
peers to copy down into their books.
open their laptops to type, and be monitored from the back of the classroom by the teacher.

3. Cues/key points: Once 10 minutes has passed, the teacher should gain the attention of the
class, and call students up to write answers down on the whiteboard. The teacher should
prompt students with questions such as:

3080EDN: Health and Physical Education Curriculum – Junior Secondary 6

Student Name: Sean Evans Student Number: s5260368

4. Questions:
What is health literacy?  The teacher may need to help students with this question in order to
establish a foundation for the lesson.
Why is health literacy important?
Is a source more or less reliable if it was released a long time ago? Answer: Less Reliable.
Is a source more or less reliable if it was published by someone with a doctorate? Answer: More
Reliable.
Is a source more or less reliable if it was published by a credible company? Answer: More Reliable

5. Literacy and/or numeracy: By performing this task, the teacher is engaging the students in
numeracy approaches: brainstorming and questioning. This is assisting the students in
developing their general literacy alongside health literacy.

6. Evidence of learning: Students will write down answers from peers and are able to recite
them.

7. Feedback strategies: The teacher can provide positive affirmations to students answering
provided questions correctly. The ability of students to answer these questions can be used to
develop lesson plans in the future, making the questions harder/easier where appropriate.

First Phase Research Task Organisational considerations: Teacher will ask all students to open their laptops and type into the
(30 min) google search bar: teenagers not exercising enough. Students will then need to click on the news
1. Students will analyse a news
section below the search bar. The teacher will instruct the students to choose one of the published
published article about physical
articles, and analyse it with one friend to determine if the news source appears reliable, credible,
activity in pairs, and determine if the
accessible and useful. The teacher will hand out the News Article Analysis Document and have
source is reliable, credible,
students write their answers in.
accessible, and useful. Students will
write their results into the News Differentiation: Students will be paired up, allowing for any students that are behind to be paired with
Article Analysis Document. ahead students. This will allow the student far ahead in work to aid their peer.
2. Students will share their results with
Cues/key points: The teacher should be walking around the room, keeping an eye on students, and
the class from their seats, once the
assisting them in their work. After 20 min, the teacher should ask the classroom for results and
teacher asks for any thoughts.
thoughts on the news articles. Students should be given a chance to answer, but do not need to leave
their seats.

3080EDN: Health and Physical Education Curriculum – Junior Secondary 7

Student Name: Sean Evans Student Number: s5260368

Questions:
- Did your source have an author’s name?
- Did the source include references?
- Did the source use academic language, or was it more casual?
- Did the source have any bias towards or against anyone?
Literacy and/or numeracy: The teacher will highlight any academic language the students should be
aware of during this task (such as bias, reliability, credibility).
Evidence of learning: The teacher will ask for students’ answers in step 2 of this phase of the lesson.
Feedback strategies: The teacher will use positive affirmation when appropriate. The teacher can
collect several of the News Article Analysis Document in order to guide future lesson plans.

Second CDC Community Design Analysis Organisational considerations: The teacher should have CDC link opened on their laptop prior to
Phase (25 beginning the lesson, and a printed version. The teacher will collect three News Article Analysis
min) 1. Students will read aloud to the Documents and ask the rest of the class to put theirs away.
class the Priority Strategy: Differentiation: The teacher will have a printed copy of the CDC for students who prefer to work with a
Increasing Physical Activity physical copy.
Through Community Design,
Cues/key points: The teacher should be ready to correct any mispronunciations from students, and be
found here. Students will take
ready to ask students the following questions to deepen their understanding.
turns around the class reading the
subsections: Questions:
- State Activities - How does the resource you have chosen guide individuals to physical activity?
- Local and State Activities - How easily accessible is your resource to younger/older individuals?
(excluding policies) - Is the resource easy to read?
- Do you trust this resource?
- Local Activities
2. Students will the choose a Evidence of learning: The teacher may ask questions (such as posed above) to check for student
resource from the CDC website understanding. Students will also have answers written in their books as evidence of learning, and the
teacher should check this before students leave the classroom.
(on their laptops) individually
and analyse it for its ability to
provide physical health benefits,
its accessibility, and reliability.
These answers should be in
their books.

3080EDN: Health and Physical Education Curriculum – Junior Secondary 8

Student Name: Sean Evans Student Number: s5260368

Lesson Reflection on “Teacher Impact”:

Proposed Questions
How easily could this lesson be adapted to fit other styles of teaching (self-guided, teacher centered, strengths-based/critical inquiry, etc)?
How effectively did the lesson teach the content?

Appraisals/Criticisms:
This lesson contains various instances of student centered learning, where students are expected to take charge in their research and groupwork. As
such, this promotes a strengths-based approach as students are free to use their existing strengths to perform their research/groupwork. This lesson
plan can however use a more solid evidence of learning, as the only evidence of learning is work from the students books. A small quiz at the end
may be suitable, or an “out the door ticket”, being a small piece of learnt information that must be conveyed before exiting

Resource
Link: Priority Strategy: Increasing Physical Activity Through Community Design | Physical Activity | DNPAO | (cdc.gov)

Name: Date:

News Article:

Reliability

3080EDN: Health and Physical Education Curriculum – Junior Secondary 9

Student Name: Sean Evans Student Number: s5260368

Credibility

Bias

Usefulness

3080EDN: Health and Physical Education Curriculum – Junior Secondary 10

Student Name: Sean Evans Student Number: s5260368

Lesson Number: 6 Lesson Topic: How physical activity impacts the community Duration: 70 minutes Class size: 24

Content Description(s)

 AC9HP10M06: Design, implement and evaluate personalised plans for improving or maintaining their own or others’ physical activity levels
to achieve fitness, health and wellbeing outcomes.
- Related Elaboration: Using digital tools to design, implement and monitor a personal fitness plan that includes a timeframe, goals,
and a variety of specific activities that meet the needs of different people.

Learning Intention (We Are Learning To – WALT):

 Understand what role physical activity plays in the community, and what adjustments needs to be made for minorities.

Success Criteria (What I’m Looking For – WILT):

 Students will be able to recall the impact different levels of physical activity can have on the community.

Resources, Materials and Equipment: <Insert a list of any resources, materials and/or equipment required>

Time Student Task Teacher Actions and Considerations

Introduction Knowledge List Activity (2 Steps) Organisational considerations: Teacher will write on the whiteboard:
(15 min)
1. Students will write down in their books a - How can physical activity help improve our community?
list of everything they can think relates to
The teacher will ask students to create as many answers as possible and explain them in their
physical activity and the improvement of
books. While students perform this, the teacher will write the learning intention and success
the community.
criteria on the board, and have whiteboard markers ready for students to use in step 2.
2. Students will share their answers on the
whiteboard. Differentiation: The teacher should have spare pencils/pens/paper ready for students in need,
and ready to move students if distractions/eyesight becomes an issue.
Evidence of learning: The teacher should ask other students to explain another student’s answer
in their own words as evidence of learning.
Feedback strategies: The teacher may give praise to a student and invite them up to the board to
share their answers.

3080EDN: Health and Physical Education Curriculum – Junior Secondary 11

Student Name: Sean Evans Student Number: s5260368

Possible answers to the question:

Phase 1 Watch YouTube Video: 15-minute Workout for Organisational considerations: The teacher should have the video open on their laptop prior to
(10 min) Older Adults the lesson. The teacher, after the previous activity, will clear the whiteboard and ask students to
open their laptops.
1. Students will watch the You Tube video
and take notes of the intensity of the Differentiation: Students with poor eyesight should move to the front.
exercises, types of exercises, and
Cues/key points: The teacher should pause the video according to timestamps within the video,
accessibility.
highlighting to students the warmup, the more intense physical activity, and the stretching.
Watch the video from 3:30-13:30.
Questions:
https://www.youtube.com/watch?v=Ev6yE55kYGw
- How intense does this workout look to you?
- Is this workout suitable for an older demographic?
- Is this workout suitable for a younger demographic?
- Why might it be important for older individuals to still perform exercise?

Phase 2 Students will develop their own exercise Organisational considerations: The teacher should ensure the outdoor space is available for use,
(30 min) routine that is suitable for a range of abilities. and has already sorted the students into groups prior to the lesson to ensure students do not take
themselves/others off track with a fun activity.
1. Students (in groups of 5) develop a 10
minute exercise routine that is suitable for Differentiation: Students with lower physical ability/disabilities should be paired with students of
all levels. Students must write the higher ability, as their knowledge may allow them to suggest more suitable
instructions for this routine down on a activities/accommodate.
blank page, and provide clear instructions.
Cues/key points: The teacher should walk around the groups and ask them where they are up to.
The exercise routine must be accessible
The teacher should ask if a range of demographic are able to perform the workout routine.
assuming no equipment.
2. Groups swap their exercise routines and Questions:
attempt to perform them. Students provide
- Is your workout suitable for a younger demographic?
feedback as a class at the end.
- Is your workout suitable for an older demographic?
- How might your workout help individuals more easily perform real life situations?
Evidence of learning: Students should be able to answer the above questions, or make changes
to their workout if they see that it is not appropriate for a certain demographic.

3080EDN: Health and Physical Education Curriculum – Junior Secondary 12

Student Name: Sean Evans Student Number: s5260368

Phase 3 Students will analyse how physical activity Organisational considerations: The teacher will hand out the A3 piece of paper and organise
(30 min) (particularly among older individuals) can students into groups of 4. The teacher will tell the students they are allowed one laptop to
improve the community. research (if needed), and they have 15 minutes to brainstorms their ideas into the three
demographics.
Cues/key points: The teacher should walk around the room and ask the following questions to
1. Students (in groups of 4) will brainstorm
students:
three different categories:
- Young Demographic Questions:
- Middle Age Demographic
- Are physically active individuals more or less able to work in physically demanding jobs?
- Older Demographic
Answer: More able
Students will use an A3 Piece of paper and - How might more physically able individuals be able to participate within the community?
appropriate ICT tools (laptops) to research and - What might happen if we let our middle-older demographics becomes sedentary?
brainstorm how physically active individuals are - What ripple effect might occur if older demographics become sedentary?
able to participate within the community. After 15
Feedback strategies: The teacher will collect students work and use it to inform for future
minutes, student groups will swap A3 pieces of
lessons. A lack of in depth brainstorming on the effects of physical activity will prompt future
paper and continue the brainstorming from the
lessons to include more reading/research opposed to brainstorming and sharing.
previous group.

Lesson Reflection on “Teacher Impact”:

Prosed Questions:
How much depth have students gained from this lesson?
How effective is this lesson in a sport excellence class, opposed to an academic excellence class?

Appraisals/Criticisms:
The above lesson contains room for students to learn kinaesthetically, potentially making this lesson more effective within a sports excellence
classroom with students who are more adept at moving. As such, future lessons may benefit from a differentiation plan where students are not
required to move as much, while still retaining a high level of learning. However, as this is a HPE lesson, it is assumed all students are proficient in
movements required from this lesson. This lesson, similar to the previous one, would benefit from a more specific evidence of learning requirement.
This may come in the form of individualised work, opposed to the group work suggested. Group work can often leave some students with little work to
do, and an individualised activity would work to prevent this.

Resource:
Watch the video from 3:30-13:30. https://www.youtube.com/watch?v=Ev6yE55kYGw
24x A3 Size pieces of paper

3080EDN: Health and Physical Education Curriculum – Junior Secondary 13

Student Name: Sean Evans Student Number: s5260368

Resources for other lessons

3080EDN: Health and Physical Education Curriculum – Junior Secondary 14