Name: Sarah Cox

Student Number: 17456543

Subject Code: EDU5LDP
Assessment Task:
Part 2a Differentiated Unit
The aim of this task is to develop a differentiated unit that incorporates a
range of pedagogical strategies to engage a range of diverse learners.
(You may begin with an existing unit which lends itself to differentiation.)

Request details
Sarah Cox 17456543

Request reference ID: EX742846

Request for extension: granted
Student name: Sarah Cox
Student email: 17456543@students.latrobe.edu.au
Revised date for submission: 2 September 2016
Additional comments: Ext granted till 5pm Fri 2/9/16

Task 2a Differentiated Unit

Sarah Cox 17456543

School Profile
Sacred Heart College Wodonga
Type of School: co-educational catholic school
Location: Wodonga
Sacred Heart College educates students from year 7 through to year 12.
The school is located in West Wodonga and situated in a rural/urban
setting. The Albury/Wodonga area is considered to be a rich cultural
diverse society. The school supports multicultural diversity present within
the community by providing all students with the equal opportunity to
take part in a variety of subjects and provided with additional support if
needed.
Class profile
Subject: Year 10A Outdoor Education
Total Number of students: 23
The Year 10 Outdoor Education class is a co-educational class, consisting
of 11 girls and 12 boys. The class is held three times a week over a two
week timetable. The students pick the subject as an elective and will
undertake in either semester 1 or semester 2 depending on timetable
allocations for subjects. The subject is both theory and practical based
with students being provided the opportunity to go on three outdoor trips
over the duration of the subject.
Most of the Year 10A Outdoor Education are highly motivated, with all
having a passion for the great outdoors. There is a small number of
students who see Year 10 outdoor education to be a subject that they do
not have to put in a lot of effort in attain a passing grade. This perspective
needs to change as the subject offers much more than receiving a passing
grade. Majority of the class get on well together as they as all have had
one subject together throughout their secondary education. Some
students tend to socialise outside of class in the school yard and also on
Sarah Cox 17456543

the weekend. It will be interesting to see how accepting the class is going
to be with the addition of two new students (one student being English
being an additional language (EAL)) at the school who will be undertaking
the subject. There has been problems noted in the past that some of the
students have a negative attitude towards a couple of students who
struggle socially and academically. This needs to be closely observed with
appropriate measured taken if some students establish a negative attitude
towards these particular students. There is a total of six students who
present with diverse learning needs. The deliverance of the subject needs
to be taken into consideration for these six students with appropriate
changes being made to help the learning of these particular students.
With some students in the class have an understanding of other students
learning needs it might be highly recommended to implement a variety of
task that are completed collaboratively, with the need to engineer some
learning partnerships or small groups.
Learning Profiles:
Name: Hamish Lake
Nature of the students serious learning disability/difficulty: Epilepsy
Personal profile: Hamish is 15 years old and is the eldest sibling of 2
children. Hamish suffers from complex partial seizures, which means his
awareness is altered when an episode occurs. He was diagnosed with
epilepsy at the age of five when he had his first seizure. The seizures can
last up to 1 to 2 minutes. Hamish enjoys playing football on the weekends
and going camping with his family and friends. His epilepsy does not
affect him undertaking part in sport or outdoor activities but it is advised
he must be supervised at all times when he undertakes certain activities.
Emotional profile: When Hamish was first diagnosed with epilepsy he had
high anxiety lives as he became frighten and anxious about having a
seizure at school or at a friends house in front of his friends and peers.
Over the years Hamish has overcome his fear and anxiety issues as he
has been educated including his friends and peers about the condition.
Sarah Cox 17456543

Hamish has also attended counselling session to help him manage and
control his anxiety that is associated with the condition. The schools
support has also been beneficial to help control Hamish anxiety levels as
they have ran sporting, extra-curricular activities and camps that have
been safe for him participate in or have provided supervision through the
duration of the activity or camp.
Physical profile: Hamish is an active person who keeps fit by playing
football on the weekends. His epilepsy does not have an effected on him
undertaking a regular fitness routine. To help control his epileptic seizures
he uses antiepileptic drugs (AEDs) which are taken each day at a set
time. If a dosage is missed, it can increase the likelihood of a seizure
occurring. There are minor side effects from the usage of the medication,
sometimes Hamish concentration can be affected and he experiences
slight memory loss.
Hamishs seizures are referred to as focal dyscognitive seizures. Meaning
when he experiences an epileptic seizures his awareness and
responsiveness are altered, producing a vague, confused or dreamlike
appearance. He some situation he may respond but inappropriately and
display strange and random behaviour such as mumbling to himself and
walking around in continues circles. This can last between 1 to 2 minutes
and after the seizure, Hamish is confused and has no memory of the
event.
Social profile: Hamish interacts positively with his classmates who have
become social accepting of his medical condition. This social acceptance
has allowed Hamish to speak out and educate his friends and classmates
about his condition and what they should do if he does have an epileptic
seizure. Also being part of a team has helped with Hamish social skills and
has reduced his anxiety levels as his team mates are not judging him for
being different.
Intellectual profile: The medication Hamish sometimes tends to affect his
concentration in class, with only being able to spend a short period of time
Sarah Cox 17456543

of certain task and activities. The medication provides the additional side
effect of memory loss, meaning it can be hard for Hamish to retain
information learnt in class. This has had an effect on his overall
performance in his subjects, being unable to keep up with the contain
taught in some subjects and in some cases finding it hard to catch up on
work due to the larger workload experienced at high school. Throughout
his primary school years was provided additional support to assist him
with keeping up to date with course work (Epilepsy Action Australia).
Name: Lucy Masen
Nature of the students serious learning disability/difficulty: Autism
Spectrum Disorder (ASD)
Personal Profile: Lucy is 14 years old and is the only child in the family.
Lucy has mild autism spectrum disorder (ASD), with being diagnosed at
the age of four. Lucys autism is behavioural spectrum, with her exhibiting
unusual behaviour due to the difficulties she has with responding to
various environments. Lucy has a passion for animals and spires to work
with them when see leaves school, either being a vet, zoo keeper or vet
nurse.
Emotional Profile: Lucy does experience high anxiety levels when changes
are made suddenly such as room change for subjects she is enrolled in or
if the teacher moves quickly through a particular task or method being
taught. Over the past few years Lucy has been bullied by some of the
students at the school for her inappropriate behaviour she demonstrates
to try and communicate with her fellow classmates. The bullying has
upset her, with her sometimes refusing to go to school, fearing she may
be bullied again that particular day. The bullying has caused Lucy to
isolate herself from interacting with other students beside her two friends,
Jamie and Anita.
Physical Profile: Lucy does not like to participate in team sports as she
does not like loud noises, making it hard for her to concentrate and
process what is happening. She enjoys participating in activities that are
Sarah Cox 17456543

not team orientated such as running or tennis. Lucy has pursued her
passion for animals especially horses and compete in horsing events on
the weekend. Including cross country and camp drafting events which
help keep her physical fit.
Social Profile: Lucy has difficulties with interacting with her peers with
some students not being accepting of her learning needs. Lucy also finds
it hard to forming and maintaining a relationship because she does not
respond to non-verbal forms of communication, such as facial expression
and physical gestures and eye contact. She also finds it hard to
communicate to her classmates and other students as she is unable to
interpret things they may say to her. In some cases Lucy tends to speak
her mind, with some students becoming offended by some things she
does say. Through-out her high school education Lucy has been able to
develop a close friendship with two girls, Jamie and Anita who have been
educated on her learning needs and behaviour.
Intellectual Profile: Lucy has been overwhelmed by the workload expected
in secondary education and sometimes finds it challenging to keep up
with curriculum content. This is why specific changes have had to been
made to the curriculum to support her learning needs especially in reading
and writing which are not her best attributes. Lucy shows a keen interest
in science and mathematics. Her interest has helped her receive excellent
marks in science and mathematics (Austism Awareness Australia, 2012;
Autism Spectrum Australia, 2016; Behaviorfrontiers, 2011).
Name: Charlie Gary
Nature of the students serious learning disability/difficulty: profoundly
deaf
Personal: Charlie is 14 years old and is the middle child of three siblings.
When Charlie was a few months old he was diagnosed as being profoundly
deaf. At the age of two his parent made a choice for Charlie to wear
cochlear implants to help him have a better understanding of speech and
an awareness of sounds in the immediate environment. Over the years he
Sarah Cox 17456543

has developed some listening and spoken skills along with learning sign
language to communicate to his peers and family. Charlie wants to work in
the special education at a school or organisation supporting other children
with hearing loss and their families. When he leaves school he may peruse
a Bachelor of Education at the local university. Charlie also has a passion
for mountain biking and competes at local completion held around the
area on the weekends.
Emotional: Charlie sometimes can become frustrated as some students
are unable to understand him if he is in a verbal conservation with a peer
as he is unable or struggles to pronounce certain words. It is the same
situation when he is in a signing conservation with peers as every student
is not educated on how to use sign language. He shows he frustration by
throwing his hands up in the air and walking away from the conservation
occurring. Being restricted to who he can talk to makes Charlie feels
isolated and a bit upset that he is unable to communicate normally to
some of his fellow students.
Physical: It is hard for Charlie to participate in team orientated sports, as
the excessive noise makes it hard for concentration and drains out the
voices of his team mates. Charlie become very passionate about mountain
biking and takes every opportunity to compete in local races held on the
weekends. Every day permitting the weather is fine, he rides to and from
school to keep up his physical fitness for upcoming competition.
Social: Charlie uses two forms of communication techniques to
communicate with teachers and fellow class mates, Australian Sign
Language and verbal communication. Charlie sometimes struggle to
verbally communicate with his fellow peers due experiencing a delayed
development of learning speech and language skills. Not having this full
access to language and vocabulary is at a distinct disadvantage by
needing to rely on partial information to derive correct meaning from the
message being delivered. Sometimes Charlie finds it hard to understand
and comprehend what fellow peers are trying to communicate if they
mumble or do not directly speak to him by making eye contact. Not being
Sarah Cox 17456543

able to effectively communicate with his fellow peers makes him

sometimes feel lonely and isolated due to the communication barriers.
Charlie is lucky to have a close group of friends who attended primary
school with him and have been in one of his subject every year throughout
his high school education. His friends provide support in communicating
to other peers who have not been educated on the use of sign language.
They also try and provide verbal assistance when Charlie communicates
with other students in the playground or classroom.
Intellectual learning profile: Charlie has a delayed development of learning
speech and language skills which has had an effect on his reading and
writing skills. Over the years Charlie has seek help in these areas to insure
his does not full behind. Miscommunication of specific task or assessment
can serve as a problem for Charlie as he can become confused about what
he needs to do and complete the task incorrectly. This may result in
Charlie needing to complete the task again so he understands the main
learning objective or is taught the correct method to complete the task
(Aussie Deaf Kids, 2016; Hearnet Online).
Name: Ben James
Nature of the students serious learning disability/difficulty: serious
development delay
Personal: Ben is 16 years old and was adopted into a family of two older
siblings. He was diagnosed with serious development delay in language
and cognitive skills at the age of 5 years old. It is believed Ben intellectual
disability was caused by his biological mums drug and alcohol abuse
during pregnancy. Ben has never met his biological mum as he was taken
away at birth by government officials and adopted out to the James family.
James visits a psychologist and speech pathologist every two months to
assist him and parents with his development and treatment. Each week
after school Ben also visits a tutor to provide extra educational support
within his learning and development. Ben is very passionate about his
motor cross, spending every weekend on his track and doing maintenance
Sarah Cox 17456543

on his bike. Ben hopes to become a professional motor cross rider just like
his older brother Luke. He also has an ambitious to become a motorbike or
car mechanic if the professional carer falls through.
Emotional: Ben sometimes can get emotional frustrated by the fact he is
unable to understand simple learning concepts. This frustration can lead
to Ben not wanting to complete the specific task or give up learning a
certain concept all together. He also understands that the cause of his
development delay was from him birth mother abusing drugs and alcohol
while she was pregnant with him. When he does reflect on this he can
become angry by showing it verbally or angry or it becomes too
overwhelming and he sometimes cries. Ben psychologist has been
motoring Ben for signs of depression as the outburst are becoming
regular.
Physical: Ben keeps him physically fit by attaining the gym after school
twice a week. On the weekends Ben may go for a ride up the back of his
family farm or practice on the motocross course in the back paddock
which helps him keep physical fit. Ben did play football last year but due
to his ambitious to become a professional motocross rider he gave up
football to peruse his career goal.
Social: Ben has developed a friendship with a group of boys who share the
same interest and passion as he does, with some of the boys being part of
the same motor cross club. Sometimes Ben does find it hard to keep up
with the conservation generated in the group as he lacks in language
skills. Some of the boys in group who are not educated about Bens
learning needs will tease him about his pronunciation and vocabulary he
uses. This upsets Ben, leading him to become frustrated and angry and
sometimes he may react by physical hurting the person who made the
comments.
Intellectual learning profile: Bens reading and language skills are at the
lower level of the spectrum that is expected at his age. Alteration to the
curriculum had been changed to support his learning needs. Ben is
Sarah Cox 17456543

10

considered to be a kinetic learner, as he has exclude in the practical side

of his VET subject, automotive but struggles in the theory section. Ben has
been provided an aide to support and assist him in every subject twice a
week. The aide communicates his progress and development back to the
psychologist, who advise if any changes may need to be made (Raising
Children Network, 2014; The Royal Children's Hospital Melbourne, 2009;
Understood, 2014).
Name: Rhys Charlies
Nature of the students serious learning disability/difficulty: ADHD
Personal: Rhys is 15 years old and is the youngest child of three siblings.
He has Attention Deficit Hyperactivity Disorder (ADHD) with being
diagnosed at the age of 8 years old. Rhys is medicated for his disorder
and attends monthly session of behavioural management therapy as part
of the treatment for his ADHD. Rhys has a keen interest for cars and
trucks, hoping one today to be become a diesel mechanic or car
mechanic. As Rhys it is not academically motivated he wants to drop out
of school at the end of the year and start an apprenticeship. For Rhys to
do this he has to academically challenge himself and improve in his
grades before he is able to purse his apprenticeship. On the weekend
Rhys like to go camping, hunting and fishing on his family property
located in the Tallangatta Valley with his two older brother and dad.
Emotional: Rhys does have behavioural issues, with him sometimes
having an angry outburst that is directed towards his fellow peers or his
teachers. This outburst can be fuelled by other students negative
behaviour towards him or a teaching not understanding what he is trying
to say. Rhys does find it hard to socially interact with other students as
many students do not know how to act to his behaviour. Not being able to
socially connect his fellow peers makes him have a lack of self-confidents
and he also lack in self-esteem. Rhys also feels very lonely and unwanted.
These feelings have resulted in Rhys being diagnosed with mild

Sarah Cox 17456543

11

depression. His emotional do need to be regularly monitored to ensure it

does not establish into self-harm.
Physical: Rhys is very activate and likes to get out in the great outdoors
when the opportunity arises. The medication Rhys is on can cause weight
gain, the parents need to watch what he eats and ensure he keeps
physical activate. Rhys has recently started a fitness program through his
behavioural management sessions. It hopes to help Rhys help have better
management of his behaviour by using his negative behaviour to help
empower him and push through each exercise.
Social: Rhys finds it had to socially interact with other students as he has
a tendency to not think before doing or say something. This sort of
behaviour makes some student uncomfortable and is unsure how to react
to his behaviour. Rhys can become frustrated with himself or negative
behaviour of other students towards him. This frustration can escalate to
anger and result in an verbal outburst. To help manage his outburst and
unpredictable behaviour, Rhys attends monthly behavioural and social
training session to help manage his sudden outbursts. It has been
observed has a very caring nature towards others, including his fellow
class mates. When he comes across someone emotional upset in the
schools grounds he stops to check if they are okay and provide them with
the opportunity support. Rhys does get teased for showing his sensitivity
and caring nature towards fellow students.
Intellectual learning profile: Rhys is academically unmotivated and
distracted by the fact he will be starting an apprenticeship next year. For
Rhys to be able to start the apprenticeship he must increase his grades.
He has difficulties in the following areas, reading, writing and making
calculation as he is unable to fully process the information and can easily
forget what he learnt in the last class. If the topic does not interest him,
he will become easily distracted and lose focus all together. If the topic
does present an interest to him, he will stay focused and create an
understanding of what is being taught

Sarah Cox 17456543

12

(Healthchanneltv/cherishyourhealthtv, 2013; InstruxionAE, 2009; Raising

Children Network, 2013).
Name: Alaya Hummington
Nature of the students serious learning disability/difficulty: Gifted student
and EAL learner
Personal: Alaya is 17 years old and is the second oldest out of five
siblings. She recently arrived in Australia from the Congo, coming from a
non-English speaking background. Through the observation of the school,
they considered Alaya to be a gifted student. They advised her parents to
get her tested with the results identified her being a gifted student. Alaya
enjoys reading and painting, with also having a keen interest in nature.
She has a particular interest in Australian flora and fauna as it is very
different to her native countrys flora and fauna.
Emotional: Alaya is very emotional depth and really in touch with the
people and environmental. This emotional are shown through the pictures
she draws. Alaya has been exposed to traumatic events due to the
ongoing war in Congo. She does not show any signs of these traumatic
events having an effect mentally but she is being regular monitored for
the development signs of depression or anxiety.
Physical: Alaya is very healthy and does not present with any medical
issues or problems.
Social: Alaya is going to find it socially hard to interact with other students
due to the language barrier. She has indicated she is very keen to make
new friends but is a bit anxious about establishing conservation with
them. She spends most of her lunch times sitting with her siblings do
drawings of the school yard.
Intellectual learning profile: We are unable to gain academic documents
from her pervious school to gain an insight into her academic
performance. At the moment it can only be established that Alaya is
considered to a gifted student and an EAL student.
Sarah Cox 17456543

13

Unit of work
Classroom climate:
Year 10 Outdoor Education provides students with in sight to what they
will be learning about if they choose to do the subject, Outdoor and
Environmental Science Unit 1-4 next year. It is both a practical and theory
based subject with students given the opportunity to take part in various
trips held over the semester. Many students who enrol in the class have a
passion for the outdoors and want to be given the opportunity to explore it
while learning about it. There is a small majority of students who feel
Outdoor Education is a subject that can be easily passed by doing little
work and the majority of the classes are spent going out on trips or doing
recreational activities. The outdoor education class can provide various
challenges to students depending on what aspect of the subject content
they are faced with. These challenges will hopefully encourage students to
evaluate they strengths and weakness, setting themselves goals to work
towards.
The class encourages students to work collaborative with fellow students
within or outside the classroom. It also facilitates the development of new
relationship, with students getting to know another students who they
may have not interacted with outside of class. As there are 6 students
who present with diverse learning needs within the class, it provides an
opportunity for other students to be educated about these particular
students. Educating the rest of the class on the different learning needs
present in the class, will hopefully make other students become more
aware they learn a bit differently to them and provide support to this
students when needed. If any students feels uncomfortable about
something that happen in class or is concerned about an assessments
task, the teacher encourages the students to come see them after class or
if they fill more comfortable come see the teacher in their office as they
go by an open door policy, if the door is open come in, if the door is
closed, knock first to see if it is okay to come in.

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14

Teacher Expectations:

Every student needs to respect the learning needs of their fellow

peers, never putting someone down because their learning needs

are different to their own.

Students need to be accountable for their own learning.
To participate in educational programs to the best of their abilities

to meet unit requirements.

Students need to regular attend classes to be eligible to go on field

trips.
Show respect to culture and environments while discussing them in

class and out on class field trips.

For students to attend at least one of the field trips held through the

semester.
This applies to field trips students should never put themselves or
their teacher and fellow peers in a position that is considered to be
unsafe.

A schematic overview of the unit

Outdoor Education Year 10 - Semester 2
Curriculum objectives
As outdoor education is not recognised in the Victorian curriculum
Foundation to Year 10, so the following curriculum objectives are from the
Health and Physical Education curriculum:

Resilience when working toward task achievement.

Collaborative, solution-focused approaches maximizing performance

and achieving team goals.

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15

Self-efficacy and self-regulation in managing their behaviour in

diverse social contexts; for example, positive self-talk and self-

confidence when approaching new situations positively.

Involvement in a variety of activities to improve or maintain regular
participation in moderate to vigorous physical activity (Victorian
Curriculum and Assessment Authority).

Overall Course Objectives

Develop a familiarity and respect of the natural environment in

particular, that of North Eastern Victoria.

To help foster and develop a caring approach in students to the

natural environment.
To promote self-esteem in each student participating in the course.
Providing an opportunity to form relationships based on mutual

trust, interdependence and friendship.

Encourage students to become involved in physical activity.
Promote personal development through challenging activities.
Promote organisational skills and greater self-reliance
Provide students the opportunity to undertake physical and mental

challenges.
Provide additional opportunities for students to succeed.

Rationale
Outdoor Education program aims to give students real ownership and
responsibility for their camp experience. It also aims to deepen their
understanding of themselves, their understanding and their interactions
with others, and to enhance their knowledge and understanding of the
local environment.
It provides students with opportunities to collaborate with peers who they
may have not done so in other classes and provides a practical element
that would suit a variety of kinaesthetic and visual learners that are
presented in the class. The learning developed in the classroom goes
beyond the classroom with students developing self-esteem, promotion of
independence, enhancing cooperation and perseverance; developing
respect and appreciation of the environment (Barlow, 2015). Outdoor
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16

education also has a positive impact on participant motor and verbal

agitation, increased variability of emotions, more positive communications
and more physical activity (Fiskum & Jacobsen, 2012, p. 20). The follow
attributes will benefit the learning of all students including the ones who
present with diverse learning needs. They will develop learning skills
which they may struggle to develop in other subject.

Sarah Cox 17456543

17

Overview of Unit

Lesson
Lesson 1
Introduction of
Outdoor Education

Lesson 2
Perspectives on the
outdoors

Sarah Cox 17456543

Unit Outline
Teacher Introduction
Students go around and
introduce themselves. Get them
say one thing they like about the
outdoor environment.
Conduct a couple of ice breaker
games.
Expectations and outline given
out as a hard copy and projected
on the board
Play an educational game to end
the class.
Diagnostic assessment Get
students to get into groups. Pose
the following question to the
students, what is outdoor
education? Pose the second
question why do people
participate in outdoor activities?
Provide an example to help start
them off. The group will write
their answers to the questions
on two pieces of butcher paper.
Show a video of a variety of
people using the environment

Learning Purpose
Students get to know who else is taking the
subject this semester. It hopes to encourage
students to start forming positive relationship
with fellow peers.

To evaluate students understanding of outdoor

education at the start of the subject and
compare their understanding at the end of the
subject.
Students will identify groups who use the
natural environment.

18

Lesson 3
Introduction to
nature and the
natural
environments

Lesson 4
Motivation for
undertaking
outdoor adventure
activities.

Sarah Cox 17456543

differently.
Class discussion identifying
groups who use the natural
environment. Write up students
answers in a mind map on the
board.
Ask students to define nature
and natural discuss answers,
writing some answers up on the
board so they can copy them
down.
PowerPoint on perspectives of
outdoor environments.
Students need to create a poster
showing their understanding of
nature and natural.
Teacher shares their story about
what motivates them to take
part in outdoor adventure
activities. Maybe present a
PowerPoint with some pictures
and videos to show past
experiences.
Watch either of the following
videos, Touching the Void or
Miracle on Everest(Chose one
that has closed caption)
Engage students in a class

Demonstrate an understanding of what the

terms nature and natural mean and
communicate different ways that we relate to
the natural world.
To understand people may define the meaning
of nature and natural differently compared to
how they define it.

Learn what motivates people to take part in

outdoor adventure activities.

19

Lesson 5 Risk in
the outdoor
environments

Sarah Cox 17456543

discussion about what motivate

this person to take part in this
particular outdoor adventure
activity. Write some of the
answers up on the board. Than
pose the question to the
students what motivates them to
take part in a particular activity,
does not need to be outdoor
adventure specific, can be a
sport.
PowerPoint about risk in an
outdoor environment, this will
include looking at potential gains
and loses also real and perceived
risk. Also talk about how you
could manage the risk in a
particular activity, using pictures
to help visual learners
understand.
Station activity students
identify the risk in each picture
placed around the room and
note down management
strategies to reduce the risk.
Summative Assessment Task
Risk Assessment Assignment.
Creating a board game.

Identify risks in an outdoor adventure activity

and how to manage the risk.

20

Lesson 6 First Aid

Lesson 7
Mountain Biking in
class

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Discuss common injuries and

illnesses that occur out in the
outdoor environment. Record
students answers in a mind
map.
Discuss how students should
respond to a First Aid situation,
go through the ABCDE. Create a
scenario by asking a student to
come up to the front and
pretend they have sustained an
injury. Go through the
appropriate steps by treating the
injured student.
Show students a couple of
videos of mountain biking, if
they have communication needs
try to find ones with closed
caption.
Bring in a bike and go through
the different parts of a bike and
doing a safety check on the bike.
Formative assessment task:
Complete a bike diagram work
sheet.
Touch on bike safety and the
teachers expectations when
using school bikes.

Demonstrate appropriate understanding of

simple first aid skills for personal uses.
Learn simple preventative measures for use on
adventure activities.

Introduce students to one popular outdoor

adventure activity.
Have basic knowledge about a mountain bike.

21


Lesson 8
Mountain Biking
out of the class

Discuss the mountain biking trip

next lesson.
Students will spend the duration
of the class period learning skills
and riding around the local bike
paths to practice their skills.

Encourage students to become involved in

physical activity.
Establish basic skills needed for mountain
biking.

Lesson Plans: Name: Sarah Cox

Subject: Year 10 Outdoor Education

Topic: Risk

Lesson N0: 5

School: Scared Heart College Wodonga

Duration: 60 minutes

Year level: 10
Learning Purpose/Rationale:

Students will develop acceptance of the need for rules and regulations.

Students will develop a greater understanding of their own ability to persist in physically and mentally challenging situations.

Know the meaning of risk and identify two different types of risk; perceived and real risk.

Be able to identify risks in different environments and provide suggestions of managing the risk.

AusVELS or VCE focus (if VCE applicable)

(AusVELS statements should be numbered so that they can be deliberately related to Learning Outcomes)

Resilience when working toward task achievement

Collaborative, solution-focused approaches maximizing performance and achieving team goals.
Self-efficacy and self-regulation in managing their behavior in diverse social contexts; for example, positive self-talk and selfconfidence when approaching new situations positively

Sarah Cox 17456543

22

Learning outcomes:

Knowing the meaning of risk and identify the two types of risk.

Identify risk in different environments; people, equipment and environmental and how the risk can be managed.

Understand that competence and difficulty can have an effect on the participant perception of risk.

Assessment:
How will you:
1. Ask students to do a quick write and brainstorm or draw and brainstorm on ideas of what they think risk is and different types of
risk. Students will end up sharing ideas in a classroom discussion.
2. Students will be asked to engage in class discussion about risk and the meaning of risk. They will be expected to share their ideas
and meanings of what they think risk is to the mind map being established on the board.
3. Students will complete an activity, identification of risk in pairs. The pair will be given a picture of a particular activity e.g
someone rock climbing and they will have to identify the risk/s observed in the activity, the effects of the risk occurring and
implementing management strategies to reduce the risk in the activity.
Teacher Activities with timing in minutes

Introduction to class 5 minutes

Talking about risk in the outdoors 15 minutes

A quick game on risk 10 minutes

People as risk takers 20 minutes

Risk assessment assignment 10 minutes

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Procedure

Learner activities:

Introduction to class 5 minutes

Listen
Take notes
Classroom Discussion
Risk Game 10 minutes

Write up on the board of what you will be covering in class today.

Identify risk in the outdoors 15 minutes

Firstly get students to do a quick write or quick draw, brainstorming ideas about risk and
what they think it is? Allow a couple of minutes to complete the quick write as some students
may be unsure what risk is.

Come together as a group and discussion students ideas and thoughts. Create a mind map
on the board, jotting students ideas and thoughts down when they are asked to voice them.

Present the Power Point about risk to the students, it will discuss the following:

A definition of what risk is.

Examples of taking risks there may be a chance of financial, emotional, social or physical
loss. Sometimes not always a negative loss. There is potential for positive gain.

Provide students with some examples of different risk only need to provide two to three
examples. Get students to take part in a class discussion and talk about the potential
outcome of taking the risk.

Risk Game 10 minutes

Take the group outside and gather them in a circle. Example to the students they are the last
humans on earth and that they need to get across this pool of hot lava to the safe side using
the magical tiles before the ground underneath falls away. The tiles are just squares of
cardboard.

The aim is that you need to get every student across using the magical tiles. If one student
steps off the tiles the students have to start again.

Notify the students they will be timed. Each stage make it harder for them such as taking
tiles away or creating a rule where a foot needs to stay on a tile at all tiles or the tile will
disappear into the lava.

After you have ran through the activity a few times do a couple of different scenario, ask the
Sarah Cox 17456543

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The students will work

together as a whole class.
The aim is for the students
to get across a section of
hot lava (grass) to get safe
side (the edge of grass)
before the ground below
them falls away.
They will be given a set of
magical tiles (cardboard
squares) to help cross the
pool of hot lava. If a
student falls off the tiles
they have to start again.
Students are given various
rules they must abide by.
After the students have
gone through different
scenarios. They will engage
in a discussion about what
are some of the risk they
took and how they manage
this risk so everyone got
across safely?

People as risk takers 10 minutes

Move onto how humans are risk takers and that humans
have evolved as a species to take risks in order to survive.

Introduce the 3 types of risk takers risk avoiders, risk

reducers and risk optimisers. Create a connection between
people and that there perception of risk can have an effect
on seeing the risk involved in the activity to be real or
perceived.

Show students a couple of videos of people facing risk within

the activities they undertake. Get students to identify if they
are a risk avoider, risk reducers or risk optimiser.

Explain to students there are two types of risk, perceived and

real risk. Provide students with a definition of both terms by
writing them up on the board.

Talk about how an adventurer becomes more competent

their perceived risk becomes more closely aligned with the
real risk of the activity.

Provide students with some examples to help them

understand the concept e.g rock climbing, white water
rafting and motor cross.

Identifying risk in activities 20 minutes

Various pictures of people taking risk will be placed around

the room.

Each student will be given a table which they will need to fill
out for each activity they are given. Advise students they
should paste the table into their books.

Students will need to go to each picture and identity the risk.

Also they need to identify a management strategy to reduce
the risk

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Identifying risks in activities 20 minutes

Students will need to go around to each picture that the

teacher has set out and identify the activity, the risk involved
in the activity, the effects of the risk occurring and how the ris
could be minimised in the activity.
Each student will record their findings in the risk table provide
under the appropriate headings.
After every student has been around to each picture the class
will come together and go through each picture.

25

Risk assessment assignment 10 minutes

Hand out the assessment task and make sure students

stick it in their book.

Students will design a board game around a activity

which has risk in it. They are able to use multiple
activities.

Go through the assignment task with the students; insure

to project a copy up on the wall for students who would
prefer to read it off the board.

Discuss with students they will be given class time to

complete the task.

Allow for any questions.

Students will choose their partner out of a hat so they do

not work with the same person they always do.

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Risk assessment assignment 10 minutes

Students will design a board game which is around risk.
They will work in pairs or three if there is an uneven
number. The pairs will be determined by pulling a name
out of a hat.
Students will have class time to complete the task.
If students want any materials such as cardboard or
coloured paper they provide a list to the teacher who will
organise it for them.

26

Engagement:

Each element of the lesson hopes to engage a variety of learners in the room
including visual, kinesthetic, verbal, interpersonal and intrapersonal learners.

Getting students to firstly write about what they think risk is will hopefully get
them thinking about risk and creating a connection.

Doing the quick activity will hope to redirect students attention so they are
focused. He activity will also allow students to think about the risk within the
activity and how they managed them through the activity.

Showing a couple of videos of people taking risk within their activity and
identifying the risk and effects in the activity will able students to create an
understanding of the differences between risks and effects (if I am able to
connect to the projector).

Working in pairs will encourage students to generate double the amount of

ideas and both are able to assist each other to reach an understanding of
what risk is. It will also hope to positive relationship in the class.

Conclusion:
Our perception on how difficult the activity is and our skill level for a particular
activity can determine how we perceive the risk in the activity.
Finish off with an ending message about risk and how we face it not only in the
outdoors but everyday in life when we undertake an activity such as driving a
car or riding our bike to the shop.

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Teachers resources:
Risk table
Laptop
Projector
Card board squares magical tiles
Hat
Class list
Catering for inclusion:
Encourage students to pair up with someone who they have not worked
before in class or do not interact with outside of class.
Provide an outline of todays class to the students written up on the board
with visual pictures next to each task so they are informed and can make an
easy transition into each activity.
If students are sitting for a long period of time get them up and moving for a
minute or so to regain their attention.
Ensure all the presentation are clear and concise, use plan English.
Students resources:
Laptops
Pen
Note books
Extension Activities:
For students who go around and complete each picture early, provide them
with another picture to complete while other students are finishing off their
last couple of pictures.
Name: Sarah Cox
Subject: Year 10 Outdoor Education

Topic: First Aid

Lesson N0: 6

School: Sacred Heart College Wodonga

Year level: 10

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Duration: 60 minutes

Learning Purpose/Rationale:

Students will develop acceptance of the need for rules and regulations.

Students will develop a greater understanding of own ability to persist in physically and mentally challenging situations.

Understand how to response to a First Aid scenario by using the ABCDE.

AusVELS or VCE focus (if VCE applicable)

(AusVELS statements should be numbered so that they can be deliberately related to Learning Outcomes)

Resilience when working toward task achievement

Collaborative, solution-focused approaches maximizing performance and achieving team goals.
Self-efficacy and self-regulation in managing their behavior in diverse social contexts; for example, positive self-talk and selfconfidence when approaching new situations positively

Learning outcomes:

Students will understand and know how to prevent injuries and illnesses occurring.

Students will understand how to respond to minor and major first aid incidents. With having the potential in assist staff leaders.

Students will gain basic knowledge of the process of responding to a First Aid scenario, applying basic treatment to the patient,
conduct a secondary survey and monitor the patient condition and plan for evacuation if necessary.

Assessment:
How will you:
1. Students will be given some time to brainstorm and generate ideas about common injuries/illness that occur in an outdoor
environment. After been given sufficient time to generate some answer the students will be invited to discuss their ideas and
answers in a class discussion.
2. Students will get into groups and will be given a first aid scenario. They will need to research their common injury and determine
treatment options for the injury. After the pair has done this they will need to develop a scenario were someone is a responder and
the person is a patient. They will present their scenario to the whole class, teaching their fellow peers how to respond and treat

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29

Teacher Activities with timing in minutes

Introduction the lesson 5 minutes

Discuss common outdoor injuries 15 minutes

Responding to a First Aid situation 25 minutes

Practice responding to a first aid scenario 15 minutes

Procedure

Learner activities:

Introduction to the lesson 5 minutes

Tell the students what they will be focusing on in todays lesson and introduce the topic.
Write it up on the board and drawing a picture next to each task.

Listening
Class discussion
Taking notes

Common outdoor injuries 10 minutes

Engage students in a class discussion about what are the most common injuries/illnesses
that are likely to encounter in outdoor activities.

Recorded some of the students answer in a mind map on the white board so other
students are able to copy them down in their note books or their laptops.

Responding to a First Aid scenario 25 minutes

Talk about the differences between First Aid and Wilderness First Aid.

Talk about some things we need to consider, what we need to think about being a first aid
responder in an remote setting limited equipment improvisation, limited
communication, risk management, group management, preparation, resources and having
a plan.

Ask students what are some environmental factors that could affect the medical
condition and treatment of the a patient out in the field. E.g. heat, cold, rain, darkness,
wind, altitude, visibility, terrain and temperature. Provide hints by drawing pictures up on
the board.

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30

Listening
Class discussion
Taking notes

Show the students the accident management plan pyramid go through

each situation providing a general overview of each. Make an atrium so the
students remember each step: D-Danger, S Send for help (only if needed)
R- Is the person responding, A- Airway, B Breathing, C Circulation, DDeadly Bleeding and E Exposure.

Go through an example of responding to a First Aid incident Snake Bite by

using the DSRABCD. Students should be able to voice each step identified
from the pyramid.

Practicing responding to a first aid scenario 25 minutes

Students will work in pairs. They need to work with someone they have not
worked with at all in this subject.

When the pair has been organized they will come up to the front and be
given a first aid scenario.

The students will have to research about their injury and find out treatment
options before practicing their scenario.

Students will be given 15 minutes to research their injury and practice their
scenario. After the 15 minutes is up the group will come back together as a
group.

Each pair will tell the class their injury and then act out their scenario of how
to treat the injury.

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Practicing responding to a first aid scenario 25

minutes

31

Students will work in pairs. They need to pair u

someone they have not worked with before in t
subject.
When the students have organized their pair th
go up the front and collect a first aid scenario.
The students will need to research the common
in their given scenario. The students will have 1
minutes to research their injury and practice th
scenario. One student being the responder and
other being the victim.
Each pair will present their scenario to the class
go through the treatment of the injury.

Engagement:

Each element of the lesson hopes to engage a variety of learners in the room
including visual, kinesthetic, verbal, interpersonal and intrapersonal learners.

Notifying students of what they will be covering in todays lesson, hopes to

create interest among the students and encouraging them to be engaged at
different elements delivered throughout the duration of the class.

Firstly getting students to think and discuss injuries/illness that can occur in
an outdoor environment will hopefully encourage them to start thinking
about prevention for each of the injuries stated.

Getting other students to teach the class about the symptoms of an injury
and showing the correct treatment for the injury will engage the students. As
they are interested in what their fellow peers have learnt and are amazed by
their wealth of knowledge on one particular injury.

Conclusion:
Re-establish the different between urban and wilderness first aid.
Knowing the DSRABCDE could help you respond to a first aid incident if you
ever come across one.

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Teachers resources:
Laptop
Projector
List of different first aid scenario.
Catering for inclusion:
Provide an outline to the students what will be happening in class today so
they are informed and can make an easy transition into each activity.
Collaborative group work will help the development of social skills of some of
the students.
Breaking each section of the class down into little segments will help keep
the attention of students who become distracted easily or cannot retain
concentration on one thing for a long period of time.
Students resources:
Laptops
Pen
Note books
Name: Sarah Cox
Topic: Mountain Biking
Subject: Year 10 Outdoor Education

School: Sacred Heart College

Lesson N0: 7
Duration: 60 minutes

Year level: 10
Learning Purpose/Rationale:
1. To prepare students for their upcoming day trip of mountain bike riding in week 8, out at the Yackandandah State
Forest.

2. Demonstrate appropriate understanding of simple first aid skills for personal uses.

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AusVELS or VCE focus (if VCE applicable)

(AusVELS statements should be numbered so that they can be deliberately related to Learning Outcomes)
Involvement in a variety of activities to improve or maintain regular participation in moderate to vigorous physical activity.
Collaborative, solution-focused approaches maximizing performance and achieving team goals.

Resilience when working toward task achievement

Self-efficacy and self-regulation in managing that behavior in diverse social contexts; for example, positive self-talk and
self-confidence when approaching new situations positively.

Learning outcomes:

Students understand the basic parts of a mountain bike and are able to identify each part confidently.

To learn about and understand the process of doing simple a safety check before riding a bike.

Assessment:
How will you:
1. Students will be given a sheet that has a simple diagram of a bike on it. After one of the teacher goes through the
different parts of the bike, students will need to identify the various parts of the bike pointed out in the diagram.

Timing in
minutes

Teacher Activities
Introduction to Mountain Biking (Video) 15 minutes
Different parts of a bike 15 minutes
Worksheet 10 minutes
Safety check procedure and bike safety 20 minutes

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34

Procedure

Learner activities:

Introduction to Mountain Biking (Video) 15 minutes

Firstly students will watch a video about the evolution of mountain biking
film about mountain bike history (insure it has closed caption).

Talk about each video and make students focus on how mountain biking
has evolved. Brainstorm some ideas and facts that where mention about
the progression of mountain biking.

Listen
Watching
Class Discussion

Different parts of a bike 15 minutes

Bike Diagram Worksheet

A bike will be brought in and the teacher will go through the different
parts of the bike to the class.

Had around a bike diagram to students so they can follow along with the
different parts as the teacher goes through each part of the bike

Bike Diagram Worksheet 10 minutes

Students will be given a worksheet to complete that has a diagram of a

bike on it. They will have to identify the various parts of the bike pointed
out in the diagram.

Students are able to work with other students to help identify each part of
the bike.

When students complete the worksheet, display a copy of the diagram on

the board with each part being identified.

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35

Students will be given a worksheet that

has a diagram of a bike on it. The bike
diagram will have various arrows
pointing at different parts of the bike.
Students will use the word bank at the
bottom of the page to help identify
each part of the bike.
The answers will be displayed on the
board or some students will be given
an answer so students are able to selfcorrect or fill in spots they have
missed.

Safety Check Procedure and Bike safety 15 minutes

By using a bike, the teacher will go through the process of a safety check
with the students before they ride a bike.

Listen
Also talk about bike safety on the road and what students need to be aware Class Discussion
of when ride near roads on or on the road.

Also ensure your expectations and the schools expectations when out on
trips.
Bike Riding 5 minutes

Tell the students what will be happening next lesson and where they should
meet.

Engagement:

The videos presented at the introduction of mountain biking will hopefully

engage students and make them become interested in the recreation activity.

By bring a bike into class and using it to talk about the different parts of the
bike and refer to it when talking about bike safety will appeal to visual
learners within the classroom.

By using the following teaching strategy, peer-mediated approaches will

hopefully provide opportunities for individualised student practice and skill
development.

Conclusion:

Remind students they will be going riding on next lesson so remember to

wear sport uniform. Also to bring their own bike and helmet if they like.

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36

Teachers resources:
Projector
Bike diagram worksheet
Laptop
Mountain bike
Catering for inclusion:
By providing an outline about what is happening in todays lesson will cater
for the three students with learning disabilities.
Simplifying instruction to 1 or 2 steps insuring all students understand the
requirements of each specific task.
Bring a bike in and identifying the different parts of the bike will help engage
those visual learners and will be beneficial to their learning.
Students resources:
Notebook
Pen
(Foreman & Arthur-Kelly, 2014; Gregory & Chapman, 2013; Tomlinson, 2014)

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Assessment Tasks
Diagnostic Mind Map on Outdoor Education

Write instruction up on the board so students are able to recheck

them throughout the activity:
o I will give you each a number from 1 to 4. When you are given

your number you need to form your group.

Place the students into groups than sit them down in their groups.
Write up the next instruction:
o Your group will be given two pieces of chart paper with four
different coloured pens.
o On one piece of paper someone needs to write the following
question I want your group to think about at the top What is
outdoor education?
o Allow one student from each group to write the question at
the top.
o On the next piece of paper someone different needs to write
the second question I want your group to discuss at the top
Why do people participate in outdoor activities?
o You need to discuss the following questions and write or draw
your answer under the appropriate question.
o I need to see four different colours on each groups pieces of

paper.
Allow students to collaborate and talk about their ideas.
At the end of the task the class will come back together and some

groups will be invited to discuss their answer.

The teacher will do the same task at the end of the semester to see
what students have learnt or if their perceptions has changed about
the subject.

Differentiated

Teacher creates the groups so there is social inclusion.

Writing up and talking through the instruction to the students.
It is an opened ended task so no answer is considered to be wrong.
Allow students to draw or write down the their answers or ideas will
assist the visual and kinaesthetic learners in the classroom
(Foreman & Arthur-Kelly, 2014; Gregory & Chapman, 2013).

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38

Formative Bike diagram

Students will be given the following diagram. They need to label the bike
using the word bank to help them.

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Summative task Year 10 Outdoor Education

Risk Assessment Assignment

Task: You are to create a Board Game (groups of 3, 2 pairs).

Requirements of the game:
- Select an activity that is undertaken in the outdoors e.g. rock climbing,
mountain biking.
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- You are to ensure that the game identifies 10 assessed risks of chosen
activity e.g. for rock climbing falling from height, being hit on the head
by a loss rock.
- The game must be easily understood and playable by yourself and your
peers.
Example:
Snakes and Ladders
- Each time you go up a ladder you pick up a Ladder Card, which explains
what it is that you have done for your chosen activity that is a control
measure of your risk. Eg. Rock climbing: you are using qualified guides for
your experience or participants wore correctly fitted protective equipment.
- Conversely, each time you are to go down a snake, you provide an
example of a risk that you have taken for the chosen activity. Eg. Students
on the bus did not wear seat belts.
You would create at minimum, 5 ladder cards and 5 snake cards.
If you wish:
-Extra information/questions could be included in your game based on
what we have covered so far in Outdoor Education.
This game could then become a bit of a revision activity as well.
The game is to be fully designed and useable when submitted (yes you
actually make the board game!!!).
If need any materials to construct your game e.g. coloured paper you need
to provide a list to the teacher by the end of Mondays lesson.
DUE DATE: To be advised

Sarah Cox 17456543

Year 10 Outdoor Education Risk Assessment Board Game Assignment

Students name:

Mark

Limited
progress

Requires
Development

Satisfactory

Good

Very Good

Excellent

Presentation/
playability

The game is complete.

The Information is set
out in some order. The
game can be played.

Game has been completed

with good detail. The
Information is mostly set out
in a logical order and looks
neat. The game is
understandable and can be
easily played.

The game has been

very well thought out
and neatly
presented. The
Information is set out
in a logical order. The
game is simple, yet
creative and easy to
play.

The game has been produced to a

high quality. The Information set
out in a logical order. The game is
simple to play, and engaging.

Risk assessment

A satisfactory
understanding of risk
assessment provided.
Most parts were included
with minimal detail. The
game has satisfactory
originality and creativity.

All elements were included

with good detail and show a
solid knowledge of risk
assessment.
The game has good
originality and creativity.

All elements of the

task have been
completed with great
detail. Responses
demonstrate a very
good understanding
of risk assessment.

The game has excellent

originality, includes great detail
and shows exceptional knowledge
of risk assessment.
Extra information has been
provided, showing a broad
understanding of OE.

Insufficient planning
and/or effort put into
game. Little knowledge
demonstrated.

Some planning and

understanding of game
evident.

Game showed very

good planning and a
great understanding
demonstrated.

Game was precisely planned with

an excellent understanding
demonstrated.

Time managed well and you

worked well as part of a
team.

Time management
was very good, and
you worked very well
as a team.

Time management was excellent,

and you worked exceptionally well
as part of a team.

Effort

Game Production:
taking part in the
creation of the
game.

Time management was

satisfactory, and you
worked satisfactorily as
part of the team.

Comments:

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