ASSESSMENT TASK 2: PDHPE HSC

Braydon Webb
17506739

Contents Page

Title Page

Lesson Plan (Pre-online Comparative Study)

2-4

ONLINE INTERACTIVE LESSON EXAM

REVISION 5-9

Post Lesson Plan (Post-Online comparative

study) 10-12

Worksheet for post lessons

13-17

Professional Justification
18-20

Appendix

Unit outline

Scope and Sequence

Assessment schedule
20-34
Assessment task

Concept Map

Hard copy of online comparative study

Relational table

1
 Lesson Plan (Pre-online Comparative Study)

Outcomes Students learn about: Students learn to: Learning and Teaching strategies Resources
Introduction
(10 min)

(5-7 mins)
H1 describes the Students will recap on: Students will recap on: Kahoot Quiz http://Kahoot.it
nature and justifies How are priority It is an overarching Students will complete a quiz on their ICT
the choice of for Australias syllabus review, platforms including tablet, laptop, of phone. This Username: bwebb
Australias health health identified? preparing students for quiz uses HSC styled question which help to recap Password: Lfclover1
priorities What are the HSC. Students will the on knowledge to prepare them for the Go to my kahoots, and select the
priority issues for only recap on already upcoming online comparative study and the titled quiz How are priority issues
H2 analyses and improving taught outcomes. lesson. for Australias health identified
explains the health Australias
status of Australians health?
in terms of current What role dose
healthcare play in
trends and groups
Australians
most at risk
health?
What actions are
needed to address
Australias health
priorities?
(3-5 min) Have students line up at the front of the classroom This is an excellent way to help
Grouping activity in the order of their birthday month. Using this students connect with each other.
appoint pairs in the order in which they stand. This Making them work together and
will help to create diverse groups as it is communicate is key to life after
commonly high achievers sit with high archivers school.
and low achievers with other low achieving peers.
This will help in the following activities.

2
Body (40 mins) This lesson will prepare students for the upcoming
Online comparative study. Mind map: On white board first
How to tackle long ask, what is looked for in a
response questions The first part of this assessment task is to help response. Refer them to
(10 mins) students recall on how to answer long response https://www.pdhpe.net/structuring-
questions. On white board the stamen what is extended-response/
looked for in a long response question will be in
the middle of the board. The teacher will refer to
the S.E.A.L. framework. This is:
S-Statement
E-Expand
A-Application
L-Link

Now in pairs using the information that was

Pair question high levels of research and analyse provided get students in pairs to answer this Write the question on the board
activity (15 mins) preventable CVD, cancer and ONE question. Justify why cardiovascular disease has Justify why cardiovascular
H2 analyses and chronic disease, other condition listed by been identified as a health priority area in disease has been identified as a
explains the health injury and mental investigating: Australia? This should be about 500 words long. health priority area in Australia?
status of Australians health problems the nature of the
in terms of current *cardiovascular problem
trends and groups disease (CVD) extent of the problem
most at risk (trends)
risk factors and
H3 analyses the protective factors
determinants of the sociocultural,
health and health socioeconomic and
inequities environmental
determinants
groups at risk The pairs of students will now hand over their
H15 critically answers to another pair for the peer marking
analyses key issues activity. The teacher will get students to annotate www.boardofstudies.nsw.edu.au/h
affecting the health their peers work, and mark it using the provided sc_exams2006exams/pdf_doc
of Australians and marking guide on the bostes website and the /pdhpe_notes_06.pdf
proposes ways of S.E.A.L. framework. This is done to help students
working towards identify what is looked for in answer in the HSC.
better health for all Get students to give them a mark out of 10.

3
Peer marking
activity.
(10 mins)

The class discussion will help show students what

is looked for in HSC answers. This will be used in
combination with the HSC performance band
descriptor. Quickly re-ask students to re-evaluate
their mark they gave their peers. Ask if this http://www.boardofstudies.nsw.ed
changed their mark? Get students to refer to the u.au/syllabus_hsc/pdhpe-pbd.html
Class Discussion and performance band marks in helping them guide
mind map (5 mins) their answers.

Quickly answer the question asked in the lesson as

a class using the SEAL white board framework.
This will give students feedback on their answer
and give them the chance to ask questions.

S.E.A.L. white board

activity (5 mins)
Conclusion (5 min)
Introduce the Online Have students visit the online comparative study http://onlinecompstudy.weebly.co
Comparative Study and provide students with the answer worksheet. m/
Ensure all students have access to this online study
and ask students if they have any questions about Worksheet below
the online comparative study. If students dont ENSURE STUDENTS
have access provide them with a hard copy COMPLETE THIS TASK AS IT
version. IS VITAL TO NEXT TWO
LESSON
Lesson Evaluation:
After the lesson the teacher should ask themselves these questions:
- What went well in the lesson
- What didnt go well?
- What have the students learnt?
- How did they learn it, and wish there a better way they could have engaged with the content?
- Did the activities achieve what the outcomes intended?
- What could improve this lesson overall?
- If something wasnt covered, what needs to be added to next lesson?
4
ONLINE INTERACTIVE LESSON EXAM REVISION
Access the interactive webpage here at: http://onlinecompstudy.weebly.com/ (hard copy in appendix)

Multiple Choice

Circle the correct answer

Questions 1: Questions 11:

A) B) C) D) A) B) C) D)
Question 2: Question 12:
A) B) C) D) A) B) C) D)
Question 3: Question 13:
A) B) C) D) A) B) C) D)
Question 4: Question 14:
A) B) C) D) A) B) C) D)
Question 5: Question 15:
A) B) C) D) A) B) C) D)
Questions 6: Questions 16:
A) B) C) D) A) B) C) D)
Question 7: Question 17:
A) B) C) D) A) B) C) D)
Question 8: Question 18:
A) B) C) D) A) B) C) D)
Question 9: Question 19:
A) B) C) D) A) B) C) D)
Question 10: Question 20:
A) B) C) D) A) B) C) D)

Section 3: Short Answer

Question 21:

Question 22:

Question 23:

Question 24:

5
Question 25:

Section 4: Long response

Question 26:

6
Question 27:

7
Question 28:

8
Question 29:

9
 Post Lesson Plan (Post-Online comparative study)
This combines two lessons to be completed over two classes (120 mins)

Outcomes Students learn about: Students learn to: Learning and Teaching strategies Resources
Introduction (5 -10 This lesson will begin with a small discussion Students are required to bring
mins) on how students found the Online comparative their Worksheet filled in.
study. While marking the role, ask each
Brief discussion (5 student if they have completed their
mins) worksheet.

Grouping Activity
(2-3 mins)

Body (100 mins) Students will hand their peer who they were
grouped up with their answer sheet. They will
Marking Multiple All syllabus outcomes are mark each others:
choice and short touched on in the online Multiple choice
answer questions comparative study. Short answer
(15 mins) Students will be prompted to ask questions to
clarify specific information. This will help
give feedback on the more basic answers. The
H4 argues the case teacher will quote examples of content to give
for health promotion a different perspective on how to recall the
based on the Ottawa knowledge to answer the questions. This framework will be used to
Charter help students self-assess
answers.
S-Statement
Class marking Students will learn how to Students will be given a worksheet. This E-Expand
activity 1 (15 mins) evaluate work. This will begin worksheet has exam answers to the question A-Application
with a class marking activity. Argue the benefits of applying the Ottawa L-Link
On the white board the teacher Charter to ONE health promotion initiative Worksheet or visit
replicates the table in the (question 28 in the online comparative study) http://arc2.bostes.nsw.edu.au/as
worksheets with good sets/process/15320/2010/q22b_
elements and poor elements on Band 1/2 answer* b12_s3.pdf

10
 each side. Each time a student
makes a comment the teacher
must force the student into
giving more detail
Students will now in their pairs and guide questions they can ask about the
Activity 2: Pair mark a band 6. They will use
marking with class the marking guide to help them express ideas that demonstrate a thorough
discussion identify the good and poor
(15 mins) elements of the answer.
Activity 3: Solo Students will now work
marking with class independently marking a mid-
discussion ranged answer. They will use
(15 mins) above techniques to critic the
answer and come together for
a class discussion.
Activity 4/5: Now students have learnt how
Marking your own to self-assess a PDHPE long
work, Re-write your response answer, students are
answer now asked to mark their own
(30 mins) work in relation to Question 28
or another question in the
online comparative study.
Students will guide their marking using the
S.E.A.L. Approach reviewed in the pre-lesson.
http://www.boardofstudies.nsw.
Teacher will bring up the performance band on edu.au/syllabus_hsc/pdhpe-
overhead to help students with their marking pbd.html
answer. For example: dose the answer clearly
understanding? http://arc2.bostes.nsw.edu.au/as
sets/process/15320/2010/q22b_
This will end with a class discussion to review b56_s1.pdf
what they found. Teach will write on the board
S.E.A.L. and call upon students at random to
identify each area of this framework. Then the
teacher will give more insight if students have
missed anything
Students will undertake the same activity but
this time independently.
http://arc2.bostes.nsw.edu.au/as
sets/process/15320/2010/q22b_
b34_s1.pdf
Encourage students to not be biased when
marking their own work. Encourage students
there is always room for improvement.
Always have high expectations of your
students, encourage them to get band 5/6
answers.
After marking and re-writing ask students to
compare their two answers. Ask them question
11
 After marking, students will like: Did your answer improve? What do you
have the chance to re-write think of your first answer now? Does self-
their answer. assessing your own work make a difference?

After student re-write their response to

Activity 6: Partner question 28 or another answer from the
marking activity comparative study, get them to swap paper
(10 mins) with another student for one last marking. On
completion have student engage in
performance meetings with their peers to get a
verbal insight into their answers.
Conclusion (10 Self-reflection mind map (5 mins)
mins) Students will be asked the questions to help
highlight the key points taught in the lesson.
Ask students:
Was todays lesson helpful? Why?
Will this help with your HSC?
What didnt go well in todays lesson?
Do you now value self-assessment?

Introduce online comparative study for (theoretically applied)

Core 2: factors affecting performance. (5
mins)
H7, H8, H9, H10, Students will be introduced to the second
H11, H16, H17 online comparative study which will be used
as revision for core 2.
Lesson Evaluation:
After the lesson the teacher should ask themselves these questions:
- What went well in the lesson
- What didnt go well?
- What have the students learnt?
- How did they learn it, and wish there a better way they could have engaged with the content?
- Did the activities achieve what the outcomes intended?
- What could improve this lesson overall?
- If something wasnt covered, what needs to be added to next lesson?

12
 Worksheet for post lessons
The next three activities will use the below Marking Criteria

Activity 1: Class breakdown of a band 1/2 as a class

Good elements Poor elements

13
Activity 2: In pairs break down a band 6 answer and fill in the able below. Highlight and annotate good/poor
elements.

Good elements Poor elements

14
Activity 3: Individuals mark a band 3/4 response. Highlight and annotate good/poor elements. Fill in the below table.

Good elements Poor elements

15
 Activity 4: Now mark your own work! Mark your answer to this question in the online comparative study (question
28). List the good elements of your answer and the elements which could be improved.

Good elements Poor elements

Activity 5: Re-write your answer to this question

16
Activity 6: Have your partner mark your New answer to Question 28. Compare it with your original question. Below
list the parts which improved most, and what else could be improved.

Good elements Poor elements

Activity 7 (homework): Use your self assessment skills to mark your other answers, and identify where you could
improve!

17
 Professional Justification

Teachers need to ensure they are able to adapt their classrooms to the diverse needs of their students (Lyons,

Ford & Slee, 2014). The stage 6 syllabus outlines what main focus question and outcomes the students must

be taught in the duration of the course to complete their HSC. However, teachers are responsible for

providing students with tailored learning for their specific needs as all classroom are different. This

assessment task provides a pre-lesson, an online comparative study and two post lesson which are designed

to provide students with the best possible chance of successfully completing their PDHPE HSC exam. This

personal justification will outline the different teaching methods and models which were used to determine

the three aspects of this assessment task.

Pre-lesson

Both the pre and post lessons involve some form of cooperative learning. A study by Brought and colleagues

(2010) assessed the benefits of paring students by ability which was used in both the pre and post lesson.

The study found that when paring low quartile students with the higher quartile students, the low quartile

students performed better than when working alone. This also helps to create an inclusive classroom by

getting all students interacting with one another regardless of their social circles outside the classroom.

It is important to scaffold learning in the simplest way possible. The pre-lesson is a good recap on a

scaffolding technique used by students to help them answer short answer and extended response questions.

The S.E.A.L. (Statement, Expand, Application, Link) approach is used in guidance with the zone of

proximal development to help narrow the gap of what students need guidance with and what they can do

independently (Verenikina, 2008). This approach helps make questions seem more basic and can help guide

these students to provide a simple answer that covers the content.

Online comparative study

The online comparative study is clearly an activity for preparing students specifically for the HSC. The

Comparative study begins with a video about the PDHPE exam and what students should expect and how

they can best answer questions. This puts the online comparative study into content for students as a tool of
18
revision. The study is complied with past PDHPE HSC papers from 2008 to 2015. These are used as they

are the sort of themes that will be tested in the exam and also students can become more familiar with the

type of wording that is used in HSC papers.

As stated the study begins with a video about PDHPE exams but also has other videos in the study. Learners

are diverse and all have different ways of learning including Visual, Audio and kinaesthetic. While being

limited to an ICT platform it is important to try and cover as many of these learners as possible which is why

the videos are used. These satisfy the visual and audio learns which can increase their learning outcomes

from this online comparative study.

Post lesson

Blooms taxonomy is a framework which is applied to teaching to help move students away from the bottom

end of the scale knowledge to the high end including analysis, synthesis and evaluation. Knowledge requires

students to only recall specific information, without any high cognitive processes taking place. In this

assessment it aims to move students up the blooms taxonomy to evaluation. This required students to make

judgements about the value of materials and methods for a given purpose. While this is used throughout the

assessment it is easy to see its application in the post lesson as it requires students to make judgements about

other peoples work, including their own and to use this as a guidance to improving their learning.

As the blooms taxonomy requires students to make judgement about their own work, this causes students to

engage in self-assessment. Self-assessment is an excellent way for students to identify where they went

wrong or right in answers to help reproduce higher quality work (SELF*ASS). This begins with teacher

guided learning with students completing a self-assessment activity as a class. Teacher guided learning is a

good way to introduce something new to students before letting them interact with this new knowledge and

skills (Barnett & Francis, 2012). This then moves a more student centred approach. Edwards article helps

reinforce the self-assessment learning experience stating that self-grading, especially of homework, does

accrue some significant benefits(2008). Students obtain instant feedback without having to wait for the

19
teacher to mark their work. Edward also explains that students critique their own work become more critical

of their writing and this creates internal motivation for them to answer questions better. The core to these

lessons are building self-evaluation skills, which is important for students as it allowed them to give internal

feedback and also interpret that feedback more effectively (Buck & Trauth, 2009)..

As mentioned student centred earning is used in this assessment. Student centred learning is important for

the development of communication and collaborative skills, students learn to ask and answer question

independently and students are more interested in learning activities (Concodia Online Education, 2012).

Learning is always about the students which is why it is important for lessons to be student centred.

Conclusion

It is always important to first consider the needs of your students before creating lessons, unit outlines,

assessment tasks and homework activities. A teacher should always put the students needs first and this

should influence their teaching pedagogy to push all HSC students towards a band 6. It is vital you not only

nurture your gifted students but push you lower quartile students up the bands for their own benefit. Overall

this assessment as tried to implement a variety of different techniques to try and improve student

achievement level in the HSC.

References

Buck, G. A., & Trauth-Nare, A. E. (2009). Preparing teachers to make the formative assessment process

intergral to science teaching and learning. Journal of Science Teacher Education, 20(5), 475-494.

doi:10.1007/s10972-009-9142-y

Barnett, J. E., & Francis, A. L. (2012). Using higher order thinking questions to foster critical thinking: a

classroom study. Educational Psychology, 32(2), 201-211. doi:10.1080/01443410.2011.638619

Braught, G., MacCormick, J., & Wahls, T. (2010). The benefits of paring by Ability. Dickson College.

http://users.dickinson.edu/~jmac/publications/ability-pairs-sigcse2010.pdf

20
Concodia Online Education. (2012). Which is best: Teacher-Centered or Student-Centered Education? 16-

20. Retrieved from http://education.cu-portland.edu/blog/classroom-resources/which-is-best-teacher-

centered-or-student-centered-education/

Lyons, G., Ford, M., & Slee, J. (Eds.). (2014). Classroom management: Creating positive learning

environments (4th ed.). South Melbourne, Australia: Cengage Learning

Verenikina, I. (2008). Scaffolding and learning: its role in nurturing new learners. UOW research online,

236-246. http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1043&context=edupapers

21
 Appendix

UNIT OUTINE
Module title: Health Priorities in Australia Timing and Length: 36 hours 36 lessons 1 hour a lesson

Module aim: The aim of core 1 is to develop students capacity to think critically about the key issues related to health and physical activity the compulsory module examines the health
status of Australians and investigates priority areas in Australian health. Students identify and justify the choice of priority issues and examine the roles that the health system and health
promotion play in achieving better health for the Australian population.

Content links: Is an extension of preliminary PDHPE core: Better health for individuals. Key competencies:

Collecting, analysing and organising information

Communicating ideas and information
Planning and organising activities
Working with other and in teams
Using Technology
Solving problems

Focus Question: How are priority issues for Australias health identified?

Students learn about Formative assessment:

measuring health status
role of epidemiology
measures of epidemiology (mortality, infant
mortality, morbidity, life expectancy)
identifying priority health issues
social justice principles
priority population groups
prevalence of condition
potential for prevention and early intervention
costs to the individual and community
critique the use of epidemiology to describe health
status by considering questions such as:
what can epidemiology tell us?
who uses these measures?
do they measure everything about health
status?
use tables and graphs from health reports to analyse
current trends in life expectancy and major causes of
morbidity and mortality for the general population
and comparing males and females
argue the case for why decisions are made about
health priorities by considering questions such as:
Use mind map activities to monitor students ongoing
attainment of lesson outcomes. Collect these mind maps
to assess were students are in terms of learning
outcomes. Mind map activity could also be a refresher to
help them retain information from Core 1 preliminary.
Get students to submit one or two sentences identifying
main point of a lesson. For example answer questions
like: What syllabus outcome was achieved in todays
lesson.
Get students to hand in worksheets filled in for marking
and feedback. For example, a worksheet helping students
identify mortality, morbidity, life expectancy, etc.
Have students submit an online paragraph outlining what
the costs to individuals are and how this can effect health
care.

22
 how do we identify priority issues for Australias Summative assessment:
health?
Have students complete a mini exam type essay question
what role do the principles of social justice play? in class to determine where their achievement level is.
why is it important to prioritise?
Focus Question: What are the priority issues for improving Australias health?

groups experiencing health inequities research and analyse Aboriginal and Torres Strait Formative assessment:
Aboriginal and Torres Strait Islander peoples Islander peoples and ONE other group experiencing
Use mind map activities to monitor students ongoing
socioeconomically disadvantaged people health inequities by investigating:
attainment of lesson outcomes. Collect these mind maps
people in rural and remote areas the nature and extent of the health inequities to assess were students are in terms of learning
overseas-born people the sociocultural, socioeconomic and outcomes. Mind map activity could include having a
environmental determinants
the elderly priority area in the middle with the nature of the
people with disabilities the roles of individuals, communities and problem, trends, risk factors, etc. Being around the
governments in addressing the health inequities question
Get students to submit one or two sentences identifying
high levels of preventable chronic disease, injury main point of a lesson. For example, answer questions
and mental health problems research and analyse CVD, cancer and ONE other like: What syllabus outcome was achieved in todays
condition listed by investigating:
cardiovascular disease (CVD) the nature of the problem
lesson.
cancer (skin, breast, lung) Get students to hand in worksheets filled in for marking
extent of the problem (trends) and feedback. For example, the different factors of why
diabetes risk factors and protective factors ATSI are a group that experiences inequity.
respiratory disease the sociocultural, socioeconomic and Have students submit an online paragraph outlining what
injury environmental determinants the impact of the aging population using the health
mental health problems and illnesses groups at risk system, health services workforce, carers for the elderly
and volunteer organisations to guide answer.
assess the impact of a growing and ageing Summative assessment:
a growing and ageing population population on:
healthy ageing the health system and services Have students complete a paper over a few lesson to
increased population living with chronic disease health service workforce answer the focus question What are the priority issues
and disability carers of the elderly for improving health? This can focus on more than one
demand for health services and workforce volunteer organisations. syllabus outcome.
shortages
availability of carers and volunteers.
Focus Question: What role do health care facilities and services play in achieving better health for all Australians?

health care in Australia Formative assessment:

range and types of health facilities and services
responsibility for health facilities and services
23
 equity of access to health facilities and services
health care expenditure versus expenditure on
early intervention and prevention
impact of emerging new treatments and
technologies on health care, eg cost and access,
benefits of early detection
health insurance: Medicare and private
complementary and alternative health care
approaches
reasons for growth of complementary and
alternative health products and services
range of products and services available
how to make informed consumer choices
Focus question: What actions are needed to address Australias health priorities?
health promotion based on the five action areas of
the Ottawa Charter
levels of responsibility for health promotion
the benefits of partnerships in health
promotion, eg government sector, non-
government agencies and the local community
how health promotion based on the Ottawa
Charter promotes social justice
the Ottawa Charter in action
evaluate health care in Australia by investigating
issues of access and adequacy in relation to social
justice principles. Questions to explore include:
how equitable is the access and support for all
sections of the community?
how much responsibility should the community
assume for individual health problems?
describe the advantages and disadvantages of
Medicare and private health insurance, e.g. costs,
choice, ancillary benefits
critically analyse complementary and alternative
health care approaches by exploring questions such
as:
how do you know who to believe?
what do you need to help you make informed
decisions?
argue the benefits of health promotion based on:
individuals, communities and governments
working in partnership
the five action areas of the Ottawa Charter
investigate the principles of social justice and the
responsibilities of individuals, communities and
governments under the action areas of the Ottawa
Charter
Use mind map activities to monitor students ongoing
attainment of lesson outcomes. Collect these mind maps
to assess were students are in terms of learning
outcomes.
Get students to submit one or two sentences identifying
main point of a lesson. For example, answer questions
like: how equitable is the access and support for all
sections of the community? And how much
responsibility should the community assume for
individual health problems
Get students to hand in worksheets filled in for marking
and feedback.
Have students submit an online paragraph outlining a
section of this focus question. What role do health care
facilities play in achieving better health for all
Australians?
Summative assessment:
Have students complete a scaffolding sheet for the
assessment and give it a mark to give back to students.
Formative assessment:
Use mind map activities to monitor students ongoing
attainment of lesson outcomes. Collect these mind maps
to assess were students are in terms of learning
outcomes. Mind map activity could include the Ottawa
charter and identifying the 5 areas.
Get students to submit one or two sentences identifying
main point of a lesson. For example, answer questions
like: What syllabus outcome was achieved in todays
lesson.
Get students to hand in worksheets filled in for marking
and feedback. For example, scaffolding for assessment
task and fill out a worksheet that analyses an initiative.
24
 critically analyse the importance of the five action Have students submit an online paragraph outlining what
areas of the Ottawa Charter through a study of TWO the impact of the different levels of health promotion
health promotion initiatives related to Australias based on individuals, communities and governments.
health priorities Summative assessment:

This would be the assessment task. Giving students

feedback on the provided assessment marking criteria
sheet. This should help students prepare for HSC exam
Evaluation:

Questions to ask after each lesson to guide reflective thinking

Did I communicate the subject matter clearly?

Did I supply students with all the correct materials for each lesson (text books, work sheets, websites etc)
Are the students engaging in the content and participating in classroom activities? If no, why?
Are the students practically applying the lesson content?
Are the students meeting syllabus outcomes?

If possible, get a supervisor teacher to sit in on lesson and give feedback on the above questions

Teaching for different groups include

ELA Inclusivity Gifted and talented

A detailed scaffolding sheet has been provided for the
assessment to help students who struggle/ELA students.
Breaks content down so they can submit a sound
assessment task. Keeps them involved and guides their
learning.
Group presentation in the lead up to assessment task in
pre-lesson is a good example on how to get everyone
involved. Also the unit outline has a lot of pair learning
activities. These promote everyone being actively
participating throughout the unit
The assessment task has been designed for gifted and talented
students to answer with more depth in their answers. The use of
terms such as recommendation is a more advanced verb which
requires students to provide reasons why they chose something.
This is an example of how this unit helps bring the best out in
these individuals.

25
 PDHPE stage 6 HSC Term 4 (year 11) Core 1

1 2 3 4 5 6 7 8 9 10

Core 1- Health priorities in Australia (30%)

H1 describes the nature and justifies the choice of Australias health priorities H5 explains the different roles and responsibilities of individuals, communities and governments in
addressing Australias health priorities
H2 analyses and explains the health status of Australians in terms of current trends and groups
most at risk H14 argues the benefits of health-promoting actions and choices that promote social justice

H3 analyses the determinants of health and health inequities H15 critically analyses key issues affecting the health of Australians and proposes ways of working towards
better health for all
H4 argues the case for health promotion based on the Ottawa Charter
H16 devises methods of gathering, interpreting and communicating information about health and physical
activity concepts.

Focus Outcomes

How are priority issues for Australias health What are the priority issues for improving What role do health care facilities and services What actions are needed to address Australias health
identified? Australias health? play in achieving better health for all Australians? priorities?

Assessment

Report 1300-1500 words using the Ottawa Charter

Threshold Concepts

Students learn: Students learn: Student learn: Students learn:

Students learn about the different health priority Students learn about the different groups that Students learn about the health care system in Using the Ottawa charter students will learn how to
issues that currently plague Australias health.it experience health inequalities and the reasons Australia and alternative health care approaches. improve health using this world wide framework to guide
will teach students how to identify priority health why they have poorer health. This will outline the change and analyse existing interventions.
issues. major diseases that plague Australian society.

HPE Skills Life Skills

In this module, students learn how health can be promoted by personal and community action Collecting, analysing and organizing
and by policies and services at all levels of responsibility. The module introduces concepts of Communicating ideas and information
health inequities in Australia that are further explored in the options module Equity and Planning and organising
Health. Working with others
Using mathematical ideas and techniques
Using technology
Solving problems

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 Assessment Handbook PDHPE

Component Task1 Task 2 Task 3 Task 4 Weighting

Name of unit Heath priorities in Factors Affecting Improving performance Sports Medicine
Australia performance

Task Report on Health Half Yearly exam Training program for a Essay question
promotion initiative case study

Outcomes H1, H, H3, H4, H5, H7, H8, H9, H10, H11, H7, H8, H9, H10, H16, H8, H13, H16, H17
H6, H16, H17 H16, H17 H17

Knowledge and understanding 15 15 5 5 40

of:

Factors that affect

health
The way the body
moves
Skills in: 10 10 5 5 30

Influencing personal
and community health
Taking action to
improve participation
and performance in
physical activity

Skills in critical thinking, 10 10 5 5 30

research and analysis

Marks 30 30 20 20 100

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 Assessment Task for Stage 6: HSC Core 1
Subject: PDHPE Topic: HSC Core 1:

Assessment Task No. 1 Weighting: 30%

Assessment Type: Report Marks: /30

Term 4, Week 6 Term 4, Week 9

Date Issued: Friday Date Due: Friday
28th of October 2016 9th of December 2016

Outcomes being assessed:

H1 describes the nature and justifies the choice of Australias health priorities
H2 analyses and explains the health status of Australians in terms of current trends and groups most at risk
H3 analyses the determinants of health and health inequities
H4 argues the case for health promotion based on the Ottawa Charter
H5 explains the different roles and responsibilities of individuals, communities and governments in addressing Australias health
priorities
H14 argues the benefits of health-promoting actions and choices that promote social justice
H15 critically analyses key issues affecting the health of Australians and proposes ways of working towards better health for all
H16 devises methods of gathering, interpreting and communicating information about health and physical activity concepts.

Task Description:
The task you will be completing will critical analysis one of the following Nation health priority area in Australia and
answer questions in relation to the topic of your choosing
1. Cardiovascular Disease
2. Respiratory Disease
3. Injury
4. Cancer (breast, skin, lung)
5. Diabetes
6. Mental health problems and illness
Question 1: Using current research analyse the key determining factors that contribute to your chosen health
priority area and the population groups it heavily impact (5 Marks)

Question 2: Find and give a detailed description of a health promotion imitative in relation to your chosen priority
area. Analyse how this initiative utilises the five action areas of the Ottawa Charter. Provide examples for each
section. (10 Marks)

Question 3: Analyse THREE and explain the roles and responsivities of key stake holders in the initiative. (10
Marks)
i) Federal government
ii) State government
iii) The community
iv) The individual
v) Non-Government agencies

Question 4: Using the evidence you have gathered, make a judgment whether this is a successful initiative. Justify
your answer with examples how it is successful (research of decrease in fatalities), or recommendations on how it
could be improved. (5 Marks)
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Assessment Criteria:
Your task will be marked according to your ability to:

Critically analyse a health priority area from the chosen list including
a. Roles of epidemiology, Mortality, infant mortality, morbidity, life expectancy
b. Priority Population Groups
c. Prevalence of condition
d. Potential for prevention and really intervention

Critically analyse the importance of the five action areas of the Ottawa Charter though health promotion initiative
a. Developing person skills
b. Building Healthy public policy
c. Creating supportive environments
d. Strengthen community action
e. Re-orientating health care services

Argue the benefits of health promotion based on:

a. Individuals, communities and governments working together
b. Identify the key stakeholders in the Initiative

Argue the success or failure of the chosen initiative in relation to the chosen health priority area
a. Use current research to reinforce ideas and opinions
b. Uses examples to justify answer
c. Uses 2 references when recommending ways to improve the initiative

Key Terms Definition

Critical Analysis Add a degree or level of accuracy depth, knowledge and understanding, logic, questioning,
reflection and quality to (analyse/evaluate)

Justify Support an argument or conclusion

Proposal / Propose Put forward (for example a point of view, idea, argument, suggestion) for
consideration or action

Students are required to uses at least FIVE difference references when completing this assessment. Each reference
must be of academic value such as a government website, textbook or article found online to help support judgments
and conclusions.
1500-2000-word limit. Anything above or below will lose 10% for every 100 words

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Question 1

Mark Criteria
5 Provided an in-depth description of chosen Health priority area using research to determine the
factors that contribute to this area
4 Provides a good description of chosen health priority area using relevant research to determine the
factors that contribute to this area
3 Provides a sound description of chosen health priority area. Uses limited research
2 Provides very basic description of chosen health priority. Fails to use current research
1 Fails to provide a description of health priority area
0 No attempt
Teachers comments:

Question 2

Mark Criteria
9-10 Uses the five action areas in the Ottawa charter and analyses initiative using these five action areas.
Give examples for each area of how it did/didnt not use each area of the Ottawa charter
7-8 Uses the five action areas in the Ottawa charter and analyses initiative using these five action areas.
Give some examples for each area of how it did/didnt not use each area of the Ottawa charter
5-6 Uses the five action areas in the Ottawa charter. Give some examples for each area of how it
did/didnt not use each area of the Ottawa charter
2-4 Uses some of the action areas in the Ottawa charter. Give no examples, just describes the area and
fails to make a real connection to the initiative
0-1 No attempt, or only describes a few Ottawa charter action areas and doesnt connect to initiative.
Teachers comments:

Question 3

Mark Criteria
9-10 Analyse three key stake holders in the initiative and outlines their roles and responsibilities
in the initiative. Uses examples to provide insight
7-8 Analyse three key stake holders in the initiative and outlines their roles and responsibilities
in the initiative. Uses some examples to provide insight
5-6 Describes Analyse three key stake holders in the initiative and outlines their roles and
responsibilities in the initiative. Fails to use valuable examples
2-4 Describes three key stake holders in the initiative and outlines their roles and
responsibilities in the initiative. No examples provided to give insight
0-1 No attempt or gives very brief answer to the question
Teachers comments:

Question 4

Mark Criteria
9-10 Creates an outstanding argument to why the initiative is/is not successful. Uses good examples and
research to justify answer
7-8 Creates a sound argument to why the initiative is/is not successful. Uses examples and research to
justify answer
5-6 Creates an argument to why the initiative is/is not successful. Uses some examples and limited
research to justify answer
2-4 Fails to Creates an argument to why the initiative is/is not successful. Uses no or very limited
examples. Fails to use research to reinforce ideas.
0-1 No attempt or gives very brief answer to the question
Teachers comments:

Overall Mark
Overall comments:

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Unit Map

31
 Hard copy Online comparative study
*Have students watch video activity at school before online comparative study*

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Relational table
HSC paper Link
2007 http://www.boardofstudies.nsw.edu.au/hsc_exams/exam-papers-
2007/pdf_doc/PDHPE-07.pdf
2009 http://www.boardofstudies.nsw.edu.au/hsc_exams/hsc2009exams/pdf_doc/2009-
hsc-pdhpe.pdf
2010 http://www.boardofstudies.nsw.edu.au/hsc_exams/hsc2010exams/pdf_doc/2010-
hsc-exam-pdhpe.pdf
2014 http://www.boardofstudies.nsw.edu.au/hsc_exams/2014/pdf_doc/2014-hsc-
pdhpe.pdf

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