The health learning sequence will require you to demonstrate knowledge and skills required to develop curriculum focused on a health education Focus Area. You will be required to illustrate the use of either the Backward Design or Inquiry Learning approach to curriculum, develop Intended Learning Outcomes covering Content Descriptions from the Victorian or Australian Curriculum.
A set of materials is provided below to assist you in your creating your unit plan. It is essential however, that you read the assessment rubric provided for unit plan which will step you through the process.
See ‘Additional Support for AT1b’ below for further information.
Additional support for AT1
This PowerPoint provides additional direction for completing AT1.
This Context planning unit of work may provide additional support for your unit planning.
This OH&S considerations provides examples of safety requirements for AT1
This Learning Intentions and Assessment examples will assist for AT1b
This Template will assist your layout for AT1b.
Breakdown of assignment:
AT1B: Health Learning Sequence (40%)
You will write a Health Learning Sequence (using the inquiry process) related to a selected focus area, relevant content descriptors and achievement standards, of the Health learning area in the Victorian Curriculum
The unit plan is more than a series of lessons. It must:
- reflect detailed and complex thinking about the relationship between student diversity, curriculum, pedagogy, and assessment.
- include a description of the hypothetical student cohort, context (can be based on a class you have experienced) age, diversity etc that you will be designing the unit plan for.
- incorporate a rich and engaging approach relevant to the health Focus Area and the expected developmental level you have selected.
- include relevant health Intended Learning Outcomes based on one or two Content Descriptions from Health learning area and one Content Description from the Personal and social learning capability of the Victorian Curriculum for a specific chosen level. You will need to select the same Content Descriptions for a level below and a level above the focus level to ensure you are catering for student diversity.
- identify skills, knowledge and attitudes (where appropriate) that form the basis of the Intended Learning Outcomes for your unit. The unit plan must be approximately 4-6lessons in length depending on the topic (lesson plans are NOT required to be included).
- include a rationale for all decisions made in relation to the unit plan including the wide selection of engaging learning and assessment strategies, sequencing of learning activities etc
- include a range of assessment strategies (‘for’, ‘as’, and ‘of’) related to the learning activities. Remember assessment should not be an add-on but rather incorporate as part of the learning process.
- include the criteria for each assessment task (i.e. what exactly you are judging/looking for through each assessment strategy) and how will your judgments be recorded (e.g. observation check sheets, rubric). You don’t need to include the actual individual rubrics or tests, however, you must include an assessment guide to show the overall assessment plan linked to the learning outcomes you have selected.
- ways that the learning and assessment strategies might be adapted for students who have a range of abilities, including students who have English as an additional language (EAL), a disability, or learning difficulties.
- include a brief overview of each activity and reference all resources you have used. Specific worksheets or longer descriptions of activities must be referenced as an appendix
- clearly show a clear link between all Content Descriptions, Intended Learning Outcomes, learning activities and assessment strategies (and criteria). You will need to consider that some students will be working above or below the level for the outcomes you have selected so you will need to ensure how you will distinguish the level at which the student is actually working (eg. Identify the criteria for one level below and one higher than the level you are focusing on). This can be completed in a table prior to the learning and assessment plan (see template 1 below)
- include the background to the unit including the overall rationale and aims for the unit, student level to which it is aimed, any previous learning that might be assumed at the beginning of the unit include a correctly formatted list of references using APA7 style and appendices use
you may wish to use tables 1 and 2 to set out your unit plan. Ensure you background/rationale is included at the beginning of the unit. See the e-book on LMS Developing a unit of work for assistance with this unit plan.
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l have also attached the assessment breakdown video in the email, please view this as it explains everything!
Let me know if you have any questions😊