Unit+Rationale

Table of Contents

Rationale
 Teaching in the area of health issues requires sensitivity, however it is essential for the development of healthy attitudes and behaviours to a developing child and to support their choices for a healthy lifestyle (BOS NSW, 1999, p. 211). Providing factual information is an essential aspect to teaching about Drug Use and hence the development of literacy skills is critical to ensure that students have the ability to interpret various text types which provide information and which can influence their values and ideas. Students require a sound ability to make informed decisions about their personal health choices. Therefore, this strand provides a sound link to the key learning area of English. The central ideas and skills for students is to develop their literacy abilities (multiliteracies) and a sound understanding of the topic of Drug Use to help inform their health choices.

Quality Teaching Framework: This unit focuses on intellectual quality and the development of deep knowledge and deep understanding of central ideas that are associated with drug use and the development of literacy ability to support this. Engagement of students is created through elements of the dimensions of significance and quality learning environment. Connectedness ensures that lesson activities rely on application of classroom based knowledge in real life situations. Knowledge integration demonstrates links between and within subject areas and key learning areas to ensure a contextualised and holistic learning environment. Inclusive and student centered approaches have been employed throughout the unit. Finally, a safe and supportive classroom environment has been established though demonstration of a quality learning environment. A group agreement of the expectations and regulations was written by students for content in PDHPE and therefore students are able to demonstrate self regulation as they are aware of the high expectations and nature of learning.

Resources have been carefully chosen to develop students’ literacy abilities in interpreting various modes and understanding text types, images, audio and their purposes and potential in creating meaning. Resources include written, oral, visual, audio, spatial and gestural design features. By providing such a variety of resources, students are introduced to how language is used and structured within our society (Harris, Fitzsimmons & McKenzie, 2006, pp. 231-244). The process of backward mapping was utilised to ensure that all the resources enhanced and supported learning of the identified central ideas. The lessons of the unit have been planned in such a way so that students develop a thorough content knowledge about drug use and literacy to successfully progress to a summative assessment task which requires students to work in groups to create a presentation about alcohol or tobacco. This task allows students to demonstrate deep understanding in PDPHE and English.

Given the sensitivity of drug issues, the whole community and particularly parents should be involved in planning and implementing the drug education program (BOS NSW, 1999, p. 212). This unit has been shared on Fictional Primary School's website to promote a whole school approach to develop an awareness of the prevalent issues in our society. Wikis promote learning through collaboration, publishing and writing (Richardson, 2006, pp. 60-61) and allows for the wider community to be included in the planning processes for teaching and learning of their children.

//Knowledge and Understanding//
//IRS2.11// Describes how relationships with a range of people enhance wellbeing.
 * discusses ways that peers and others can influence decisions about safety and risk
 * being able to communicate and recognise behaviours that maybe harmful to your safety or health

//PHS2.12// Discusses the factors influencing personal health choices.
 * identifies major steps involved in making decisions in regard to drug use, eg tobacco and alcohol
 * identifies their responsibility to contribute towards a healthy environment
 * discusses why substances such as tobacco can be dangerous to the body

//SLS2.13// Discusses how safe practices promote personal wellbeing.
 * creates a video on a particular safety issue, eg smoke-free areas, alcohol-free zones

//Skills//
<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;">//COS2.1// Uses a variety of ways to communicate with and within groups.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;">shares ideas, feelings and opinions with others about issues such as passive smoking and drinking

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;">//DMS2.2// Makes decisions as an individual and as a group member
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;">discusses advantages and disadvantages of options with friends when making decisions, eg decisions about smoking
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;">considers individual strengths and limitations when allocating group roles, eg team positions

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;">//INS2.3// Makes positive contributions in group activities.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;">participates in group discussions to list the harms relating to tobacco and alcohol use

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;">//PSS2.5// Uses a range of problem-solving strategies.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;">identifies ways that drug use can cause harm, eg medication, tobacco, alcohol

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">English Outcomes & Indicators
<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;">//RS2.7:// // Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a wide range of purposes. //
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;">Compares the features of different texts and the meanings it conveys in regards to safe living
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;">Explores a range of print and non-print resources for its multimodal aspects, e.g. clips, photographs, pamphlets
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;">Relates information in text to accompanying graphics or audio

// WS2.10: Produces texts clearly, effectively and accurately using the sentence structure, grammatical features and punctuation conventions of the text type. //
 * Students construct clear and effective topic sentences which correspond to the information in the paragraph.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Creative Arts Outcomes & Indicators
<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;">// DRAS2.3: Sequences the action of the drama to create meaning for an audience. //
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;">Students are able to produce and use a variety of techniques to convey meaning.

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;">// VAS2.2: Uses the forms to suggest the qualities of subject matter. //
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;">Students are able to distinguish the different interpretations between written and visual texts.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;">Students consider the symbolic use of music, images and clips and how it can be used to enhance or detract from meaning.


 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 110%;">References: **

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 80%;">Board of Studies NSW. (1999). //Personal Development, Health and Physical Education K-6: Modules//. Sydney: Author. <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 80%;">Board of Studies NSW. (2006). //Creative Arts K-6 Syllabus//. Sydney: Author. <span style="color: #000000; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 80%;">Board of Studies NSW. (2006). //Personal Development, Health and Physical Education K-6: Syllabus//. Sydney: Author. <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 80%;">Board of Studies NSW. (2007). //English K-6 syllabus//. Sydney: Author. <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 80%;">NSW Department of Education and Training. (2003). //Quality Teaching in NSW public schools: Discussion paper.// Sydney: DET Professional Support and Curriculum Directorate <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 80%;">Richardson, W. (2006). //Blogs, wikis, podcasts.//California: Corwin Press <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 80%;">Harris, O. Turnbull, J. Fitzsimmons, P & McKenzie, B. (2006). //Reading in the Primary School years//. Katoomba: Social Science Press.