AusVELS Level 10 Health and Physical Education
Teacher Notes
These curriculum materials have been developed in accordance with the requirements
of the AusVELS. There are significant links with other areas in the AusVELS, the
most notable of which are as follows:
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English
Design, Creativity and Technology
Information and Communications Technology.
Key resources for Health and Physical Education
Film
Make a Film. Make a Difference. Teachers are advised to view the MAFMAD films
before conducting activities and decide whether any may be deemed inappropriate for
their school setting.
To view these resources visit www.mafmad.com.au
Print text
Mentally, teens drive best alone by Steve Biddulph
(Sydney Morning Herald – 11 January 2007)
Peer pressure kills young drivers by Jim O'Rourke
(Sydney Morning Herald – 4 May 2003)
Both articles are available electronically in these materials.
Websites
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Pictures of You - www.picturesofyou.com.au
Transport Accident Commission - http://www.tac.vic.gov.au/road-safety
Road Safety Victoria – www.roadsafety.vic.gov.au
Make a Film. Make a Difference – www.mafmad.com.au
TAC Safety Statistics – www.tac.vic.gov.au
VicRoads Road Safety – https://www.vicroads.vic.gov.au/safety-and-road-rules
CrashStats (online crash database) – https://www.vicroads.vic.gov.au/safety-androad-rules/safety-statistics/crash-statistics
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Victoria Police: www.police.vic.gov.au
Assessment Task 1: Moral Development and
Attitudes
The task
There are three stages involved in preparing for this task:
1. View the Pictures of You materials from the Transport Accident Commission,
followed by class discussion and note taking (Worksheet one).
2. Read and discuss the article, Teens drive best alone by Steve Biddulph.
Complete comprehension and discussion questions (Worksheet two).
3. Read the article Peer pressure kills young drivers by Jim O'Rourke, which will
prepare you for the reflective writing task (Worksheet three).
Students complete these initial tasks in preparation for the major task which is a
reflective piece of writing (600 to 750 words). For the major task students write their
own scenario about how their moral development has affected their decisions and
actions (i.e. ideas about right and wrong) when surrounded by various groups of
people. Students should submit all of their planning notes with their reflective piece of
writing.
See the handout for students for Task 1 for details.
Assessment Task 2:
Part One: Working with MAFMAD
Resources required
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Internet access
A3 size paper and sticky tape/Blu-Tack
Coloured Markers
The set-up
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As a group watch the MAFMAD films once; no one is to be writing.
Students watch the films again, this time thinking about the themes and issues
that arise in the films.
Place a piece of A3 paper around different areas in the classroom with the
name of each film in the centre of each page.
Place students in groups of four or five.
The Task
Students are required to use a coloured marker to draw or note an issue that they feel
was present in the short films. Students should be encouraged to draw or sketch
symbols that they believe capture the essence of each film. This will provoke class
discussion when students return to their seats.
Teachers should allocate 15 minutes for this activity.
Not all films need to be viewed. Teachers can select the films that they believe are
most appropriate for their student group.
Some of the issues to be canvassed should be as follows:
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Risk-taking behaviour in teenage years
Right and wrong, overstepping personal and moral boundaries in peer
pressured environments
Value of relationships (Anything?, Pose, Price of Friendship, What’s On Your
Mind?, I Should’ve Said Something)
Peer pressure (safety versus risk)
Risk and individual responsibility
The attitudes of members of the community in relation to young drivers (i.e.
assumption that teenage drivers, especially males, are 'hoons')
Expressions of masculinity by adolescent males (Only a Mate, Wanker)
Responsibility that is associated with gaining independence
Conformity (i.e. when first male walks away from the group in Wanker).
Watch the short films once more.
Students are to complete the handout Attitudes in Society and thoroughly answer
questions pertaining to each short film.
This will build a good foundation for the upcoming creative oral assessment
(Assessment 2).
Assessment 2 – Creating a discussion forum and
Welcome Page using ICT
The task
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This task is divided into three parts:
o Part One: students view the short films from the Make a Film, Make a
Difference (MAFMAD) resource and respond by way of a group
activity and individual questions.
o Part two: students participate in a discussion forum based on issues
and themes from the MAFMAD resource and present a brief report
highlighting the main issues from the discussion.
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Part three: students create a Welcome Page using ICT, which can be
viewed outside of the immediate classroom community. Students will
be assessed on the basis of the user-friendly nature of the Welcome
Page and the materials that they choose to upload onto their site.
Links to the AusVELS
English (Writing)
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Use writing to explore complex issues and points of view demonstrating an
understanding of themes/issues from MAFMAD.
Used writing to explore complex issues and to argue for a particular point of
view (depth of analysis of health issues discussion based on MAFMAD
themes and issues)
Health (Health Knowledge and Promotion)
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Knowledge of the rights and responsibilities associated with the increasing
independence of young people
Knowledge of a variety of social and cultural factors that shape individual
personal identity and values
Communication (listening, viewing and responding)
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Engagement in ongoing discussion about factors such as personal experiences
and attitudes that influence interpretation of presentations
Information Communications and Technologies
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Application of collaboratively determined protocols when exchanging ideas
and considered opinions through online forums such as blogs and forums and
use of strategies that take into account ethical considerations.
Assessment 3 – Researching and Presenting
Campaigns
AusVELS Level 10 progression points:
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Identification of the major causes of injury, illness and death in Australia
Identification of a range of health needs of young people, including mental
health
Identification of personal behaviours and community actions that affect health
status, both positively and negatively
Identification of the health services and products provided by government and
non-government bodies
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an understanding of how health data informs service provision and health
products
Identification of strategies that promote health (social and physical in
association with car culture among teens)
Location of targeted websites, using general and specialised search engines;
use of ICT presentation conventions and efficient processing techniques (ICT)
Use of a variety of verbal and non-verbal responses in different contexts; for
example, small-group or whole-class discussions (communication)
Teacher instructions on how to conduct the task
Classroom planning
This assessment task is in two parts:
1. A research and group discussion component and
2. A design component, where students use ICT skills to produce a campaign
targeted at a particular audience and issue.
The classes for this activity should be taught in rooms with Internet connection. The
classroom should also be set up so that students are able to interact in groups of two
or three. The school library would be an ideal space for this activity.
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During the teaching of this unit, schools could also contact the Senior Program
Officer (Traffic Safety Education) to speak with the students about the
research being undertaken for this task and the target audience(s) for
campaigns.
Distribute a table to each individual student.
The students' task is to research the campaigns listed in their tables.
They are to do this in expert groups of two or three. Students need to
understand their allocated campaign at an expert level, so that they are able to
subsequently educate other students.
They are to complete the tables using questions listed horizontally as a guide.
Once they have completed all questions relating to their allocated campaign,
new groups are to be formed. This is best achieved by joining together two
existing group so that they can report to each other.
New groups will be larger, with approximately four to six students per group.
Each student will explain a different campaign to the others in the expanded
group.
Students are to take turns in sharing their gathered information, using the
questions answered as a guide.
Emphasise that it is important that the students who are not presenting at the
time are listening and learning, as well as taking notes for the campaign in
question, as per the table.
On completion of this task the table should be complete, with notes covering
each campaign.
This task should precede the final assessment piece where students are to
create their own campaign.
Management of the task
Part 1:
In expert groups research and evaluate campaigns targeting dangerous drivers on
Australian roads:
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Transport Accident Commission (TAC): www.youtube.com/user/TACVictoria
Police www.police.vic.gov.au
Make a Film, Make a Difference www.mafmad.com.au
Students should carefully navigate through these websites and identify one specific
campaign; for example, the drug driving campaign of the TAC.
Part 2:
This task involves students imagining that they are working for the TAC and are
asked to set up a campaign or an initiative in the local area that could meet the needs
of adolescents who drive in a manner that is illegal on the roads.
The students need to consider the following:
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Who is the target audience/ what is the target market?
What is the purpose of your campaign?
Why have you chosen this particular road safety/behaviour issue? Use
statistics to back up your choice of issue (i.e. which cause of road death does
your campaign focus on, support your reasons with statistics from the supplied
sources below)
Transport Accident Commission: www.tac.vic.gov.au
VicRoads CrashStats: (www.vicroads.vic.gov.au )
Australian Transport Safety Bureau website: (www.atsb.gov.au )
Identify the process that would be required to get the initiative to happen in
your community and what individuals and members of the community can do
collectively to support the effectiveness of your campaign?
Do you think that this campaign would affect the problem positively? What
would be the limitations of this campaign?
Identify people who would be involved in getting the initiative started.
Present this through persuasive promotional materials (use ICT).
Materials
Access to the Internet and creative software programs (i.e. MovieMaker or iMovie)
Submission of materials
At the end of both tasks teachers collect every student's table for the purpose of
formative assessment. The students will be assessed on their performance within their
groups and on individual synthesis of information. Summative assessment will be
demonstrated through an oral and visual presentation of their own campaign that the
groups are to create.