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NATIONAL CURRICULUM TEACHING AND LEARNING PLAN
Learning Area:
Teacher:
Standard: 5
Year Level:
Unit Topic:
Made in the Image of God
http://online.cesanet.adl.catholic.edu.au/docushare/dsweb/View/Collecti
on-3387
MITIOG Outcomes
Key Idea: Students explore the belief that sexuality is integral to the human
person, and develop an understanding of the teachings of the Catholic
Church regarding human sexuality.
HPE Australian Curriculum
DRAFT Document
http://consultation.australiancurriculu
Draft HPE Links
m.edu.au/Static/docs/HPE/F10Curriculum.pdf
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Strand: Being Sexual
Outcome 5.2 : Explores the portrayal of human sexuality in contemporary
society and evaluates these portrayals in the light of the Catholic
understanding of human sexuality and relationships.
Content, Skills, Attitudes and Dispositions:
 The Catholic perspective on human sexuality and relationships.
 An understanding of God’s relational nature as the core of our
human nature.
 Ways to critique societal/media portrayal of ‘maleness’ and
‘femaleness’.
 The ability to identify influences that objectify the human person.
 An understanding of the nature and purpose of sexual attraction and
sexual feelings.
 The implications of sexual activity.
 The legal and faith responses to adolescent issues of sexuality.
 An awareness of chastity as a virtue which promotes the integrity of
human sexuality and relationships.
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Crossways Outcomes
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Evaluate factors that shape
identities and analyse how
individuals impact the
identities of others
Examine the impact of changes
and transitions on
relationships
Plan, rehearse and evaluate
options (including CPR and first
aid) for managing situations
where their own or others’
health, safety and wellbeing
may be at risk
Propose, practise and evaluate
responses in situations where
external influences may impact
on their ability to make healthy
and safe choices
Investigate how empathy and
ethical decision making
contribute to respectful
relationships
Evaluate situations and
propose appropriate emotional
responses and then reflect on
possible outcomes of different
responses
Evaluate and apply health
information from a range of
sources to health decisions and
situations
Plan, implement and critique
strategies to enhance the
health, safety and wellbeing of
their communities
Plan and evaluate new and
creative interventions that
promote their own and others’
connection to community and
natural and built environments
Critique behaviours and
contextual factors that
influence the health and
wellbeing of their communities
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Key Idea:
Strand:
Content, Skills, Attitudes and Dispositions:
Child Protection Curriculum
Term 1
Term 2
Term 3
Term 4
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The Right to be Safe
Safety and risk taking 
Early warning signs and
emergencies 
The Right to be Safe
Recognising and
assessing risk 
Psychological pressure
and manipulation 
Recognising and
Reporting Abuse
Recognizing abuse 
Identifying abuse and
neglect 
Electronic media abuse

Recognising and
Reporting Abuse
Identifying abuse and
neglect 
Acting to report abuse
and neglect
Protective Strategies
Problem solving
strategies 
Network review and
community support 
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Relationships
Rights and
responsibilities in
relationships 
Power in relationships 
Bullying as an abuse of
power 
Relationships
A matter of rights 
Rights and
responsibilities in
relationships 
Power in relationships 
Protective Strategies
Problem solving
strategies 
Network review and
community support 
GENERAL CAPABILITIES
http://www.australiancurriculum.edu.au/GeneralCapabilities/Overview/General-capabilities-in-the-Australian-Curriculum
Literacy
Students understand the language used to describe health status, products, information, and services. They also
develop skills that empower them to be critical consumers able to access, interpret, analyse, challenge, and evaluate
the ever-expanding and changing knowledge base and influences in the fields of health and physical education.
Students also learn to comprehend and compose texts related to Health and Physical Education. This includes
learning to communicate effectively for a variety of purposes to a range of audiences, express their own ideas and
opinions, evaluate the viewpoints of others and express their emotions appropriately in a range of social and
contexts and with different audiences.
Numeracy
As students engage with Health Education they see the importance of numeracy, select relevant numeracy
knowledge and skills, and apply these appropriately. Students interpret and analyse health and physical activity
information using statistical reasoning, identifying patterns and relationships in data. Using these to consider trends,
they draw conclusions, make predictions, and inform behaviour and practices.
ICT
Students further develop their understanding of the role ICT plays in the lives and relationships of children and
young people. They explore the nature of these tools and the implications for establishing and managing
relationships in the 21st century. Students develop an understanding of ethical online behaviour including protocols
and practices for using ICT for respectful communication. Students use ICT as key tools for communicating,
collaborating, creating content, seeking help, accessing information and analysing performance in the Health and
field
Critical and Creative Thinking
Students learn how to critically evaluate evidence related to the learning area and the broad range of associated
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media messages, and creatively generate and explore original alternatives and possibilities. In Health and Physical
Education, students’ critical and creative thinking skills will be developed through learning experiences that
encourage them to seek solutions to health issues. They do this by designing effective and appropriate strategies
and products that promote personal, social and community health and wellbeing. Students will also use critical
thinking to challenge societal factors that negatively influence their own and others’ health and wellbeing.
Ethical Understanding
Focuses on the importance of treating others with integrity, fairness, and compassion, and of valuing and respecting
diversity and equality for all. Students examine ethical principles and codes of practice appropriate to different
contexts such as at school, at home, in the community, in relationships, in the natural environment and when using
digital technologies, such as social media. They develop the commitment and capacity to apply these principles
consistently.
Personal and Social Capability
Students use personal and social capability to work collaboratively with others to appreciate their own strengths
and abilities and those of their peers and develop a range of interpersonal skills such as communication,
negotiation, teamwork, leadership and an appreciation of diverse perspectives. The curriculum provides
opportunities for students to explore their own personal identities and develop an understanding of factors that
influence and shape a sense of identity. Students learn how to recognise, understand, validate, and respond
appropriately to their own emotions, strengths and values.
Intercultural Understanding
Students appreciate that differences in beliefs and perspectives may affect how some people make food and health
choices. They recognise occasions when tensions between individuals and groups are based on cultural differences,
and learn to act in ways that maintain individual and group integrity and that respect the rights of all. They will be
able to examine stereotypical representations of various social and cultural groups in relation to community health
issues. In doing so, students gain an understanding of how culture shapes personal and social perspectives and
interactions. They also gain an understanding of what is valued within their families, social groups, and institutions
and other cultures within the broader community.
CROSS-CURRICULUM PRIORITIES
http://www.australiancurriculum.edu.au/CrossCurriculumPriorities
Aboriginal and Torrens Strait Islander
Histories and Cultures
Students will explore the importance of family and kinship structures for maintaining and promoting health, safety
and wellbeing within their community and the wider community.
Asia and Australia’s engagement with Asia
While exploring health and movement in the context of Asia, students develop an understanding of the links
between humans, environments, and active living practices.
Sustainability
Students will develop an understanding of the principles of sustainable practice. They will explore concepts of
diversity, social justice, and consumerism as they relate to the promotion and maintenance of health and wellbeing,
and the importance of ensuring equitable access and participation for all community members. They will advocate
and undertake actions to create and preserve environments that support healthy, active living. These include
learning in, and about, the outdoors, and the creation of spaces for outdoor learning. Through their actions,
students will develop the capacity to contribute to a sustainable future.
CROSS- CURRICULUM LINKS
LINKS TO DATA- eg NAPLAN, samples of work, observations, tests,
Student Context
Internal chemical and biological changes trigger powerful emotional responses – including strong yearnings to be
loved, needed and accepted. Some students find expression for this through sexual activity with recent Australian
research indicating that more than a quarter of Year 10 students have engaged in sexual intercourse and most have
engaged in other sexual activity. Adolescent decision making can be emotion charged and impulsive, therefore the
opportunity to explore their own values in light of Church teaching about sexuality is imperative.
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RESOURCES
‘Catholic Ethical Thinking’ To Know Worship and Love. – Online trial available until the end of December 2013.
2014 available for purchase.
ASSESSMENT
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WEIGHTING
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DUE DATEA
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Teaching and Learning Opportunities
Timing
KEY INQUIRY
QUESTIONS/CONCEPTS
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LESSON CONTENT
AND PROMPTS
Catholic perspective. Create a Wiki – with links to articles and
information which identifies ways in which the Church has
responded to issues like: STIs, abortion, sexual abuse, binge
drinking, pornography, and contraception.
The core of our human nature. Humans are like onions – they
have layers. What do these layers look like, feel like, and sound
like? Which layers overlap with what God is like?
Human persons as object or real. Search the ‘Yellow Pages’ for
the type of business which promotes physical improvement
and/or change, e.g. hairdresser, gym, personal trainer, life
coaches and cosmetic surgeons. Categorise these. Reflect on the
Church teaching which positively affirms the opposite of what
these businesses promote.
How deep is sexual attraction? Critically evaluate selected video
clips or song lyrics and identify the messages they present about
sex. What alternative message could also be included? Who
decides on what is right/wrong in sexual attitudes and practices?
Virtues. Discuss the value of chastity as a virtue and then
complete a SWOT strategy to analyse the strengths, weakness,
opportunities and threats of chastity.
Sexual behaviour and the law. Research the laws around sexual
behaviour in SA, e.g. age of consent, use of pornography, sexual
assault. Compare and contrast this with the Church’s teaching on
the dignity of the human person and the sacredness of sexuality.
Desirable qualities of self. Students reflect on
CAPABILITY
LINK
ASSESSMENT
ADJUSTMENTS
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1) Qualities that currently describe themselves.
2) Qualities they desire but have not yet attained.
3) Qualities they consider undesirable or non-essential.
The Catholic perspective. Using key Catholic ethical principles,
collect news reports and magazine articles on bioethical issues
related to each. Record titles or news headlines to form a data
chart. Use this to present a brief oral presentation that links each
news story with a principle of the Church’s ethical teaching. Once
an issue has been selected, have the class examine 2 perspectives
using an adapted version of de Bono’s ‘Six Thinking Hats’
Strategy’, e.g. Purple Hat -- values and principles, Orange Hat -interesting or inspiring ideas.
God’s relational nature. Create a picture book, to be shared with
an Early Years’ class, which explores God’s relational nature. Find
examples of such picture books to stimulate ideas.
Critique of society and the media. Develop a proforma to
examine popular teenage magazines. What is the media saying
about being male and being female? Design an action that groups
could undertake to challenge the exploitation of maleness and
femaleness.
Influences that objectify the human person. ‘Who’ and ‘Time’
magazines create lists and feature the most beautiful people or
the ‘Person of the Year’. Explore these editions and discuss the
criteria used to make these lists.
The effects of sexual activity. Invite a health care worker, doctor
or nurse, to speak to the class about the cause, effect and
transmission of sexually transmitted infections.
Characteristics of chastity. Research the Catholic Church’s
teaching on chastity, using a postcard concept model to
investigate the word ‘chastity’.
Myth busters. Brainstorm the myths about sexually transmitted
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infections. Groups of students investigate the myths by collecting
data and information about STI’s and presenting it to the class in
the Myth Buster style. The Catholic Church’s response needs to
be featured in the group response.
Legal stance on sexual behaviour. Invite a guest speaker from
the legal profession to outline the laws with regard to sexual
behaviour in SA. Consider the values upon which such laws are
based.
HIV/Aids statistics. Research the latest rates of infection for HIV
in Australia. Consider the trends and identify possible reasons for
this.
Human sexuality and relationships. Create a text message using
no more than 150 characters. Using this messaging language text
a friend on key elements from the Catechism of the Catholic
Church on human sexuality and relationships.
Understanding God at the core. Design a concept map which
explores the nature of God.
The world and young people. Roleplay a version of ‘Australia’s
Most Normal Male and Female Teenager’ – critique social
expectations on adolescence.
The pressure is on. List class observations about sex and the way
it is displayed in the media. How much are people influenced by
these images?
The Church’s understanding of the purpose of sexual attraction
vs society views. Create a ‘People Scape’ in small groups. On one
side of the body outline, explore society’s views about the nature
and purpose of sexual attraction and feelings. On the other side,
describe the Church’s understanding of the nature and purpose
of sexual attraction and feelings.
The implications of sexual activity. Students complete a
consequence web on the statement: ‘What if there were no
negative implications of sexual activity?’
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Stories of what can happen. View ‘Walking with Love’ (DVD on
pregnancy choices/abortion) or consider a current sexual
controversy/topic portrayed in the media. Reflect on the
emotional repercussions of sexual activity.
Promoting integrity. Design a wrist bracelet that promotes the
virtues of chastity and/or integrity.
The Catholic Church cares. Design FAQ, poster or advertisement
to convey the Church response to HIV/Aids.
God lives in our hearts. Reflect on the ways in which teenagers
can develop the spiritual dimensions of their lives.
Expectations. Write a letter to an editor on the theme of; ‘It is
harder to be the opposite sex’
Maleness and femaleness. Students develop a list of desirable
qualities in members of their sex as portrayed in the media.
Critique.
The human debate. Debate the topic/theme: ‘Sex Sells’.
Male and female. Using the work of a developmental theorist
(for example Jung), explore by a web quest the generally
accepted understanding of the human person, i.e. that we all
possess masculine and feminine traits. Groups write a rap song
reflecting these traits.
Know me first. Create a radio advertisement that promotes
emotional intimacy over physical intimacy.
Implications cost. Using scenarios which highlight the
implications of sexual activity have a round table conversation.
Discuss feelings, values and attitude to the stories.
Sexuality issues. As a class, decide upon five important
issues/questions relating to adolescent sexuality. Invite the
school counsellor to present information and lead discussion on
these issues.
Living with HIV. Reflect, through visual art, poetry or reflective
writing, what it may be like to live with HIV in Australian society
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today. Compare with selected scenes from the film Philadelphia
depicting living with HIV in the 1980’s. Invite a guest speaker,
through the Diocesan Aids Council, to share their story.
Reflection
Eg What worked? What would you change? How engaged were the students?
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