Unit Plan

School Context:
The school that this unit will be taught in is a South Australian co-educational secondary school that
caters for years 7-12. The school is government-funded and is located in the southern suburbs of
Adelaide. All students and staff have access to a personal laptop. The school does not stream students
however it does offer specialist programs that students can choose to participate in addition to their
school subjects. The school is located close to the Onkaparinga Gorge and other walking paths open to
the general public that staff and students have access to during school hours if it aligns with current
class learning.

Class Context:
The class that this unit has been created for is a year 11 secondary class who have chosen health as
an elective subject, hoping to do stage 2 Health in year 12. The class contains a diverse range of
students with an equal male to female ratio. The school has identified that one student in the class is
gifted and one student is diagnosed with Autism Spectrum Disorder (ASD). Jarvis (2015) suggests that
students can achieve the most learning when they are in an inclusive learning environment that values
diversity. Therefore the four elements of inclusion; presence, participation, progression and a sense of
belonging will be included throughout this unit to promote inclusion for all students.

Unit Topic: Alcohol and other drugs Year Level: 11: Stage 1 Unit Length: 6 weeks

Unit Aim:
Explore determinants of alcohol and other drug abuse and propose where responsibility lies for health
and wellbeing in relation to this topic

Key Learning Methods/Design:

Game-based pedagogy
The key pedagogical style that will be implemented throughout this learning unit is the game based
pedagogy. The game-based pedagogy utilises games and game-like stimulation to create learning
experiences that engage and motivate students, and assist teachers in delivering content (Mehrota,
Chee & Ong, 2012). Research supports the understanding that incorporating games into the classroom
enriches authentic learning experiences and promotes engagement amongst students (Mehrota et al.,
2012). Furthermore, incorporating games into the classroom provides opportunities for the development
of transferable skills, such as problem-solving, critical thinking and collaboration (Colby, 2017).
Within this unit explicitly students will experiment with games such as an online learning quiz game,
Kahoot, as a formative assessment that will be engaging for students, yet informative feedback for the
teacher. Games will also accompany learning tasks such as the Standards drink calculator,
accompanied by a series of questions or a game of taboo that stimulates thinking within a serious issue
in a relatable, authentic way.

Constructivist approach
The learning theory that will guide this learning unit is the constructivist theory. The general idea behind
the constructivist theory is students create their own meaning based on new understandings and what
they already know (Richardson, 2003). A constructivist approach to learning is student-centred and
involves authentic, reflective and collaborative learning experiences (Le Cornu & Peters, 2009).
Evidence of the constructivist approach can be seen through the use of group work and group
discussion which allows students to collaborate and share ideas, thoughts, understandings and beliefs.
Furthermore, student voice will be present within activities, classroom rules and expectations, and
assessment, This allows students to become meaningfully involved with the learning experience.

Within this unit, students have several opportunities to work in groups that will challenge their thinking
and create new learning. Students have some choice in the content that they research, for example, the
“Soft, White Underbelly” Youtube task. They are also given opportunities to create personalised plans
for preventing drug abuse as well as an opportunity for role-play in groups.
Achievement Standards/Performance Standards:

Learning Requirements:
1. identify and understand influences on personal and community health and well-being
2. investigate the roles and responsibilities of individuals, communities, and governments in
addressing health and well-being issues and priorities
3. analyse current trends and issues affecting the health of Australians and the role of education in
promoting and enhancing health outcomes
4. develop group skills and apply them in a practical area related to health
5. work independently and in groups, and reflect on personal and social actions to promote
improved health outcomes for individuals and communities
6. understand and apply health literacy skills

Core Concept: Ways of Defining Health

Studies in this area could include the following topics:

· Definitions of health
· Indicators and determinants of health
· Various components of health (for individuals and communities)
· Responsibility for health
· Healthy minds and healthy bodies
· Improvement and maintenance of health
· Environment and health
· Health inequities
· Health and well-being
· The ‘social body’ and its creation (e.g. media, stereotypes)

Option Study 2: The Effects of Alcohol, Tobacco, and Other Drugs on Health

Assessment Type 3: Investigation (refer to appendix 3.0 for assessment task sheet and rubric)

Students will use Option Study 2 and Assessment type 3 to explore the core concept of ways of
defining health. Students will begin to develop a definition of their personal and community health,
suggesting possible impacts. These topics will be explored through all 6 learning requirements using
and developing skills from each area.
Unit Learning objectives
As a result of the planned learning experiences within this unit students will:

Understand that
● There may be several factors that influence a person’s decision to participate in drug use
● Some illegal drugs have similar effects on the body and community
● A person’s intention is not always the outcome
● Anyone can struggle with drug abuse
● There is a relationship between drugs and the media that we engage with every day
● Media perspective can influence how you feel and act about a topic
● The media's relationship with drug use is controversial
● Good health literacy can help us to critically analyse the media’s influence
● Drugs affect different people in different ways
● Everyone has a different definition of a healthy lifestyle
● Prevention is better than the cure
● Policy does not always achieve better health outcomes
● Giving and providing peer feedback is a productive practice

Know
● Common drugs that may be encountered in the community
● Illegal and legal drugs
● Personal and community effects of drug use
● Signs and symptoms of a person who is suffering from drug addiction
● Long term health conditions that are consequences of engaging with alcohol and other drug
use
● Examples of social determinants of health
● Different modes of media
● Advertising strategies
● Expectations of assessment
● Legal measures for different types of drinks
● Alcohol percentages vary in different types of alcohol
● Responsible drug use is different for everyone
● Personal and community-level strategies to reduce the risk for drug abuse
● An alternative to zero tolerance can be harm minimisation
● Benefits and limitations to harm minimisation
● Vocabulary: legal, illegal, illicit, responsible, drug, alcohol, promotion, strategy, zero tolerance,
harm, harm minimisation,

Be able to
● Undertake a pre-assessment
● Engage in small group discussion
● Engage in whole-class discussion
● Brainstorm in small groups
● Use critical thinking to present a solution to a posed issue
● Use vocabulary to describe people in our community
● Identify stereotypes
● Research using YouTube
● Analyse a vide
 ● Share research with a partner
● Conduct research on current trends in media
● Critically analyse the media
● Listen to other perspectives
● Debate difficult, controversial topics in pairs, small groups and as a whole class
● Create a risk-reducing plan
● Apply understanding and knowledge to a summative assessment
● Give, receive and apply feedback

Unit Essential Questions

1. Can we engage in alcohol and other drugs safely?

2. How does our external environment affect our health?

Capabilities Bloom's Taxonomy

Communication
The communication capability is
expressed through several forms.
Students will participate in individual,
small group work/discussions and broader
class discussions. Communication will
take many forms during this unit. These
will be verbal, written, through games-
based pedagogy, ICT and through media.

Citizenship
Students develop this capability by
analysing social determinants affecting
decision making. They will also develop This Unit, allows students to move away from the low-level
citizenship through media analysis. thinking of remember and understand and begin to practise
higher-order thinking strategies in the cognitive domain
Personal development through applying, analysing, evaluating and creating. By
working in these higher-order thinking levels of Bloom’s
Students will be developing their decision-
Taxonomy, students can develop problem-solving skills,
making skills, personal management and
creative and critical thinking and meaningfully integrate
life skills by reflecting on responsible drug
technology into learning (Forehand, 2010).
use, proposing potential solutions.

During this unit, students will be expected to remember,

Work
Students get the opportunity to challenge
current trends and policies concerning
drugs and alcohol.
Learning
Students will continue to learn through
ethical, critical and reflective strategies
iconcerning drugs and alcohol.
(SACE, 2020)
understand and apply knowledge in every lesson. For
example at the end of a lesson through an exit card format,
answering basic questions. Students will also have the
opportunity to analyse and evaluate by thinking critically about
current health trends. For example, while analysing the
media’s role in drug and alcohol promotion and discourage.
The unit will encourage students to analyse the current policy
and debate the effectiveness. They will also challenge each
other's opinions regularly, give and receive feedback.
Students participating in this unit will also develop their higher-
order thinking skills by creating new potential policies, creating
alternatives to drug plans and strategies to prevent drug
abuse.
Adjustments for Learning:
Students with disabilities and learning difficulties are entitled to equal rights as other students, including
equal rights to education ‘on the same basis’ as students without a disability (Australian Curriculum, 2019).

Gifted and talented students:

Gifted and talented students vary with their level of ability, achievement, characteristics and overall
giftedness (Australian Curriculum, 2019). There is no distinct definition of an individual who is gifted and
talented (Australian Curriculum, 2019). Some gifted and talented students may be highly visible within the
classroom, however, they may also be among the students who do not complete their work (Australian
Curriculum, 2019; Heller & Hany, 2004). Gagne’s model states that ‘gifted students are those whose
potential is distinctly above average in one or more of the following: intellectual, creative, social and
physical’ (Australian Curriculum, 2019, p1).

Strategies to assist students who are gifted and talented to actively engage with learning:
● Develop and maintain high expectations of all students, and set and maintain goals
● Utilise appropriate formative assessment to ensure all students are working at the correct level of
challenge
● Adjust learning to student interest (student interest can be discovered through pre-assessment
tasks and group and individual discussion)
● Implement a multi-level and multi-dimensional curriculum by demonstrating differentiation within
every lesson.
Source: (Kilgore, 2018; Australian Curriculum, 2019)

Autism Spectrum Disorder

Students diagnosed with ASD typically have difficulty understanding, learning and using speech
(Gerschwind & Levlitt, 2007). Furthermore, they have difficulty with social interactions and communication,
and often have repetitive interests and behaviours (Gerschwind & Levlitt, 2007; Wray & Williams, 2007).
ASD is a lifelong developmental disorder; symptoms are typically present from early childhood and impact
the daily functioning of an affected individual (Baio, 2014).

Strategies to assist students with ASD to actively engage with learning:

● Provide clear choice within activities and assessments (ensure there is a structure to the choice)
● Provide consistency within lessons
● Create pre-assessments in a way that allows teachers to learn student interest.
● signpost lessons
● Provide routine and consistency within the class
● Provide communication in multiple modes

Source: (Morrier, Hess & Heflin, 2011; Johnston, Nelson, Evans & Palazolo, 2003)

Key Principles
Social Justice
To create a holistic educational experience for all students, this unit is specifically designed to allow the
teacher to teach for social justice (Dover, 2013). The unit is inclusive and caters for all students needs
through the implementation of differentiation. Furthermore, this unit will foster: impartiality, respect, integrity
and concern for students by considering the following points:
● All students will be treated equally
● The teacher will form meaningful and respectful professional relationships with the students
 ● The teacher will care for his or her students’ health and wellbeing, and academic achievement
● The teacher will provide consistency within lessons and amongst the way he or she treats all
students
● The teacher will explain the educational goals of assessment
● The teacher will explain the educational goals of each lesson
● The teacher will provide authenticity within lessons and assessment
Source: (Dover, 2013; University of Nebraska-Lincoln, 2019).

Supportive Environment
To ensure the environment supports vigorous learning and a safe and supportive space for students to
thrive, this unit will abide by the schools’ bullying and harassment policy. This school has a ‘zero tolerance’
towards all bullying and harassment (Refer to appendix 2.0). This will be made clear at the beginning of the
unit. Furthermore, this will be referred to throughout the entirety of the unit. Additionally, at the beginning of
the unit the class and the teacher will form classroom rules and expectations.

Diversity (Differentiation)
This unit has been designed to allow the teacher to approach each lesson with the ‘dual goal of honouring
students’ learning needs and maximising student’s learning capacity’ (Tomlinson & Strickland, 2005, p.6).
This is made possible through the considerations of differentiation. Teaching with differentiation is student-
aware teaching that ultimately maximises student engagement, enjoyment and overall achievement
(Tomlinson, 2008). Within every classroom is a group of students who come to school with diverse
background knowledge and understanding, skills, learning preferences and experiences (Jarvis, 2015).
Whilst building respectful and professional relationships, the teacher must cater to the individual needs of
the students. This is made possible with the implementation of differentiation. Differentiation is allowing
multiple pathways for students to achieve the learning outcomes (Jarvis, 2015; Tomlinson, 2008).
Differentiation will be evident through the use of pre-assessment and ongoing assessment which will allow
teachers to determine student interest, readiness level and learning preference. Furthermore, the teacher
will effectively use the results from the formative assessment to guide future teaching and accommodate
all students.

Assessment tasks
Pre-assessment (formative):
Prior to commencing any unit of learning, the teacher must have a sound understanding of students’ prior
knowledge, skills and understanding (readiness level), interest and other conditions (learning preferences)
relevant to the specific topic (Jarvis, 2015; Moon, 2005). This information is vital to ensure that teachers
are delivering differentiated lessons that appropriately challenge and engage all students (Moon, 2005).
Teachers must move beyond assumptions of the skills, knowledge and understanding that students
‘should’ already know, and base their instructional strategies and content on students current readiness
levels that students enter the classroom with (Jarvis, 2015). To provide the teacher with this information,
pre-assessment tasks must be utilised. Within this unit, a formative pre-assessment will be conducted
during lesson one (refer to appendix 1.0). This pre-assessment is in the form of a quiz. It is important to
note that readiness levels are constantly changing as all students learn and process information at
different levels, therefore the teacher should utilise on-going assessment.

On-going (formative):
Ongoing assessment is the process of gathering data in everyday classroom contexts to determine
students’ current readiness levels and progress of a specific topic (Dodge, Heroman, Charles & Maiorca,
2004). On-going assessment should be collected to inform future lesson planning, and to ensure students
are involved in high-quality personalised curriculum (Dodge, et al., 2004). Furthermore, ongoing
assessment is a useful tool to assist teachers in providing students with meaningful feedback (Dodge, et
al., 2004). Data collected through ongoing assessment should be collected in a variety of ways, should be
documented and utilised to inform future practice (Cauley & McMillan, 2010). Within this unit, the ongoing
assessment will be an essential aspect that will allow the teacher to have a sound understanding of how
the students are progressing. Throughout this unit, the following strategies will be utilised as an on-going
assessment:

Observation:
Throughout class time, the teacher will observe how students are contributing with group and class
discussion. Although this formative assessment may not be able to provide an accurate representation of
how the class is progressing, it will allow the teacher to see which students require more one on one time
due to lack of understanding (Lear & Nichols, 2000).

Strategic questioning:
Questioning will be used one on one, within group discussion and as a class. Specific questions will be
utilised to gauge how students are progressing through the unit. The answer to these questions may help
the teacher determine who requires more one on one teaching (Dodge et al., 2004). Effective ongoing
assessment questioning involves higher-order thinking, such as ‘why’ and ‘how’ (Brookhart, 2017).
However, it must be noted that the response of one individual does not speak for how the entire class is
progressing.

Think, pair, share:

Think, pair, share is a collaborative learning strategy where students work in pairs or small groups to
answer a question or solve a problem, utilising critical thinking (Kaddoura, 2013). This is a simple activity
for the teacher to utilise with the class, which provides the teacher with the opportunity to engage with
multiple discussions, providing insight into the levels of understanding (Kaddoura, 2013).

Quizzes:
Online quiz platforms such as Kahoot! Will be utilised to provide the teacher with an insight into current
readiness levels. Kahoot! Is an online quiz website that allows all students to engage with a quiz through
their personal devices. The results of the quiz are available to the teacher following the completion of the
quiz.

Summative (task sheet and rubrics attached in appendices):

The summative assessment task selected for this unit is Assignment 3: Investigation Task (refer to
appendix 3.0). This assessment task provides students with the opportunity to research an area of
interest.

Teacher self-assessment
The teacher will utilise exit cards and strategic questioning to self-assess his or her own teaching
practices. Furthermore, the teacher will utilise group discussion to gain an insight of how the students are
enjoying and understanding the unit.

South Australian Teaching for Effective Learning (SA TfEL):

This unit allows students and the teacher to engage with multiple aspects of the SA TfEL framework within
all domains:

Domain 1:Learning for effective teaching

1.1 understand how self and others learn
-Participate in group discussions and debates
- Challenge other opinions and perspectives and being open to be challenged
- Give and receiving feedback

1.2 develop deep pedagogical and content knowledge

-A variety of teaching and learning strategies will be applied during this unit (individual work, pairs, group
work, questioning, student directed)
-Exposure to differing perspectives on a variety of topics

Domain 2: Create safe conditions for rigorous learning

2.1 Develop democratic relationships
-Use of the constructivist approach to teaching (places students at the centre of learning)
-Use of the game-based pedagogy
-Catering content to student interest
-The teacher facilitates group discussion in a way that allows students to feel safe to have a go

2.2 Build a community of learners

-Develop a sense of community (class rules and expectations)
-Encourage group learning
-Engage in whole class discussions- value others’ opinions

2.3 Negotiate learning

-Choice in assessment (for example the topic for the summative assessment)
-Adaptable curriculum
-Involves student voice in lessons
-Cater to student interest

2.4 Challenge students to achieve high standards with appropriate support

-Provides clear learning outcomes with every lesson (addresses learning outcomes at the end of lesson
and unit)
-Ensure all students experience success (differentiation)

Domain 3: Develop expert learners

3.1 Teach students how to learn
-Promote guided discovery learning
-Prompt learning with guiding questions
- Work with peers- sharing ideas, teaching and learning from others
3.2 Foster deep understanding and skillful action
-Uses inquiry-based learning
-Facilitates learning
-A constructivist approach to teaching promotes inquiry

3.3 Explore the construction of knowledge

-Critically analyse media
-Explore perspectives
-Develop opinions
-Conduct online research

3.4 Promote dialogue as a means of learning

-Encourage group learning
-Games based pedagogy
-Value feedback
-Promote two way teacher- student relationship

Domain 4: Personalise and connect learning

4.1 Build on learners’ understanding
-Utilising pre-assessment and ongoing assessment to guide future learning (this will ensure content is
being taught to the students’ correct readiness levels)
-Be open to learning from students
- Challenge own current understanding/ perspective using stereotypes and stigma

4.2 Connect learning to students’ lives and aspirations

-Adaptable curriculum - adjust to students energies, interests, wants and needs
- Using authentic learning resources in the classroom
- analyse current trends that affect students’ current community

4.3 Apply and assess in authentic authentic contexts

-Summative investigation is on a current health issue
-Encourage confidence in advocacy that students can make a difference

4.4 Communicate learning in multiple modes

-Encourages the use of media (activities and assessment utilising ICT)
-Provide choice in the ways that students present their work
-Ensure students have access to multiple communication modes

Source: (TfEL, 2019).

Health Promoting Schools Model
According to the World Health Organisation (WHO), a health promoting school (HPS) is ‘one that
constantly strengthens its capacity as a healthy setting for living, learning and working (2020, p.1).
Ultimately, a HPS is a holistic approach to improve health by improving the social environment, curriculum
and pedagogical approaches within a school (Lee, Choi, Sohn & Ahn 2009).

Teaching and Learning:

The aim of this unit plan is to allow students to understand what a healthy life is and the positive outcomes
of living a healthy life. This unit will allow students to investigate and create strategies that promote a
healthy lifestyle. This unit addresses contemporary issues within the community and how students can
positively contribute to these issues. This unit implements a game-based pedagogy. This style of
pedagogy enforces student creativity and collaboration, along with critical ‘higher-order’ thinking. Teachers
implementing a game-based pedagogy could allow students to use games to raise an issue, advocate for
change and reflect on their learning (Nousiainen, Kangas, Rikala & Vesisenaho, 2018).

School Ethos/Environment:
The school that this unit will be implemented in has strong support in the areas of health, e-safety and
wellbeing. Furthermore, it has an inclusive and caring school ethos that supports the student and family
beliefs. It supports the teachers in developing creative and resilient learners with the capacity to express
these qualities as they move beyond their schooling into active members of society (Wirreanda Secondary
School, 2019). Additionally, the school has a bullying and harassment policy that contributes to the health
and wellbeing of its members.

School Partnerships:
The school that this unit plan will be implemented in is situated close to the Onkaparinga Gorge and other
walking paths. The school utilises its surroundings to promote the health and wellbeing of its students,
teachers, school community and the wider community.

Unit eLearning Considerations/Technology

-Interactive whiteboard
-Interactive online quiz
-Internet research on personal devices for assessment
- Youtube
- TEDTalk

These considerations allow for students to personalise their learning and practise safe use of ICT, while
developing their health literacy skills. These eLearning resources will assist students in creating their own
definition of health. These resources allow the teacher and students to access a range of differing
perspectives and bring them into the classroom to think critically and challenge their current thinking.
Technology is also listed under each option study as an expectation from students to achieve stage 1
SACE Health subject completion.

(SACE, 2020)
 Week 1
Lesson 1 (single)
The overarching focus of
this lesson is to gauge
students’ current readiness
levels and introduce the unit
Dominant teaching style:
Constructivist approach
Know:
● Brief overview of some
common drugs that may
be encountered in the
community
● Vocabulary that will be
used throughout the unit
(legal, illegal,
responsible, risk, drug,
alcohol, promotion)
Understand:
● There may be several
factors that influence a
person’s decision to
participate in drug use
Do:
● Undertake a written pre-
assessment
● Engage in small group
discussions and whole
class discussions
Lesson 2 (double)
The overarching focus of
this lesson is popular legal
and illegal drugs and their
effects on personal and
community health
Dominant teaching style:
Constructivist approach
Know:
Introduction:
(teacher-directed)
● Class routine (roll, welcome students)
● Outline topics that will be covered in this unit
● Signpost lesson
● KUDs displayed on board throughout whole lesson
Body:
Constructivist approach
● Introduce pre assessment booklet task
● Students complete pages 1, 2 of Drugs and Alcohol
Awareness Booklet individually
● Small table groups discuss and share answers
● Whole class discussion- Guiding open questions- prompt
controversial topics
Conclusion:
Teacher-directed
● Reiterate unit aims
● State what will be covered next lesson
● Exit card- anonymous question box (considering the
topics that will be covered in this unit are there any
questions that you hope to be covered?)
Resources:
● White board
● Butchers paper + pens
● Paper and pens for question box
● Drugs and Alcohol Awareness Booklet (APPENDIX 1)
Introduction:
Teacher-directed
● Class routine (roll, welcome students)
● Summarise what was done last lesson
● Signpost lesson
● KUDs displayed on board throughout whole lesson
● Introduce a question from the question box and pose it to
the class to answer (if appropriate/ relevant to this lesson)
Body:

● Examples of illegal and
legal drugs (alcohol,
marijuana, cocaine,
heroine, hallucijenics)
● Personal and community
Effects of drug use
(economic hardships,
homelessness, addiction,
mental health, nausea)
● Signs and symptoms of a
person who is suffering
from drug addiction
(change in behaviour,
mental health, bloodshot
eyes, dilated or
constricted pupils,
unusual odor)
Understand:
Constructivist approach/ Game-based pedagogy
- In table groups brainstorm “what is a drug?”
- In table groups write as many example of drugs that you
know of
- Teacher will provide table groups with a cards that
contains examples of both illegal and legal drugs
- In table groups students will file each drug under heading
“legal” or “illegal”
- Table groups share results with rest of class
- Watch https://www.youtube.com/watch?
v=b6Dte96WdqM
- Can you identify some personal health effects and
community effects of drug use
Conclusion:
Teacher-directed
● Reiterate lesson aims
● State what will be covered next lesson
● Exit card: answer this question “what is the solution to fix
these community issues?”

● Some drugs that are

illegal have similar effects Resources:
on the body and
community ● Drug cards + headings (legal and illegal)
● https://www.youtube.com/watch?v=b6Dte96WdqM
Do:
● Brainstorm and
decipher legal and
illegal drugs in small
groups

● Watch a youtube video

and identify effects

● Critically think to
present a solution

Week 2: Introduction:
Lesson 3 (single) Teacher-directed
- Class routine (roll, welcome students)
The overarching focus of - Summarise what was done last lesson
this lesson is factors
influencing people to take
drugs
Dominant teaching style:
Game-based pedagogy
Know:
- Long term health
conditions that are
consequences of
engaging of alcohol and
other drug use (heart or
lung disease, cancer,
mental illness,
HIV/AIDs, hepatitis)
- Names of illicit and legal
drugs (alcohol,
marijuana, cocaine,
heroine, hallucijenics)
- Drugs are present in our
community
Understand:
- Many factors influence
a person’s decision to
participate in drug use
- A person’s intention is
not always the outcome
- Normal people can
struggle with drug
abuse
Do:
- Use vocabulary to
describe people in our
community
- Identify stereotypes
- Research using
Youtube
- Analyse a video-
interpret a person’s
- Signpost lesson
- KUDs displayed on board throughout whole lesson
- Introduce a question from the question box and pose it to
the class to answer (if appropriate/ relevant to this
lesson)
Body:
Game-based pedagogy
- Class opens with a game of taboo (game topics aimed to
expose some stereotypes that students may have of
people who are drug users)
- Open class discussion highlighting the stereotypes.
Prompt: why do people participate in drug use?
- Students explore “Soft White Underbelly” Youtube
channel and choose 1 video to watch and summarise
independently (must be approved by teacher)
- Students complete question sheet in relation to their
chosen video
Conclusion:
Teacher directed
- Reiterate lesson aims
- State what will be covered next lesson- continue with
“Soft White Underbelly” task
- Exit card- 3,2,1 (template APPENDIX 2)
Resources:
- Independent electronic devices
- Access to youtube channel “Soft White Underbelly”
(APPENDIX 3)
- Youtube question sheet (APPENDIX 4)
 story
Lesson 4 (double)
The overarching focus of
this lesson is factors
influencing people to take
drugs/ introduction to the
media and drugs
Dominant teaching style:
Game-based pedagogy/
constructivist approach
Know:
- Examples of social
determinants of health
(SES, mental health
ect.)
- Different forms of media
(online, social media
ect.)
Understand:
- There is a relationship
between drugs and the
media that we engage
with everyday
- Normal people can
struggle with drug
addiction
Do:
- Share research with
partner
- Engage in class
discussion
- Conduct research on
current trends in media
in small groups
Week 3:
Lesson 5 (single)
The overarching focus of
Introduction:
Constructivist approach
● Class routine (roll, welcome students)
● Summarise what was done last lesson
● Signpost lesson
● KUDs displayed on board throughout whole lesson
● Introduce a question from the question box and pose it to
the class to answer (if appropriate/ relevant to this
lesson)
Body:
Game-based pedagogy/ constructivist approach
● Kahoot quiz covering content covered so far
● Continue with “Soft White Underbelly” Youtube activity;
present summary of your video to a pair (or small groups
of no more than 3)
● Open a class discussion to “what are some factors that
may influence people to take drugs?”
● Smaller group discussion with butchers paper “is there a
relationship between media and drugs? what is it?
● In small table groups- collect examples to share with the
class. Conduct online research- may be social media,
movies, music,
● Do you engage with these examples? Why /why not?
Conclusion:
Constructivist approach
● Reiterate lesson aims
● State what will be covered next lesson
● Exit card: state one factor that you had never considered
before that may influence a person to engage in drug use
Resources:
● Individual electronic device
● Access to kahoot
● Access to Youtube
Introduction:
Teacher directed/ Constructivist approach
● Class routine (roll, welcome students)
● Summarise what was done last lesson
 this lesson is the role of
media in promoting or
discouraging drugs
Dominant teaching style:
Constructivist approach
Know:
- Advertising strategies
(scare tactics, fear of
missing out)
Understand:
- Media perspective can
influence how you feel
and act about a topic
-
Do:
- Critically analyse media
Lesson 6 (double)
The overarching focus of
this lesson is the role of the
media in promoting or
discouraging drugs.
Introduce Issues Investigation
summative task
Dominant teaching style:
Teacher directed
Know:
- The summative
assessment tasks
expectations and
● Signpost lesson
● KUDs displayed on board throughout whole lesson
● Introduce a question from the question box and pose it to
the class to answer (if appropriate/ relevant to this
lesson)
Body:
Constructivist approach
● Class discussion: does the media promote or discourage
drug use? Is this the role that it should have? why/ why
not?
● Using the examples collected last lesson, analyse: do
these pieces of media promote or discourage drug use?
● Compare song: Snoop Dogg & Wiz Khalifa - Young, Wild
and Free ft. Bruno Mars to anti- drug campaigns
● What do they highlight differently about drug use?
Conclusion:
Constructivist approach
● Reiterate lesson aims
● State what will be covered next lesson
● Exit card- name one media strategy that the media use
that may influence a target audience
Resources:
● Lyrics to young, wild and free (APPENDIX
● Access to youtube
● https://www.youtube.com/watch?v=Wa5B22KAkEk
● https://www.youtube.com/watch?v=9kKN8_aa38A
Introduction:
Constructivist approach
● Class routine (roll, welcome students)
● Summarise what was done last lesson
● Signpost lesson
● KUDs displayed on board throughout whole lesson
● Introduce a question from the question box and pose it to
the class to answer (if appropriate/ relevant to this
lesson)
Body:
Teacher-directed
● “What is the media’s role in regards to the
relationship with drug use?” in small table groups use
this question to make a mini presentation or roll play
to present to the class
 meaning of words in ● Introduce assessment task
rubric such as access,
● Allow students to read the task sheet and rubric
organise, sources,
issues, application, individually
analysis, ● Break down the instructions and rubric with class
comprehension,
reflection Conclusion:
Understand: Teacher directed/ constructivist
- The media’s ● Reiterate lesson aims
relationships with drug
use is controversial ● State what will be covered next lesson
- Good health literacy can ● Exit card: brainstorm 3 potential topics for your summative
help us to critically task
analyse media’s
influence Resources:
Do: ● Assessment task sheet and rubric (1 each per student)
- Formulate a perspective
on the media’s role in
drug use
- Read summative
assessment task
- Brainstorm ideas for
summative assessment

Week 4
Lesson 7 (single)
The overarching focus of
this lesson is responsible use
of alcohol and other drugs
Dominant teaching style:
Constructivist approach
Know:
- Legal measures for
different types of drinks
- That alcohol
percentages vary in
different types of
alcohol
Understand:
- Drugs affect different
people in different ways
- What may affect
Introduction:
Constructivist approach
● Class routine (roll, welcome students)
● Summarise what was done last lesson
● Signpost lesson
● KUDs displayed on board throughout whole lesson
● Introduce a question from the question box and pose it to
the class to answer (if appropriate/ relevant to this
lesson)
Body:
Constructivist approach
- Students individually experiment with the Standards Drinks
Calculator
- Complete worksheet
- Table discussion on differences, similarities, what
surprised you
Conclusion:
Constructivist approach/ Teacher directed
● Reiterate lesson aims
● State what will be covered next lesson
● Exit card K,W,L
 responsible measures Resources:
for self? ● Standards Drink Calculator
Do: https://yourroom.health.nsw.gov.au/games-and-
- Experiment with drink tools/pages/standard-drink-calculator.aspx
measures ● Alcoholic Standards Drink Worksheet (APPENDIX
- Discuss in groups, hear
other perspectives

Lesson 8 (double) Introduction:

Constructivist approach
The overarching focus of ● Class routine (roll, welcome students)
this lesson is responsible use ● Summarise what was done last lesson
of alcohol and other drugs. ● Signpost lesson
Class time will be given to ● KUDs displayed on board throughout whole lesson
apply content knowledge to ● Introduce a question from the question box and pose it to
summative issues the class to answer (if appropriate/ relevant to this
investigation lesson)
Body:
Constructivist approach
Dominant teaching style: ● How do you know if you are using drugs responsibly?-
Constructivist approach class discussion
Know: ● Think, pair, share responses to this question. Compare
- That responsible drug answers. Did they vary? Why / why not?
use is different for ● Is there a responsible way to engage in drugs and
everyone alcohol? In table groups, with butchers paper debate this
Understand: questions
- Everyone has different ● Class discussion- open up varying perspectives with
definitions of a healthy teacher led questioning
lifestyle ● Class time will be given to apply content knowledge to
Do: summative issues investigation
- Debate difficult,
controversial topics in
Conclusion:
pairs, small groups and
Constructivist approach/ Teacher directed
the class
- Work independently on ● Reiterate lesson aims
summative assessment ● State what will be covered next lesson
● “How will what we have covered this week and last week fit
into your chosen topic for the summative task?” (2 dot
points)

Resources:
● Individual electronic device
● Butchers paper

Week 5 Introduction:
Lesson 9 (single) Constructivist approach
● Class routine (roll, welcome students)
The overarching focus of
this lesson is alternatives to
drug use
Dominant teaching style:
Constructivist approach
Know:
- Personal and
community level
strategies to reduce risk
for drug abuse (policy,
physical activity, healthy
diet, seek help early
with mental health)
Understand:
- Prevention is better
than cure
Do:
- Conduct research
- Create a risk reducing
plan
Lesson 10 (double)
The overarching focus of
this lesson is alternative use/
harm minimisation and risk
management. Class time will
be given to apply content
knowledge to summative
issues investigation
Dominant teaching style:
Constructivist approach
Know:
- An alternative to zero
tolerance can be harm
minimisation
● Summarise what was done last lesson
● Signpost lesson
● KUDs displayed on board throughout whole lesson
● Introduce a question from the question box and pose it to
the class to answer (if appropriate/ relevant to this
lesson)
Body:
Constructivist approach
● In small table groups write a list of factors that we have
suggested are reasons why people engage in drug use
● With this list- can you suggest some alternatives to drug
use? 2 mins of brainstorm- then 5 mins of using laptops
to conduct research
● Share with class
● With your research, in groups create some daily habits or
policies that you set up at home, at school and in the
wider community to prevent drug abuse- students may
move around the school to research policies and
community habits
● Share ideas with other groups
Conclusion:
Teacher directed
● Reiterate lesson aims
● State what will be covered next lesson
Resources:
● Butchers paper
● Individual electronic device
Introduction:
Constructivist approach
● Class routine (roll, welcome students)
● Summarise what was done last lesson
● Signpost lesson
● KUDs displayed on board throughout whole lesson
● Introduce a question from the question box and pose it to
the class to answer (if appropriate/ relevant to this
lesson)
Body:
Constructivist approach
● Ted talk on harm minimisation- Why it works over zero
drug tolerance
● What do you think? Class discussion
● Class time will be given to apply content knowledge to
summative issues investigation
Understand:
- Policy does not always
achieve better health
outcomes
Do:
- Watch and reflect on
TEDtalk- formulate an
opinion
- Apply what has been
learned so far to
summative assessment
Week 6
Lesson 11 (single)
The overarching focus of
this lesson is harm
minimisation and risk
management. Class time will
be given to apply content
knowledge to summative
issues investigation
Dominant teaching style:
Constructivist approach
Know:
- An alternative to zero
tolerance can be harm
minimisation
- Benefits and limitations
to harm minimisation
Understand:
-
Do:
- Watch and reflect on
VICE video
- Collate some benefits
and limitations
- Apply what has been
learned so far to
summative assessment
Lesson 12 (double)
The overarching focus of
this lesson is unit closure .
Class time will be given to
Conclusion:
Constructivist approach/ Teacher directed
● Reiterate lesson aims
● State what will be covered next lesson
● Exit card- what is an example of harm minimisation?
Resources:
https://www.youtube.com/watch?v=cfzkBGgxXGE
Introduction:
Constructivist approach
● Class routine (roll, welcome students)
● Summarise what was done last lesson
● Signpost lesson
● KUDs displayed on board throughout whole lesson
● introduce a question from the question box and pose it to
the class to answer (if appropriate/ relevant to this
lesson)
Body:
Constructivist approach
● Watch legalise underground needle exchange VICE
video
● What is your opinion?- group discussion- benefits and
limitations of this process. Create a list in small table
groups
● Class discussion- different/ similar perspectives?
● Class time for issues investigation
Conclusion:
Teacher directed
● Reiterate lesson aims
● State what will be covered next lesson
● Exit card- can i apply this week’s content to my summative
assessment?
Resources:
https://www.youtube.com/watch?v=va8l7X0mJ5E
Introduction:
Constructivist approach
● Class routine (roll, welcome students)
● Summarise what was done last lesson
● Signpost lesson
 apply content knowledge to
summative issues
investigation.
Dominant teaching style:
Constructivist approach/
teacher directed
Know:
- What is expected in
rubric
Understand:
- That giving and
receiving peer feedback
is a productive practise
- ● Reiterate lesson aims
Do:
- Give, receive and apply
feedback to summative
assessment
● KUDs displayed on board throughout whole lesson
Body:
Constructivist approach/ Teacher directed
● Go through any question box questions- class attempt to
answer remainder
● Peer feedback session on summative assessment so far-
using rubric- identify 3 things the student has done well
so far, 2 things to add or work on, 1 thing that interesting
to read/ look at as the reader
● Class time will be given to apply content knowledge and
feedback to summative issues investigation- due next
lesson before the beginning of next unit
Conclusion:
Teacher directed
● State what will be covered next lesson
● Exit card: offer teacher feedback- what did you enjoy in
this unit? What could have been done better?
Resources:
● Question box
● Individual electronic devices

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APPENDIX 1.0
Pre-assessment quiz
Appendix 2.0
Appendix 3.0