Health Care
In this assignment you will design a sequence of 1 lessons in Health Education in a work setting. The unit plan will adopt the collaborative inquiry process which consists of: assess, design, implementation and measurement/reflect/change. You will need to do some form of pre assessment and post assessment (separate to your three lessons). This assessment should be based on the elaborations you choose to focus on.
**The template is attached**
Please use the subheadings below when structuring your assignment, ensuring you cover each dot point listed.
Use this template.–> Assignment Task 2 unit plan template .docxActions
Health Unit Plan structure
Introduction
Unit title
Health theme
Year level
Assess
Please explain the following to specific examples in your unit design:
What are the learning goals for the unit? (what do you want students to know and be able to do by the end of this unit)
What pre-assessment are you doing? (What exactly are you assessing? Has your pre assessment targeted this? Think specifically about knowledge and skills within your lessons)
(Ensure your learning goals and pre assessment aligns with your curriculum links)
Your pre assessment is not to be included as part of your lesson sequence.
Design
Justify why you have chosen to focus on your particular area for this unit.
How is it relevant to students real life?
Use references/in class materials to support your ideas on the above two dot points.
What Victorian Curriculum area/s does this unit assess? (http://victoriancurriculum.vcaa.vic.edu.au/ (Links to an external site.))
List the curriculum links. You are expected to include one health content descriptor and include and list all relevant elaborations that you will be focussing on. (this could be one, two or three depending on how complex they are or how in depth your lessons are)
Implementation Plan
There will be one lessons of approx 45 minutes.
Please use the following sub headings for each of the sessions:
Session #…
Learning objectives/goals (what do you want workers to know be able to do after this lesson) This should come directly from the pre assessment section of this task
Curriculum links (specific elaborations from Health) this should come directly from the design section of this task
Session Learning Description (activity outline, what will you do) Aim for one/two paragraphs or a series of dot points per session (this is not a lesson plan)
Resources you will use – videos, books, worksheets etc.
Measure, Reflect, Change
What is your post assessment? A description of your post assessment task/strategy. (make sure this aligns with your elaborations and learning goals at the beginning of the unit)
Justify how this activity is going to be used to assess the learnings from the 1 lesson. How is it going to inform your future teaching?
( Make sure you look at the victorian curriculum before you start this assignment)
What might the next lessons be based around?
What specific content descriptors and elaborations might the next set of lessons be based on.
A paragraph detailing the basis of the next lessons with the above 2 dot points included
For example: My post assessment task is ….. From my post assessment I know that the students have learnt (content) …. and can now do (skills)…… In the next sequence of lessons I will focus on the following elaborations …. The next three lessons could look like this ….
References
Add any references you have used here.
The Victorian Curriculum will be one of your references. You will also be able to use references in the other dot points under the design sub heading. Resources used in the implementation plan can also be cited here.
Penalties for Late Submission
Late submission or presentation of assessable work without an approved extension or special consideration will be penalised as follows:
Work submitted 1 to 7 days late (from the submission date/time indicated in Canvas) will incur a penalty of 5% per day on your awarded grade for the assessment task
Work submitted after day 7 will not be marked and receive an NN grade (0%)
RMIT Electronic Submission of work for assessment
Please include the following statement in your submission:
I declare that in submitting all work for this assessment I have read, understood and agree to the content and expectations of the assessment declaration (Links to an external site.).
ANSWER
| Team: | |
| Company name: | Unit title/Focus area: Respectful Relationship |
| Year level: | Duration of Unit |
| Assess:
What are the learning goals for the unit? (3-4 learning goals is sufficient) · Understand various skills of promoting respectful relationships and safety. · Exposure to strategies relevant in dealing with unsafe and uncomfortable situations. · Distinguish between relationship and sexuality (RS) and safety perspectives (S).
What pre-assessment are you doing? · Asking the students their overall understanding of respectful relationship before exposure to the course contents. This will be undertaken through game activities and informational surveys.
What exactly are you assessing? Has your pre-assessment targeted this? Think specifically about knowledge and skills within your lessons) · Assessing student’s understanding of how their behaviour can impact relationship building. · Examining the level of preparedness in handling and managing unsafe and uncomfortable situations. · Evaluating communication approaches that student’s possess when interacting and associating with each other. The pre-assessment has targeted all the above identified perspectives. This level aims at understanding if the learners possess skills and knowledge about respectful relationship building.
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| Design:
Unit rationale. Justify why you have chosen to focus on your particular area for this unit.
Respectful relationships is an important topic because it lays the foundation for successful communications and interactions. Across all domains, success is dependent on the relationship established by the parties involved. Thus, there is a dire need to expand the understanding of this essential concept that determines health, safety, and active level of targeted community members. How is it relevant to Worker’s real life? This is a valuable topic for a worker’s real life. For example, in the healthcare setting, employees are expected to build healthy and respectful relationships with the patients and family members. This boosts patient’s safety and overall healthcare outcomes because the worker can interact and communicate with the patients appropriately. What Victorian Curriculum area/s does this unit assess? · The unit falls within the health and physical education segment (Victorian Curriculum, 2021).
Content Descriptions: Personal, social and community health Select 1-2 CD
Elaboration: · Workers should always learn to establish and manage respectful relationships. · Individuals should be keen about their safety and those of the people around. · Building respectful relationships boosts effective communications, safety, health, and builds active communities.
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| Implementation plan: The teaching process will be undertaken in one lesson containing approximately 45 minutes.
Session: Learning intentions: (what do you want workers to know be able to do after this lesson) This should come directly from the pre assessment section of this task
Workers need to understand how to manage their personalities, identities, and developing social skills. These are prerequisite factors for a healthy and respectful relationship in the workplace.
Curriculum links: (specific elaborations from Health) this should come directly from the design section of this task
Session learning description: (activity outline, what will you do) Aim for one/two paragraphs or a series of dot points per session (this is not a lesson plan) Describing health and safety · Identity management · Health and wellness · Developing help-seeking strategies Communication · Building viable social skills that enhance respectful relationships · Cultivating emotions management
Resources: (What resources will you use? Videos, books, worksheets etc.) PowerPoint presentations, posters, worksheets, and videos.
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| Measure, Reflect, Change | |
| What is your post assessment? A description of your post assessment task/strategy. (make sure this aligns with your
elaborations and learning goals at the beginning of the unit)
Self-assessments, peer assessment and simulators to assess student’s level of understanding on health and safety in the workplace. |
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| What might the next 3 lessons be based around? (a paragraph detailing the basis of the next 3 lessons)
In the next lesson, students will be exposed to expressing opinions, active listening, and bias recognition. These are crucial approaches that determine how people build and sustain healthy relationships in the workplace. |
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| What specific content descriptors and elaborations might the next set of lessons be based on?
· Managing emotions when interacting with other people. · Learning the power of active listening for quality and successful communications and relationships.
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| References:
Health and Physical Education – Learning in Health and Physical Education – Victorian Curriculum. Victoriancurriculum.vcaa.vic.edu.au. (2021). Retrieved 8 July 2021, from https://victoriancurriculum.vcaa.vic.edu.au/health-and-physical-education/introduction/learning-in-health-and-physical-education.
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Appendices (where necessary)
