Uo Final
Uo Final
UNIT OUTLINE
Subject: Community and Family Studies Course: Community and Family Studies Number of Weeks: 5
Unit title: Individuals and Groups
group?
Who are a part of the community and
what are their roles according to the
documentary?
What factors impact their roles impact
their community?
Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)
roles individuals adopt compare the specific Reflect and review last lesson’s concepts with all Sample interview
within groups
roles various students through a class discussion based on survey https://www.youtube.com/
specific roles of individuals
individuals adopt answers. watch?v=rxOSbjacZa8
the specific roles within a range of
adopted by individuals in school and community Using our current school community ask students to Sample interview questions
groups groups
investigate the following through interviews with https://www.monash.edu/career-
TERM 1 - to ensure tasks are determine the specific students, teachers and executive staff: connect/jobs/apply/interviews-
Week 8 achieved
roles they adopt in the sample-questions
- to maintain/build groups to which they Expected questions can be:
relationships
belong and propose What is your role in our school? (see attached to the resource
- to influence the how and why their How and why may your role change within page)
group’s progress
roles may vary
our school?
What are the significant issues found in our
norms, conformity, and explore how school?
cohesiveness within and individuals can How do you believe it can be fixed to create a Example of advocacy poster
among groups influence a group’s more cohesive community?
Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)
- attitudes of group belonging within a Reflect and review last lesson’s concepts with all
TERM 1 members, eg
peer group
students through a class discussion based on survey
Week 10 acceptance
answers.
- gender expectations critically examine the
- media impact of gender Discuss with students what makes them feel like they
expectations on the belong.
specific roles
individuals adopt Ask students to create a reflection of their community
within groups within the outline worksheet provided and use the
outline as a base of a mind map to explain how the
social factors found within those groups contribute to
their sense of belonging to them.
observation as a primary Reflect and review last lesson’s concepts with all School rugby team
research method
observe the specific students through a class discussion based on survey
TERM 2 conducting and recording roles various answers. Observation tools:
Week 1
observations
individuals adopt Notepaper
advantages and within groups, and Students are asked to observe the school’s Rugby Pens
disadvantages
present research Team and conduct a research report into roles various Cameras (optional)
presenting research findings individuals adopt within groups through the use of
findings
observation.
Evaluation of the For teachers to know if students have meet all of the outcomes set in this unit of work would be through assessment of and for learning
Learning and Teaching through classroom activities that involve the use of collaborative learning, peer-assessment, student-directed learning, differentiation,
(How will you know reflective tasks and effective feedback.
students have achieved
the outcomes?)
Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)
Resource 1
Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)
Resource 2
Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)
Resource 3
Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)
Resource 3 continued.
Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)
PART C – Justification
The purpose of this 5-week unit outline is to allow students to attain the objectives and outcomes of the Community Family Studies (CAFS)
Preliminary Course syllabus and one of its major units Individuals and Groups. The CAFS course is a Higher School Certificate course that
establishes a framework to assist students in adopting a positive role in society through the investigation of community interactions and issues.
The principal objective of the course is to confront students with an awareness of social structures and their impacts on individuals, groups,
families and communities. Whereas the focus in Individuals and groups is the exploration of the roles that individuals and groups have in society
and the factors that implicate those roles (New South Wales Education Standards Authority, 2013). As a result, students will learn practical and
critical enquiry through various content areas through effective teaching pedagogical practices (New South Wales Education Standards Authority,
2013).
The composition of this unit of work is developed to guide students to achieve of unit outcomes through the understanding of how stage 6
adolescent students learn through the adaptation of pedagogical practices such as understanding by design, unit scaffolding, effective
The use of understanding by design is applied in this unit of work through having meaningful objectives that students are required to understand
by the end of the unit. Concerning Individuals and groups, the initial ideas that need to be attained by students is an understanding of individuals
Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)
in communities and how their roles can form and impact them. Also, relevant events and formative assessments are adapted to ensure students
are engaged in their learning through practical applications of acquisition for example through the Personal Factors Role Play through the use of
peer-assessment. The unit of work also has space for teachers to plan to adjust and debrief, this is where teachers can intervene with useful
feedback constructed through effective questioning using Bloom's Taxonomy as a guide. Also, adjustments can be made through student
feedback which can be found at the end of lesson survey monkey surveys and adjust lessons according to what students need.
According to Wiggins, McTighe & Wiggins (2012), the significance of understanding by design preparation of lessons has a higher probability to
allow students to engage with content coherently as the unit of work is scaffolded to meet the learning goals of students. Therefore, allowing
teachers to have pinpointed moments to gather evidence of learning. In addition to the application of understanding of design, the use of
effective questioning for feedback using Bloom's taxonomy as the basis of all questions allows students to establish critical thinking enquiry in
students to stimulate their abilities to analyse, evaluate and create (Tofade, Elsner & Haines, 2013).
Moreover, the process of course scaffolding is established in this unit of work allows for differentiation to occur as all students are working on
the same task at the same time. Therefore, they are progressing through content through their learning as research tasks throughout this unit
give students to understand concepts at some point as all the tasks establish ways in which students can attain the achievement of outcomes
whether it is in text form, visual form and physically enquired. This dominantly allows EALD (English as an additional Language or dialect) students
as images and videos are used to establish the understanding of foundational concepts, gifted and talented students to work beyond their
Secondary Curriculum unit outline - University of Western Sydney (PDHPE_2018)
coursework and low ability students to work at their own pace. Examples of scaffolding are found throughout the unit of work such as the first
lesson starting at a foundational base integrating ICT as a means of understanding to students using ICT, literacy and numeracy skills to develop
their learning skills through investigative tasks such as the community blog task and school community interview task.
According to Vygotsky's theory of scaffolding, using learning experiences as a guide to further learning. It is an efficient process to teach in as
students understand what they are learning, how they learned it, find current information about the context, apply the knowledge in various
contexts and address and resolve societal issues with appropriate methodological methods (De León, 2012). This allows for differentiation to
occur in the classroom as students can attain outcome requirements at their own pace and ability level.
Also, Vygotsky believes that the maximisation of student learning is solely based on motivational factors derived from constructivist learning
from socio-cultural theories where students are motivated to enhance further knowledge through higher-order thinking. Higher order thinking
occurs due to learning in the contexts of society and culture. Therefore, it is essential for teachers to consider the application of their pedagogical
Lastly, in this unit of work constructivist learning occurs through the solicitation of the Quality Teaching Model which utilises intellectual quality
Intellectual quality is established through higher order thinking and substantive conversation through project-based learning. While participating
in project-based learning, students collaborating with each other is one of the most effective ways for students to learn through motivation via
interaction between peers and other members of the community. This allows newly attained knowledge to be analysed, synthesised and
evaluated information with a broader group or community (Rutherford, 2014) an example in this unit of work is found through the Community
Connectedness is adapted through allowing students to link syllabus content with real-life examples to establish their connectedness to the
world and background knowledge developed through the previous unit of work Resource Management for students to attain motivation through
academic achievement. Connectedness to the outside world can be established through student-directed learning as students apply their
knowledge of the roles individuals can play in the broader community through real-life examples that relate to their interests which are formed
through reflective tasks. For example, the Community Blog activity where students are shown an example of a community (BeyHive) established
through pop-culture and asked to direct their learning by finding a community they can research to create an informative blog. Also, the use of
background knowledge is adapted through their previous unit as they use critical and practical enquiry to investigate their chosen community
through a variety of resources considered to be reliable (Karier & Hogan, 1979) which is seen through the School Community Interviews as
students use their background knowledge of using an interview as a resource for investigation through a reflective task that highlights the
References
De León, L. (2012). Model of Models: Preservice Teachers in a Vygotskian Scaffold. The Educational Forum, 76(2), 144-157.
http://dx.doi.org/10.1080/00131725.2011.653093
Education New South Wales. (2018). Elements of Learning and Achievement | Quality Teaching Framework. Theelements.education.nsw.gov.au.
areas/quality-teaching-framework
Karier, C., & Hogan, D. (1979). Schooling, education and the structure of social reality. Educational Studies, 10(3), 245-266.
http://dx.doi.org/10.1207/s15326993es1003_1
New South Wales Education Standards Authority. (2013). Community and Family Studies Stage 6 Syllabus (pp. 5-20). Sydney: New South Wales
Rutherford, S. (2014). Collaborative learning (1st ed., pp. 69, 71, 75). New York: Nova Science Publishers.
Tofade, T., Elsner, J., & Haines, S. (2013). Best Practice Strategies for Effective Use of Questions as a Teaching Tool. American Journal Of
Wiggins, G., McTighe, J., & Wiggins, G. (2012). The understanding by design guide to advanced concepts in creating and reviewing units (1st ed.,